Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia
Anugrah, I. S., Hakim, L. N., Carolina, C., Margono, T., Husmiati, H., Basuki, S., & Purwasantana, D. (2026). Rural youth empowerment through the agricultural entrepreneurship program model Youth Entrepreneurship and Employment Support Services (YESS): The case of the Miduana Indigenous Community in Indonesia. In R. Dutta & S. Trivedi (Eds.), Agripreneurship, digital inclusion and sustainability: Rural innovation and growth in the Global South (pp. 14–31). CABI. https://doi.org/10.1079/9781836992646.0002
Campus Safety: UIII’s Proactive Stand Against Sexual Violence
Campus Safety: UIII’s Proactive Stand Against Sexual Violence
January 14, 2026
By Dadi Darmadi
Depok – In the smart room of Universitas Islam Internasional Indonesia (UIII), a meeting on January 14, 2026, marked more than a routine administrative gathering. It represented a profound institutional pledge: a turning point in the university’s journey to ensure that the pursuit of knowledge is never overshadowed by fear or trauma.
The formal launch and socialization of the Sexual Violence Prevention and Handling Task Force (SATGAS PPKS) was not merely about compliance; it was a declaration of values, a commitment to transforming the campus into a true sanctuary of respect and safety.
“This represents the university’s commitment to implementing sexual violence prevention and handling in accordance with the national regulation,” stated Chaider Bamualim, University Secretary and Head of the newly formed PPKS Center. His words underscored a shift from policy on paper to actionable, structured responsibility. The task force is designed to be the central nervous system for this critical mission, moving beyond a reactive stance to embody a proactive, preventative culture.
The genesis of this task force is rooted in a sobering global and national reality. As highlighted during the proceedings, universities worldwide are tragically the second most common setting for sexual violence. This alarming statistic has shifted the conversation from isolated incidents to a recognized systemic challenge within higher education. In Indonesia, the response crystallized with the landmark Regulation of the Minister of Education (Permendikbudristek) Number 30 of 2021, mandating every university to establish robust prevention and handling mechanisms. UIII’s task force is its dedicated answer to this call, built upon a solid legal foundation that includes the broader Law Number 12 of 2022 on Sexual Violence Crimes.
Building Understanding and Empathy
What set this launch apart was its foundational focus on education and clarity. The session dedicated significant time to dismantling ambiguity around the term “sexual violence.” Moving beyond simplistic definitions, it outlined a spectrum of violations, from the overt horror of rape to the insidious harm of sexual intimidation, harassment, and exploitation. By detailing forms such as unwanted verbal advances, coercive threats, or the abuse of power for sexual gain, the task force made it clear: violence is not defined solely by physical contact but by the violation of consent, dignity, and personal autonomy.
The discussion courageously addressed the profound, often lifelong, repercussions for survivors: physical injury, deep psychological trauma (including PTSD and depression), social stigma, and derailed academic careers. This explicit linking of action to consequence served a dual purpose: to validate the experiences of survivors and to impress upon the entire community the grave weight of such violations.
The UIII SATGAS PPKS is envisioned as a multipronged entity, with functions carefully designed to mirror the complexity of the issue it addresses. It will serve as an Educator by spearheading ongoing campaigns to cultivate a campus-wide culture of consent, respect, and bystander intervention, ensuring every community member understands their rights and responsibilities. Simultaneously, it acts as a Capacity Builder, equipping staff, faculty, and student leaders with the necessary skills to identify early warning signs, provide appropriate first response, and navigate reporting procedures with sensitivity.
Beyond prevention, the task force provides a critical internal mechanism as an Investigator, offering a formal, fair, and victim-centric process to address reports. This ensures due process while steadfastly prioritizing survivor safety and well-being. Finally, it stands as a dedicated Advocate and Supporter, functioning as a confidential point of contact that guides survivors to professional services and champions policy enhancements to continually reinforce a safe and accountable environment. Together, these interconnected roles form a comprehensive framework for proactive prevention and responsive care.
