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.

by Bambang Sumintono

Growing through Imperfection and Purpose: Reflections on AICIS+ 2025

Growing through Imperfection and Purpose: Reflections on AICIS+ 2025

By Nanik Yuliyanti

This year, on its 24-year journey, The Annual International Conference on Islamic Studies (AICIS) that initially focused on traditional religious studies, evolved into AICIS+: the Annual International Conference on Islam, Science, and Society. This shift marked a bold new direction toward larger and deeper impact.

For me, it has been an honor to be part of AICIS+ 2025, an experience that was as humbling as it was inspiring. From the moment the conference opened at Universitas Islam Internasional Indonesia (UIII), I felt the weight of its ambition: to bridge Islamic scholarship with science, society, and sustainability (bridging tradition and innovation to shape a better future). This year’s theme, Islam, Ecotheology, and Technological Transformation: Multidisciplinary Innovations for an Equitable and Sustainable Future, resonated deeply with me, not only as a PhD student at faculty of education UIII that  juggling with courses and researches, but also as someone who strives to live a meaningful and impactful life.

This was actually my second year engaging with AICIS. Last year, hosted by UIN Walisongo Semarang, I participated as a presenter from UIII.  I shared my paper in a panel session and received sharp and intellectually nourishing feedback from two Indonesian professors who served as discussants. This year, I returned in a different role: as an event volunteer and moderator for three panels: Ecotheology and Environmental Sustainability, Decolonizing Islamic Studies, and Peacebuilding and Humanitarian Crisis. Each panel offered rich perspectives, but also revealed the logistical challenges of organizing a conference of this scale. For example, many assigned discussants were absent, and speakers openly expressed their disappointment, having hoped for expert feedback to refine their works.

AICIS+ 2025 was a first for UIII in many ways. It tested the limits of our infrastructure, our coordination, and our capacity to host hundreds and even thousands of scholars and participants from across Indonesia and abroad. And yet, it also revealed our potential. The Rectorate Building, mosque, library, and faculty halls buzzed with energy and authenticity, drawing admiration from participants and guests alike. The sessions were intellectually vibrant, and the side events, from the Edu Expo to the Halal Festival, added layers of engagement beyond the academic. However, since there were many different activities and events held at the same time, the participants as well as the volunteers and organizers were quite hectic and exhausted. At times, the main venue felt unexpectedly quiet, with only a few participants scattered across the space, perhaps a result of simultaneous sessions spread across multiple venues and buildings.

Still, there were valuable moments that prompted reflection. During the panel of Ecotheology and Environmental Sustainability, as also mentioned by Dedi Mulyadi (Governor of West Java) during his last visit to UIII, this university is proudly branded as a green campus, yet many of its buildings are dominated by glass walls with no operable windows. This architectural choice, while visually striking, raises questions about sustainability and comfort. As someone moderating a panel on ecotheology, I couldn’t help but notice the irony. To this extent, I was struck by another reminder that even in our pursuit of innovation, we must remain critical and grounded. In fact, this was not just a critique, but an invitation: come visit UIII, and witness not only its architectural beauty, but also its ongoing efforts to grow toward meaningful innovation and sustainability.

Another valuable lesson I took from this experience is about the importance of empathy. As an event volunteer and moderator, I had to navigate different personalities, expectations, and frustrations. I saw how participants reacted to difficulty in finding the venues, confusing information and instructions, delays, missing discussants, and logistical hiccups. Some were gracious, others were less so. Had I been a participant and presenter, I might have felt the same. But knowing how tirelessly the organizing team worked behind the scenes, I also understood the complexity and constraints we all faced. Moreover, I believe that behind every complaint, there was a desire to be heard, to be valued. And behind every effort from the organizing team, was a commitment to make this conference meaningful and impactful. And speaking from my own experiences, sometimes, I feel like criticism helps us grow faster and stronger than praise or encouragement. It sharpens our awareness and pushes us to transform and improve. So, though it’s not always easy, I believe we should embrace criticism and move forward with it.

Furthermore, I also learned that growth often comes from knowing our limits, and then gently pushing past them. This year, we saw how far UIII could stretch to accommodate a global conference. We saw what worked, and what didn’t. But more importantly, we saw that there is no fixed limit, only opportunities to learn, reflect, and grow.

