Lansia Berdaya Bangsa Sejahtera: Konsep Active Ageing terhadap Anak Muda Studi di Yogyakarta
Putri, A. A. A., & Hakim, L. N. (2024). Lansia Berdaya Bangsa Sejahtera: Konsep Active Ageing terhadap Anak Muda Studi di Yogyakarta. Sosio Konsepsia: Jurnal Penelitian dan Pengembangan Kesejahteraan Sosial, 13(2). https://ejournal.kemensos.go.id/index.php/jsk/article/view/3358
ABSTRACT
Indonesia mengalami peningkatan pada struktur penduduk usia lanjut. Hal ini menyebabkan dampak positif dan negatif khususnya bagi keberlangsungan kehidupan bangsa. Lansia berdaya merupakan salah satu hal yang dapat meringankan kondisi bangsa untuk menjadi bangsa yang sejahtera. Konsep Active Ageing membawa bangsa Indonesia menjadi bangsa yang sejahtera. Konsep active ageing sendiri terdiri dari 8 faktor yang dibagi menjadi 2 bagian. Tentunya konsep ini akan berangkat sejak masa muda. Anak muda yang memahami konsep active ageing dapat menjadi lansia berdaya saat masa lanjut usia nanti. Hasil penelitian melalui metode statistic deskriptif ini penulis didapati bahwa anak muda memberikan hasil positif terhadap pengetahuan, sikap dan tindakan terhadap konsep active ageing tersebut. Bahwa Anak Muda sudah mengetahui pengaplikasian konsep active ageing dalam kehidupan sehari- hari mereka. Secara teori kebanyakan anak muda belum maksimal dalam pemahaman konsep active ageing ini. Untuk penerapan konsep active ageing harus terus diterapkan oleh anak muda dan diteruskan kepada generasi berikutnya. Pemerintah dalam hal ini dapat memberikan pendampingan dan pemberdayaan kepada remaja agar dapat menjadi individu yang produktif bahkan hingga masa lanjut usianya yang berdampak juga pada kesejahteraan bangsa Indonesia nantinya.
Flourishing and Well-being: Prof. Lindsay Oades’ Keynote Speech at FoE Conference
Flourishing and Well-being: Prof. Lindsay Oades’ Keynote Speech at FoE Conference
June 03, 2024
Contributor: Supriyono
UIII, DEPOK – The 3rd Annual Conference of the Faculty of Education (FoE) at the Universitas Islam Internasional Indonesia (UIII) featured a keynote speech by Professor Lindsay G. Oades from the University of Melbourne, Australia, with the topic “Flourishing and Well-being in Education” in which he delved into the integration of well-being and education and how it will help students to flourish their life.
Professor Lindsay G. Oades, PhD, is an internationally renowned well-being scientist, researcher, educator, and author. He serves as Deputy Dean of the Faculty of Education and Professor of Wellbeing Science at the University of Melbourne, Australia. Recently, he collaborated with UNESCO on the International Science and Evidence-Based Education Assessment.
Professor Oades began his speech by praising the conference theme, emphasizing its global relevance. “What we’re seeing around the world is society struggling with mental health issues and the health system won’t solve that issue. I strongly believe that a large part of the solution will come through education,” he stated.
He further distinguished mental health from well-being, noting that mental health pertains to the mental state of an individual, while well-being encompasses broader dimensions of human flourishing, citing UNESCO’s aim of education which reads: “Promoting forms of learning and development that equip students to live flourishing lives is the appropriate overall aim of education.”
“In the educational context that could mean academic achievement, ethical goodness, and feeling good while you’re doing it that overall concept of human flourishing sits above a lot of the more specific areas. The key idea here is that this is an appropriate overall aim of education,” he explained.
Professor Oades contrasted this flourishing aim of education with the economic focus of other institutions, such as the Organization for Economic Cooperation and Development (OECD), which emphasizes developing human capital as the aim of education. While acknowledging the value of this concept, he noted its lack of ethical considerations.
“Flourishing includes ethics. In this context, that could mean the core ethical tenets of Islam,” he said. “It is a broader thing. Not only the mental health functioning of an individual, but it is the overall experience, which includes education, and economics […] Therefore, I also argue that this is the role of education than it is of a health system. Well-being lives in education. It’s learnable, teachable, doable.”
Central to his discussion, Professor Oades highlighted the need to improve well-being literacy, saying that if we are to embed well-being and flourishing into education, we need literacy as a way of talking about and understanding it.