Strategic Roles
The UIII PPKS special task force is envisioned as a multipronged entity, with functions carefully designed to mirror the complexity of the issue it addresses. It will serve as an “Educator” by spearheading ongoing campaigns to cultivate a campus-wide culture of consent, respect, and bystander intervention, ensuring every community member understands their rights and responsibilities.
Simultaneously, it acts as a “Capacity Builder,” equipping staff, faculty, and student leaders with the necessary skills to identify early warning signs, provide appropriate first response, and navigate reporting procedures with sensitivity.
Beyond prevention, the task force provides a critical internal mechanism as an “Investigator,” offering a formal, fair, and victim-centric process to address reports. This ensures due process while steadfastly prioritizing survivor safety and well-being.
Finally, it stands as a dedicated “Advocate and Supporter,” functioning as a confidential point of contact that guides survivors to professional services and champions policy enhancements to continually reinforce a safe and accountable environment. Together, these interconnected roles form a comprehensive framework for proactive prevention and responsive care.
This comprehensive approach reflects an understanding that safety is not created by a single policy but woven through every layer of institutional life.
The call for collective responsibility was powerfully echoed by Prof. Nina Nurmila, PhD, the dean of Faculty of Education and a senior leader in gender studies at UIII present at the launch. “We, as members of the academic community, must be responsive to the various challenges within the campus,” she urged, framing safety not as an administrative duty but as a shared covenant. “This is our collective responsibility for the comfort and security of all.”
From Pledge to Practice
The formation of the PPKS special task force is a definitive starting line, not a finish line. Its true test will lie in its visibility, accessibility, and the trust it builds within the student body and staff. The challenge ahead involves continuous dialogue, destigmatizing reporting, and fostering an environment where prevention is everyone’s business.
For UIII, this initiative transcends risk management. It is an investment in its core educational mission. A campus free from the threat of sexual violence is one where students and scholars can engage freely, debate vigorously, and learn optimally.
By taking this unequivocal stand, UIII is not only protecting its community but also nurturing the conditions for genuine intellectual and personal flourishing. It sends a clear message: here, dignity is non-negotiable, and the pursuit of knowledge is underpinned by an unwavering commitment to human respect.
source: https://uiii.ac.id/campus-safety-uiiis-proactive-stand-against-sexual-violence/
Internationalizing Deep Islam
Summerfield, E., & Hemay, S. (2026). Internationalizing Deep Islam. In: Dhiman, S. (eds) The Palgrave Encyclopedia of Leadership and Organizational Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51650-4_185-1
Abstract
This chapter outlines a case study of the philosophical and pragmatic leadership of the new Indonesian International Islamic University (UIII), interpreted through the lens of a Western management theory. It argues that Islam, especially since 9/11, has become overidentified in the West as a menacing, politicized force which has diminished a view of the deep spiritual principles contained in the religion. Indonesia, as the world’s largest Muslim nation, presents a counternarrative to this Western stereotype, exemplified by the mission of UIII and embodied in the leadership of its founding Rectors. The chapter further argues the correspondence between the first principles of the leadership of UIII and the systems thinking method articulated by Peter Senge in his seminal text The Fifth Discipline: the Art and Practice of the Learning Organization. It does so in order to demonstrate the commonalities between Senge’s Western vision of a learning organization and that of UIII, and so further erode the sense of menacing otherness contained in the widespread stereotype of Islam.
Get to know more about the Revision of National Education System progress – study visit to the Ministry of Primary and Secondary Education (MoPSE)
Looking to the education policy in action is very interesting. On Monday, December 22, 2025, we are going to the Ministry of Primary and Secondary Education (MoPSE) to know more about that. All my classmates from the Educational Policy Analysis class are scheduled to have a discussion with the Education Standards, Curriculum, and Assessment Agency (BSKAP), specifically the Centre for Education Standards and Policy (PSKP), which handles Indonesia's national education policy or regarding National Education Standards. The topic of this visit is discussing the Draft Law on the new National Education System (RUU Sisdiknas), which is included in the 2025 Priority National Legislation Program (Prolegnas). The status of the bill is currently in the discussion and refinement stage in parliament. We are guided by our lectures from the Educational Policy Analyst class, Dr. Lukman Nul Hakim and R. Alpha Amirrachman, M.Phil., Ph.D., on this agenda and prior to the visit, we were given some reading materials related to the draft Law (bill) from our lectures to enrich the discussion.