Last but not least, AICIS+ also made me reflect on Indonesia’s place in the global imagination and perception. Ask someone abroad about Indonesia, and they might say Bali, Borobudur, Monas, or many tropical beaches and islands. Rarely do they mention Islam, despite Indonesia being the largest Muslim-majority country in the world. UIII was built to change that narrative. It aims to become a center of Islamic scholarship that is globally engaged and locally rooted. Through AICIS+, we take one step closer to that vision. It’s a long journey, but not an impossible one.

This year’s conference was not perfect, but it was purposeful. It reminded me that imperfection is not failure, it is feedback and raw material for growth. And when we approach it with humility and hope, it becomes a blessing. To everyone who made AICIS+ 2025 possible, thank you. Thank you for the memories, the lessons, and the teamwork. May our efforts bring new opportunities, deeper understanding, and meaningful impact.

by Bambang Sumintono

AICIS+ 2025 Wasn’t a Conference, It Was a Statement! A Reflection on how AICIS+ 2025 redefined the future of Islamic Scholarship in Indonesia

AICIS+ 2025 Wasn’t a Conference, It Was a Statement!  A Reflection on how AICIS+ 2025 redefined the future of Islamic Scholarship in Indonesia

By Rahayu

Stepping into AICIS+ 2025 as a PhD student at the Faculty of Education, I didn’t just come to observe theories. I came to challenge them, question them, and remix them through the lens of learning, culture, and innovation. Education is not merely a subject I study; it is the space where ideas meet reality, where curriculum shapes consciousness, and where the next generation learns to think, dream, and lead. And trust me, this year’s conference didn’t just match that energy, it amplified it!

Carrying the theme “Islam, Ecotheology, and Technological Transformation: Multidisciplinary Innovations for an Equitable and Sustainable Future”, AICIS+ 2025 brought together a remarkable convergence of Islamic scholarship, science, technology, and social inquiry. The Director General of Islamic Education, Amien Suyitno, emphasized with pride, that AICIS+ 2025 has become the most selective conference in its history because the committee received more than 2,400 abstracts from 31 countries, but only 230 abstracts/scholars were accepted. This really wasn’t simply an academic gathering with scholars; it was a living ecosystem of ideas where faith met futurism, tradition met innovation, and global challenges were tackled with intellect, empathy, and vision.

And thankfully, we’re done with the “separate buckets of knowledge” era; Islam, societal issues, and future-oriented thinking were finally sitting at the same table and talking. We’re indeed bridging disciplines now, welcoming global tech voices, and embracing bold. Instead of treating STEM as a side conversation, AICIS+ 2025 truly brought innovation to center stage, from AI ethics and digital knowledge ecosystems to scientific breakthroughs shaping Muslim communities and global society.

With interdisciplinary panels, forward-thinking researchers, and conversations that connect laboratories to lived realities, AICIS+ 2025 signals a new era: one where Islamic scholarship in Indonesia stands confidently alongside global scientific advancement, not as an observer, but as an active, visionary contributor.

A Moderator Saga: Navigating the Rasch Model Panel

I had the exciting opportunity to serve as the moderator for the Science and Technology panel sessions, which brought together lecturers and invited journal editors from diverse research backgrounds. Some speakers delved into highly specialized topics, including the Rasch model measurement, and presented its applications in educational assessment, psychometrics, and data analysis. Very interesting!

For me personally, the Rasch Model panel I moderated was a standout moment at AICIS+ 2025, it was the only panel dedicated entirely to the Rasch Model during the conference. Again, as a PhD student in the Faculty of Education, I couldn’t believe my luck—this semester, while diving into Educational Assessment and the Rasch Model with our own lecturer in the field, I also accidentally signed up for a moderator of conference that turned out to be pure gold and full of knowledge.