He mentioned "well-being literacy" as the capability to comprehend and compose well-being language. This capability model includes five components, encompassing well-being vocabulary and knowledge, well-being comprehension (listening, reading, and viewing), well-being composition (speaking, writing, and creating), context awareness (adapting language to context), and intentionality (habit of communicating intentionally for well-being).
“You might ask, why so much emphasis on language? One of the key reasons is that many things are psychological; they live in language. They are largely metaphorical because so many of these things are non-physical, so we use metaphors to make sense of the non-physical,” he explained.
In his conclusion, Professor Oades stressed the importance of language in achieving population well-being and differentiating between well-being and mental health. “If we want to change well-being, let us have a look at the way we use language. Let’s also think about well-being as different than mental health. It is not that one is right and one is wrong; It is that they are two different dimensions,” he concluded.
This year’s theme of the Faculty of Education’s annual conference is “A New Way of Teaching and Learning: Integrating Well-Being in Educational Settings” which emphasizes the integration of well-being into the core aspects of education. The theme resonates with UIII’s mission to provide an inclusive international education that takes care of the well-being of its individuals despite striving for academic excellence aimed at flourishing human life through education.
My Memorable Experience in Performing Indonesian Cultural Dance as a Filipino
My Memorable Experience in Performing Indonesian Cultural Dance as a Filipino
by Erickson Samson (MA in Education student batch 3)
Performing Indonesian cultural dance, especially the "Dindin Badindin" from West Sumatra, is one of the most fulfilling things I have ever done as a Filipino and an international student at UIII. This was something that I will never forget in my life. I am very grateful that I have been part of the cultural dancers and, most especially, the UIII community.
As a person who is not into dancing, nor had I experienced performing in front of a big crowd, I firstly hesitated to accept the invitation of my friends to join them because I was afraid that I could not perform well, which I thought I might have ruined the whole performance because of me. However, I still sincerely grabbed it after believing it was a once-in-a-blue-moon thing. Thus, I had to seize this opportunity because I knew that everything could be learnt by continued practice and everyone's cooperation.
I acknowledge the guidance of my course mates Andi Ilham, Furqanul Hakim, and Ulfia Muru'ah, as well as the continued support of friends and lecturers. Throughout the duration of practice, when everyone was busy with their papers, it was very challenging because we had to spare time to practice, and everyone's presence and cooperation were needed. As a result, our practices went very well, with happy moments and laughter.
Each day of practice and observing my friends, I reflected that I would never forget this moment when I became part of this, with my utmost appreciation and respect. I even learnt how to appreciate and sense the music with all my heart. In the future, I will remember that these are my friends with whom I have shared some of the best memories in my postgraduate journey in Indonesia.
On the first day of the conference, I did not feel nervous during this period at all; I told myself we just needed to enjoy this day and our performance with all smiles. I was elated after the performance, as it was done smoothly, telling myself that all our efforts had paid off, and everyone seemed to enjoy and love it. Also, what I loved was hearing that our dean of the Faculty of Education, Dr. Nina Nurmila, told the visitors that I was not an Indonesian, but a Filipino. Moreover, some were surprised by that kind of thing; my friends and lecturers were happy with that, which I loved most.
At the end of the day, I have learnt that we must enjoy the journey and our process. These help us grow and appreciate the people we are sharing the memories with. These things only happen once in our lives, but the memories that we have shared with our friends may not happen again.
Our cultural performance has made me appreciate Indonesia's culture, attached me to this country, its people, and its language, and encouraged me to act locally as part of cultural understanding and appreciation. This is why I have learnt to love this country.
At UIII, FoE Kick-Offs the 3rd Annual Conference on Well-Being and Education
At UIII, FoE Kick-Offs the 3rd Annual Conference on Well-Being and Education
Contributor: Supriyono | Editor: Dadi Darmadi
UIII, DEPOK – The Faculty of Education (FoE) at the Universitas Islam Internasional Indonesia (UIII) has officially kicked off its 3rd annual conference on Thursday, May 30, 2024, under the theme “A New Way of Teaching and Learning: Integrating Well-Being in Educational Settings” emphasizing the integration of well-being into the core aspects of education.
In her opening speech, the Dean of the Faculty of Education, Prof. Nina Nurmila, PhD, welcomed the keynote speakers, presenters and audiences, saying that this year’s FoE conference has attracted more paper submissions with better quality papers. She elaborated that in 2022, the conference received 13 papers and selected 6 papers to be presented in the 1st annual education conference. In 2023, the committee received 19 papers and selected 15 papers to be presented. Meanwhile this year, the conference received 46 papers and selected 26 papers for presentation.