This visit truly excited me and sparked great enthusiasm. This was due to my second visit to MoPSE as a student at Universitas Islam Internasional Indonesia (UIII), but also because the focus of this discussion was directly related to education policy, which is my current field of interest and concentration study. Furthermore, this visit provided an opportunity for us as students to learn more about the evolution of Indonesian Education Law. This discussion provided a glimpse into the perspectives of stakeholders directly involved in the decision-making process. Through this interaction, we gained a deeper understanding of the sequence of policy formation at the national level. This allowed me as a student to understand the lengthy process of drafting a law and the various parties involved in its formation. This provided a collaborative experience for students, bridging theoretical learning in the classroom to the real-world practice.
In this regard, we gathered in the morning to the Jakarta for the Ministry office towards the departure. Upon arrival at MoPSE, we were greeted by the Policy Analysis and Advocacy Working Team from the ministry. We arrived a little earlier than planned, and we didn't waste our time there; we were discussing something else instead. Guided by Pak Alpha, we opened our initially discussion with Mr. Lukman and Ms. Esy about submitting students’ work (e.g articles) to the ministry journals. They informed us that there are two journals that students can submit to: "Jurnal Penelitian Kebijakan Pendidikan" (Journal of Education Policy Research) & "Jurnal Pendidikan dan Kebudayaan" (Journal of Education and Culture). Several explanations were given regarding what students need to consider when submitting their papers to journals, including the journal's twice-yearly publication timeline. I think this is very insightful, apart from the main material discussed that day, we also got information about where we can publish our scientific work.
Afterward, at 10 am, we are going to the main agenda, a discussion with the Head of the Center for Education Standards and Policy, Mr. Irsyad Zamjani, Ph.D. Prior to the discussion, we were briefly introduced before Mr. Irsyad continued with his presentation. He presented material on The Revision of the National Education System Law, starting with explaining the evolution of education policy in Indonesia and the background of why the revision of the Indonesian education law is necessary. He also added about the stages in the Sisdiknas Revision which consists of 5 stages of the legislation process, which begins with Initiation, Preparation, Discussion, Reflection and it ends with Determination. In addition to that, he explained that MoPSE has supported this legislation process and provided us a brief overview of what activities have been carried out by MoPSE during 2025.
There are several key revisions highlighted in this change to the education system. This change is arguably quite massive because it goes beyond policy as a philosophical foundation to include substantive studies. Several aspects can serve as students' takeaways, for example, educational governance and pathways, compulsory education, curriculum and learning, teacher welfare, and educational funding. One of my takeaways from this discussion is the extension of compulsory education from 9 to 13 years. One of the hot topics in education frequently discussed both inside and outside the classroom is how the acknowledgment of early childhood education (ECE) takes place, and this is one of them. The addition of one year of compulsory education to ECE acknowledges that preschool education is as important as other levels of education.
The discussion then continued with a question-and-answer session. Students appeared very enthusiastic in listening to Mr. Irsyad's presentation, as evidenced by the large number of students who raised questions. The questions asked by the students were very diverse; this may reflect our interest in the field of discussion. Some of them concerned indigenous communities, distant learning, educational budgeting, language policy, and concerns on the average length of schooling. Towards the end of the discussion, he added regarding the discussion of the Revision of the National Education System Law, MoPSE did not work alone, but also participated by inviting several related stakeholders and non-governmental organizations in the discussion regarding this legislation process.