Lesson Learned from AICIS+ 2025

I still remember the very first day of AICIS+ 2025 when the Rector of UIII, Prof. Jamhari, highlighted that this conference was far more than an academic event—it was a center hub of collaboration, dialogue, and intellectual exchange. And this whole experience for me was a powerful reminder that learning doesn’t only happen within the four walls of a classroom, it is beyond that. Observing keynote speakers, participating in panel discussions, and engaging with international top scholars offered a rare chance to see theory and research in action, applied to real-world contexts and global perspectives. I realized that staying curious, being proactive, and learning from others is key because education isn’t just about textbooks and lectures, it’s also about conversations, connections, and the people you meet along the way.

by Bambang Sumintono

The Journey Was Tough, but I Made It: Thousands of Santri to the National Top 5

The Journey Was Tough, but I Made It: Thousands of Santri to the National Top 5

By Jihan Ariqatur Rafiah

National Santri Ambassadors are a group of young individuals from various Islamic boarding schools and educational institutions across Indonesia who develop and promote pesantren values nationwide. They serve as representatives of santri to spread these values in areas such as religion and education, science and technology, social and community development, politics and law, health and sports, energy and environment, economy and entrepreneurship, culture and tourism, diaspora, and multimedia.

Participating in the National Santri Ambassador (NSA) Competition 2025 was an extraordinary and challenging journey. Honestly, I never imagined I could reach this stage. Out of 5,995 participants nationwide, I managed to enter the top 30 finalists and ultimately became top 5, an achievement that still feels like a dream. I chose to focus on Science and Technology, as I wanted to show that santri can excel not only in religious knowledge but also integrate modern science to benefit the community and the nation.

The long journey began with the document screening stage. At this stage, I had to prepare a complete portfolio, including academic achievements, social activities, pesantren experiences, and various works I had produced, such as scientific articles and science projects. Additionally, I submitted a motivational letter that needed to clearly and honestly explain why I deserved to be a National Santri Ambassador. This stage taught me the importance of presenting oneself sincerely and convincingly, as it reflects one’s ability to communicate potential and achievements.

After passing the document screening, I faced interviews and knowledge tests. The interviews covered topics ranging from religious understanding, national insights, social issues, to the latest developments in science and technology. The knowledge test did not only examine theory but also analytical and problem-solving skills. Another challenge was demonstrating the ability to read the Qur’an with proper tajwid and reading classical Arabic texts (kitab kuning/gundul). For many participants, this was a difficult task as it required focus, precision, and comprehension of classical Arabic. However, my previous pesantren experience became a solid foundation, enabling me to navigate this stage confidently.

The The next stage was the online bootcamp. Despite being virtual, it was intensive and packed with material on leadership, effective communication, project management, and strategies to influence audiences. This bootcamp became a turning point, helping me realize that being an effective leader is not only about knowledge but also the ability to inspire, listen, and influence ethically. I learned pitching and presentation techniques, including how to craft a compelling story behind a science project to make it understandable to diverse audiences. This was when I started developing the technology project I would present in the finals.

After the bootcamp, I entered the project presentation and pitching stage, a key determinant for entering the top 30. I presented a project that combined modern scientific principles with Islamic values an environmentally friendly technological innovation that could be applied in pesantren or local communities. The biggest challenge was communicating scientific ideas clearly and effectively, so that judges from various backgrounds could understand its vision and impact. This experience taught me that scientific communication must be inclusive, not only for scientists but also for the general public.

Upon reaching the top 30 finalists, I attended a five-day in-person quarantine program. These five days were full of intensive activities that expanded my perspectives. The materials ranged from leadership, religious moderation, and pesantren life, teaching us the importance of personal appearance and visual communication as part of one’s self-presentation. In addition, sessions on public speaking and how to influence taught me how to speak confidently in public, build charisma, and positively influence audiences. These sessions became reflective moments, reminding me that being an ambassador is measured not only by academic ability but also by interpersonal skills and social awareness.

Another significant moment occurred when I reached top 5 finalists and had to answer direct questions from the judges. The question was about bullying in pesantren, a sensitive issue that required careful and empathetic responses. At this point, I was extremely grateful for my studies at the Faculty of Education UIII, especially in the Psychological Education, Human Development, and Well-Being in Education course, where I gained insights into developmental psychology, social dynamics, and strategies to address bullying. This knowledge helped me provide a comprehensive answer, emphasizing the importance of character education, empathy among santri, and a humane approach to creating a healthy and inclusive pesantren environment. It made me realize that classroom learning can be directly applied to real-life challenges.