“All of these numbers are less than the number of papers we received for the Writing Competition, which reaches 75 papers. Perhaps the awards and money we granted could be the motivating aspects for authors to submit their paper for writing competition. Therefore, beginning last year, we provide similar awards for the best papers submitted for the conference,” Prof. Nina Nurmila remarked.
In terms of the country of origin, Prof. Nurmila explained that her team expanded the origin country of the paper writers from only Indonesia in 2022, to three countries (Indonesia, Malaysia and UK) in 2023, to four countries (Indonesia, Australia, Malaysia and Pakistan) in 2024. “All of these still show that we need to build broader networking to spread our conference to attract more participants from various different countries,” Prof. Nurmila said.
Following the Dean’s speech, Prof. Dr. Jamhari, Rector of UIII, highlighted the importance of the conference theme, saying that it resonates with UIII’s mission of inclusivity and to deliver top-notch postgraduate education, foster innovative research, and contribute to science and social welfare.
“This approach recognizes the importance of addressing students’ emotional intelligence, psychological, and physical well-being throughout their academic development,” Prof. Dr. Jamhari said in his remark.
Meanwhile, Associate Professor Charyna Ayu Rizkyanti, PhD, the organizing committee, explained the reason behind the theme, associating it with the human development theory in which universities are the places for adult learners either those in the early to late adulthood phase. Hence, well-being becomes an integral part of the university environment.
“Inevitably, the increasing focus on well-being, particularly mental health, in the education sector occurs for a crucial reason. Educational institutions must adopt a holistic approach to teaching and learning and integrate well-being into their policies and practices,” Associate Professor Rizkyanti said.
This year’s conference invited three keynote speakers. On the first day, Thursday, May 30th, 2024, K. H. Saiful Rahmat Dasuki, S.IP., M.Si. from the Ministry of Religious Affairs of the Republic of Indonesia discussed how to improve the well-being in education setting through practicing moderate Islam. Additionally, Prof. Lindsay Oades from the University of Melbourne, Australia presented the “Flourishing and Well-being in Education”. On the second day, Friday, May 31st, 2024, Prof. Vina Adriany, PhD from Indonesian Education University (UPI) will discuss “Teachers’ Welfare, Professionalism and Well-being” as the conference’s final keynote speaker.
This is the third time the UIII Faculty of Education has held its annual conference. The first annual education conference in 2022 was under the broad theme of Education and Society concentration; the second annual conference in 2023 was under the theme of Education Policy, Management, and Leadership; and this year’s conference is under the theme of Curriculum, Teaching and Learning. Next year, the faculty will have the fourth annual conference under the theme Educational Assessment and Evaluation.
Recording on YouTube
Day 1 (Opening and Keynote Speaker)
https://www.youtube.com/watch?v=PoUISroZdsc
Day 2 (Keynote Speaker)
https://www.youtube.com/live/qRGr1vpP354?si=YyRVaqVn9gGJ3zjF
Day 2 (Closing Ceremony)
https://www.youtube.com/live/WUNafcLo_9c?si=T4xn85OIJobb6yX7
FoE UIII's lecturer provided workshop about Rasch Model measurement for teachers in Miri, Sarawak, Malaysia
The Rasch model is a powerful tool in cognitive testing, transforming raw scores into interval measures, which allows for more precise and meaningful interpretations of test results. On Thursday 23 May 2024, Dr Bambang, one of the lecturer in Faculty of Education UIII, provided whole day workshop for teachers in Miri, Sarawak, Malaysia. The workshop introduces the fundamentals of the Rasch model, focusing on its application in cognitive assessment, particularly about instrument analysis as well as person analysis. Participants learned how the model ensures that test items are appropriate for different ability levels, providing a fair and accurate measure of cognitive skills. Through hands-on sessions, attendees will practice calibrating test items and interpreting Rasch output using relevant software. Key topics include item difficulty, person ability estimation, and the creation of invariant measurement scales. The workshop is designed especially for teachers to enhance their understanding of test adn item development, and data analysis in cognitive testing. By the end, workshop participants equipped with the skills to apply the Rasch model to improve the reliability and validity of cognitive assessments in their respective teaching subject.
Course Evaluation: Mid Semester 2023/2024
Faculty of Education UIII's course evaluations serve as valuable feedback mechanisms from students to express their opinions on the quality of teaching, course content, and overall learning experience they had in a semester. The students got the opportunity twice in a semester to give their assessment about the course, in the middle of semester as well as in the end of semester. These evaluations typically consist of structured questions (close ended with rating scale) and also open-ended comments, allowing students to rate aspects such as instructor effectiveness, course organization, clarity of materials, and relevance to learning objectives. They provide instructors with insights into their teaching methods and areas for improvement, in the four dimension which are: Course Materials and Structure, Course Delivery, Learning Assessment, Lecturer's Connection and Encouragement, Student Engagement and Involvement, and General / Overall Rating. Moreover, course evaluations aid universities in assessing the effectiveness of their academic programs and identifying areas for enhancement. By soliciting student feedback, the faculty can continuously refine their courses to meet the evolving needs of students and maintain high standards of education. Ultimately, course evaluations play a crucial role in fostering a culture of accountability, transparency, and continuous improvement within our faculty and university.