Learning the Art of Wholeness: Rethinking Education with Prof. Ananta Kumar Giri
Learning the Art of Wholeness: Rethinking Education with Prof. Ananta Kumar Giri
December 8, 2025
By Supriyono | Photo: Achmad Ulyani
How might education look like if it aimed not merely to train the mind, but to awaken the whole human being? This question became the spirit of Lunch Talk #48 hosted by the UIII’s Faculty of Education, on December 8, 2025. In a thought-provoking session, Prof. Ananta Kumar Giri, COMPOSE Fellow at UIII’s Faculty of Social Sciences and Founding Honorary Executive Trustee of the Vishwaneedam Center for Asian Blossoming spoke on “Learning the Art of Wholeness: Integral Education and Beyond.”
Prof. Giri highlighted that the contemporary crisis of education is not merely about quality or curriculum but stems from the illusion of fragmentation. Modern systems, he argued, have disconnected learners from the wholeness of life by prioritizing mental memorization over the development of emotional, vital, spiritual, and social dimensions. He urged the audience to reimagine education not as a mechanical transfer of knowledge, but as a living process that integrates heart, body, mind, nature, and community.
Drawing on his book and rich fieldwork across the world, Prof. Giri shared examples of educational movements that cultivate wholeness. Integral Education, inspired by Indian thinker and spiritual teacher Sri Aurobindo, nurtures every dimension of the learner. Steiner-Waldorf schools teach by storytelling, creativity, and practical engagement. Free schools in Denmark embody community-based learning where children are taken seriously “not as people of tomorrow, but people of today.” These examples, he suggested, prove that education can be both deeply human and academically rich—without being reduced to exams and performance metrics.
Prof. Giri reflected on the dominance of written assessments and scholarly publications that reward technical output but neglect lived wisdom. “Education is not only in papers,” he emphasized, recalling how many meaningful learning moments emerge from conversations, creativity, service, and shared humanity rather than test scores or journal citations.
The talk also ventured into the philosophy of trans-disciplinarity, encouraging educators to dissolve boundaries between subjects such as science, arts, humanities, and ethics. He offered vivid examples of science lessons connected to poetry, water studies linked to spiritual meaning, and cooking classes that explore chemistry while nurturing equality among genders. The challenge, he noted, is to resist treating knowledge as compartmentalized fragments and instead allow learners to experience the world as interconnected.
A central moment in his reflection was his reminder that teachers are not authoritative transmitters but companions in learning. He shared stories of schools where children are engaged with nature, storytelling, and responsibility, and where teachers discover their own authenticity rather than claiming sovereignty over knowledge. He recalled a Waldorf educator’s words: “Children are souls in front of us”—not empty vessels but living beings who deserve respect, dialogue, and encouragement.
In his conclusion, Prof. Giri invited the faculty members and students to rethink educational practice. Instead of treating wholeness as a vague ideal, he challenged everyone to see it as a practical necessity that grounds meaningful learning, sustainable humanity, and ethical engagement.
Lunch Talk #48 reminded everyone that wholeness is not a luxury—it is a necessity. Education cannot stop at filling minds; it must help shape whole human beings. The talk concluded with a clear message: learning should connect heart, mind, body, and community. If educators choose this path, schools and universities can become places that not only prepare students for exams, but prepare them for life.
source: https://uiii.ac.id/learning-the-art-of-wholeness-rethinking-education-with-prof-ananta-kumar-giri/
Beyond Tools: Thinking about AI, Education, and our Humanity
Beyond Tools: Thinking about AI, Education, and our Humanity
By Nabila Nindya Alifia Putri
2025 is just around the corner to close its chapter, and on the fourth week of November was truly an unforgottable moment that I will always cherish in my life, at least after I graduated. On the 28th of November, 2025, I got a fruitful opportunity as a panelist at the ACE Online Conference. Academically and personally speaking, the session, “Human–AI Partnership in Teacher Education: Rethinking the Hybrid Teacher of the Future,” challenged me to articulate my research in a broader, global conversation about the future of teaching. The issues explored in the session resonated strongly with the findings of my master’s thesis, which I incorporated into the discussion.