Yayasan Penggerak Indonesia Cerdas (Pengincer) visited Faculty of Education UIII
Yayasan Penggerak Indonesia Cerdas (Pengincer), especially the Pengincer Research Center (PRC) unit have visited Faculty of Education, Universitas Islam Internasional Indonesia on Monday, 6 May 2024. Previously, last year, Pengincer researchers attended summer course of research methods organized by Faculty of Social Sciences UIII. They learned some research skills which included experimental research design, case studies design, how to use Quirkos to do qualitative data coding, and Rash Model Analysis for instrument testing. All of this equiped Pengincer reseracher to do their own research. For the next collaboration, Pengincer join with FoE UIII will conduct their research disemination activities about literacy and numeracy study on July 2024 at beuatiful UIII campus in Depok, West Java.
FoE UIII's staff as a guest lecture at Universitas Multimedia Nusantara, Serpong, Tangerang
The Rasch model is a powerful tool in measurement theory, particularly in educational and psychological assessments as well as for business research. It provides a framework for understanding how individuals respond to items on a scale and how these responses relate to their underlying ability or trait. In a guest lecture on the Rasch model, key points would include its fundamental principles, such as the requirement of item independence and the concept of person and item parameters. Additionally, discussing practical applications, such as test development, item analysis, and person ability in the context of business research, would be valuable. It's important to address common misconceptions and challenges in implementing the Rasch model, along with strategies for interpretation and validation. Demonstrating its versatility in business research, like customer satifcation, employee motivation, consumer product choice or market research, would highlight its broad utility. Overall, this guest lecture aims to equip participants with a foundational understanding and practical insights into utilizing the Rasch model effectively. The guest lecturer conducted on 2nd May 2024 at Universitas Multimedia Nusantara building in Serpong, Tangerang, which master of technology management, faculty of business students attended the lecture.
Extending the Dialogue: Responding to Indonesian Multicultural Children’s Literature Cap Go Meh
Durriyah, T., & Dewayani, S. (2024). Extending the Dialogue: Responding to Indonesian Multicultural Children’s Literature Cap Go Meh. Journal of Language and Literature, 24(1), 240-251. doi:https://doi.org/10.24071/joll.v24i1.7310
Abstract
Cap Go Meh is an Indonesian picture book with interreligious and multiethnic themes and has been translated to English and been awarded for promoting multiculturalism. Studies that focus on reader response to interreligious theme of children’s literature are scarce. This study examines a reading engagement of a group of Muslim preservice to Cap Go Meh read aloud. Using a framework of reader response theory that pays attention to cultural influences including religions, this qualitative study posed a question: How do Indonesian Muslim preservice teachers respond to the multicultural story in Cap Go Meh. The respondents’ writing responses generated two major themes. One was concerned with how the preservice teachers relate to Cap Go Meh and how its narrative leads to their reflections about diversity. The other one focused on how the participants might extend the story of Cap Go Meh and highlighted the preservice teachers’ concerns with the role of adults (parents) in the story. Additional data from one participant could potentially show a case for furthering literary experiences using multicultural children’s literature. The researchers note that responses to sensitive issues such as religious diversity occur mostly in a context where there is encouragement from teachers. In this case, it is crucial to highlight the importance of bringing multicultural children’s literature like Cap Go Meh as a medium to discuss the lives and perspective of others.
Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia)
Wahyuni, N. T., & Bee Tin, T. (2024). Beyond the classroom walls: exploring parental involvement on children’s interest development in EFL learning (A case from Indonesia). Education 3-13, 1–15. https://doi.org/10.1080/03004279.2024.2340548
ABSTRACT
This study reports the findings of a case study that followed a group of Indonesian primary school EFL learners (10–11 years old). They were observed in school and at home and interviewed with their parents. The study highlights various ways children can develop an interest in learning English and how parents help shape their children’s interests. Four students who demonstrated different patterns of interest development were selected for detailed analysis. Through these cases, the study attempts to understand the role of parents in developing interest in EFL learning. All four child participants were provided with a similar supportive learning environment at school, suggesting that their differences may have primarily been attributed to their different home learning environments, parental involvement, and parenting styles.