During the panel session, I got asked a question. It was about the ways in which cultural, societal, and contextual aspects influence the way students respond to AI, which led me to reconsider my own research results in a new perspective. My research has demonstrated that there is great cultural focus on academic integrity within the Indonesian schools whereby teachers are expected to adhere to moral standards during the learning process. It also emphasizes the excessive dependence of teachers on community-based and informal learning instead of institutional training and the contextual fact that AI systems do not frequently support local curricula, language standards, and daily learning processes. It taught me that the problems I noticed during my fieldwork are not just technical or practical issues, as there were issues about academic integrity or a lack of infrastructure. Instead they are indicative of deeper questions of what we are as a society, the way we value relationships in the learning process, and how we negotiate change.
As I reflect further upon writing this reflection, these insights feel even more relevant in light of recent ecological disasters across Indonesia, particularly in Sumatra and parts of Java—events that are, in many ways, are consequences of human actions. The process of this happening brought back to me that education is never solely about mastering content or learning to use technology, but it is also about molding conscience, responsibility, and care. This lowkey gave me a silent hope that someday AI would not only be incorporated into the process of learning due to ease or effectiveness. I wish to believe that with the development of AI, we will be able to use AI to teach what really matters as well as our connection with the environment. Perhaps, we can have such simulations one day with the help of AI, or a virtual reality (VR) experience that lets students observe the life cycle of trees, the sensitivity of ecosystems, or the effects of environmental destruction. It is only a hope, which is a possibility in the future, but I was left convinced by this panel that it is a part of our job as educators to make ourselves believe that such possibilities exist.
Speaking in front of a global audience was not only challenging but also empowering. I needed to express myself, answer on the spot, and present the Indonesian context in a positive manner. At one point, the discussion was flowing smoothly that I encountered a sense of connectedness, not just to the panelists, but to the whole audience who cared about the future of education. It made me remember again on why I decided to pursue this field. In general, this experience taught me that insights from local contexts bear a great, yet universal importance. Personally, I also became developed. I learned that:
- I am able to address myself confidently, especially in global contexts,
- my research bears depth and relevance beyond local context.
What I take from this experience is a renewed sense of purpose. It further intensified my desire to investigate the problem of AI literacy, teacher identity, and educational ethics, yet also helped me to remember the larger mission of education itself. The panel session gave me a reality to be more grateful, solid, and hopeful person who has much to do in a world where technology and humanity develop in mutual communion, not only in order to be efficient, but in order to be caring, thoughtful and understanding of our world. And in most respects, this vision is also consistent with what I have studied during my masters study in the Faculty of Education at UIII: a place which has helped me to consistently think of education as a transformative power based on ethics, justice, responsibility to the society, and the environment.
Lastly, let’s take a moment to give our thoughts and prayers of our brothers and sisters affected by disasters in Sumatra, Java, and other places affected by disasters in Indonesia. May we always be given strength and fortitude to get through everything.
Improving Community Capacity Building in Education: Indonesian Experience
Mutohar, A. and Sumintono, B. (2026). "Improving Community Capacity Building in Education: Indonesian Experience" In Li, J. & Chan, P.W.K. Global Perspectives on Community Education and Learning SocietyDiversities, Challenges and Strategies. Routledge. https://www.routledge.com/Global-Perspectives-on-Community-Education-and-Learning-Society-Diversities-Challenges-and-Strategies/Li-CHAN/p/book/9781041233350
Mapping Discourse Visually: Why DNA Deserves a Place in Every Emerging Researcher’s Toolkit
Mapping Discourse Visually:
Why DNA Deserves a Place in Every Emerging Researcher’s Toolkit
By Nurul Izzah Febilia
A question commonly aksed by novice researchers is this: which tool is actually more worth using, DNA, Nvivo, or Quirkos? and why?
Last Monday, November 24, Estudia held a workshop on Discourse Network Analysis (DNA) for qualitative data analysis by Dr. Lukman Nul Hakim. Participating in the workshop to operate DNA and Visone is a complement to the experience that students really need. In the previous year, students also received a workshop on how to operate Quirkos and Nvivo on other occasions. Initially, I understood that this workshop was an introduction to qualitative data analysis applications. But as the session progressed, it became increasingly apparent that the DNA approach could open up new perspectives on how discourse is analyzed in depth and visualized in a more informative way. Thus, this activity is not only technical training, but also the entrance to a more creative and systematic approach to research.
Before the workshop started, the question I brought up when participating in this workshop was which one would be more worth it and will be used later: Quirkos, Nvivo, or DNA? Discussions about the advantages of each application often arise in the academic environment, considering that each one has its own characteristics and strengths. However, this DNA workshop offers a fresher perspective. In addition to providing an understanding of how a discourse can be mapped, analyzed, and visualized through a network approach, the workshop also affirmed a significant advantage: both DNA and Visone can be used for free. Dr. Lukman clearly said that if you want to use Nvivo or Quirkos optimally, then the investment is to subscribe to the paid version. This comparison is an important point for students who are looking for an effective and affordable tool.
The practice session using DNA software was then continued with Visone, and this part was one of the most interesting. Both software are relatively easy to operate, especially with Dr. Lukman's direction which is smooth and easy to follow. Participants not only learn how to read the network, but also how to construct it and interpret the relationships between nodes. This process is much more challenging and at the same time more satisfying than just reading theories. Even so, there was a slight technical problem for some participants in the form of a truncated software display so that the navigation buttons at the bottom were not visible. This appears on some laptops, possibly due to screen resolution or inappropriate display settings. The temporary solution used is to disable the laptop's taskbar so that the cursor can reach the button. This obstacle is an important note so that participants can anticipate similar situations in the future, especially when working with visual software.
At the end of the activity, I asked several participants about their impressions after taking part in the workshop. Almost all of them state that this software is relatively easy to operate, especially for new users compared to other qualitative analysis applications. Of course, it has the advantage of not requiring license fees. The biggest challenge remains the coding process, which takes time and practice to get done quickly and accurately. Interestingly, a number of participants who had previously used other software such as Nvivo stated that after participating in this workshop they tended to use DNA for their next research. This collective reflection shows that the workshop is a very valuable scientific complement, as if it is a complement that wraps the learning in the Educational Research Methodology and Statistical Analysis courses with network-based qualitative analysis practices.
In the end, I realized that the opportunity to participate in this workshop for free was a great privilege. This opportunity complements the learning experience because both the campus and the faculty are very supportive of students by continuing to provide learning spaces, support, and facilities that make me feel valued as part of an academic community that is serious about building the capacity of its students. I feel very fortunate to have been part of an environment that encourages students to develop without limits. In this case, gratitude must also be given to Estudia, the faculty, and the entire team who have facilitated activities that are very supportive of students.
Furthermore, as a student at the faculty of education, I see additional benefits of this workshop from a different perspective. It not only provides a technical insights into qualitative analysis, but also demonstrates how complex material can be taught effectively. The way Dr. Lukman teaches is indeed impressive. However, his ability to teach an application in a light, clear, and systematic way became a note-taking for me in increasing the capacity of learning methods as a teacher. I can affirm that one of the reasons why this tool feels so convincing is the way the instructor presents the material. The structured approach, complete with technical guidance such as "if you want results like this, click on these sections", makes the learning process feel logical and easy to follow. A strong pedagogical approach made me not only learn tools, but also learn the learning methods themselves.
Overall, this DNA and Visone workshop provided new understanding, new skills, and greater confidence to face qualitative research, especially in the context of writing a thesis later. This experience is felt not only as technical training, but as an intellectual investment that enriches academic perspectives and research practices within the Faculty of Education, and I look forward to similar activities in the final year of my studies.