This NSA experience has taught me many valuable lessons: the importance of thorough preparation, effective communication, leadership skills, cross-cultural collaboration, and how to integrate religious and scientific knowledge for social impact. Each stage, from document screening, interviews, knowledge tests, Qur’an and classical text reading (kitab kuning/gundul), online bootcamp, pitching, to quarantine, has been a profound learning process shaping my character. More than just a competition, it also fostered empathy, the ability to understand others’ conditions and needs, respect differences, and design innovations that truly benefit society. This empathy is not only crucial for santri but also for pesantren stakeholders and any educational institution, so that policies, methods, and learning approaches are better directed, relevant, and responsive to students’ real needs. I carry these lessons into every step of my life: that being a modern santri means competing at the national level, innovating in science, staying true to Islamic values, and caring sincerely for others, with empathy as the foundation of every action.

by Bambang Sumintono

In the Light of Small Steps: A Journey of Learning, Sharing, and Becoming

In the Light of Small Steps: A Journey of Learning, Sharing, and Becoming

By Luqyana Azmiya Putri

It is a great blessing for me to have the opportunity to be exposed to UIII community. How could it not be, when every moment I spend in the classroom and outside the classroom always leads me to continue sharing my knowledge. Just like my lecturers, who always strive and ensure that their knowledge reaches their students.

Fortunately, from August to September 2025, I had the opportunity to interact with one of the campuses in Jambi Province, specifically IAIN (State Islamic Institute) Kerinci. I had the opportunity to be a mentor for students at IAIN Kerinci to learn about the world of research together. I am very grateful for the meaningful opportunity at the Indonesian International Islamic University, where learning from my inspiring lecturers has made me want to follow in their footsteps. Long before the mentoring period, I intended to run an impactful university project in Kerinci. Aware of my limitations, I tried to realize this project with the support of the campus through the Community Engagement program.

The Community Engagement Program is a UIII initiative focused on providing support for implementing impactful programs. I tried to discuss this project and get guidance and direction from one of my lecturers who has extensive experience in this field. She is Prof. Suwarsih Madya, PhD. She is also the Team Leader of our project. We discussed the project execution plan, which focuses on providing a Research Clinic to each selected participant from IAIN Kerinci, followed by a Symposium as the culminating event.

The Rector of IAIN Kerinci, Dr. Jafar Ahmad, M.Si, provided tremendous support and welcome for this program because it is in line with the campus's mission to improve student literacy skills, including in the fields of research and publication. For me, this support is not only a representation of institutional participation but also a form of inter-university collaboration. This activity seeks to show that the academic world is not a vertical line but a circle and network of ideas that reinforce each other. Through this collaboration, a space for collaboration has been created between UIII and IAIN Kerinci as learning partners who give, learn, and work together in building a culture of research.

The mentoring program at the Research Clinic was held from August 26, 2025, to September 11, 2025. This program opened opportunities for all members of IAIN Kerinci to participate in this activity. More than 30 people registered for this program between August 21 and 23, 2025. Meanwhile, 25 participants from various disciplines were selected to participate in the mentoring program, including undergraduate students from the Faculty of Tarbiyah, Faculty of Sharia, Faculty of Economics and Islamic Business, and Faculty of Ushuluddin, Adab, and Dakwah. In addition, postgraduate students were also selected to participate in this program.

Research clinic participants can choose the material they want to study and also adjust it to the development of the research draft that has been prepared. This clinic-based mentoring system has become a way to accelerate participants in completing their full papers. Each participant attends at least 6 meetings where, at each meeting, participants are guided with a one-on-one approach, thereby increasing the opportunity to better understand the material presented. This strategy is inspired by the personalized learning approach, which tends to tailor the educational process to the needs of each student.

The priority of this program is to help students overcome difficulties in writing papers. Some of the problems encountered are related to research logic, writing coherence, data interpretation, and understanding of both qualitative and quantitative research methods. Each problem raised by participants is discussed and then intensively guided by providing understanding and material sourced from primary and relevant references.

After the mentoring period, 24 participants successfully completed their full papers and were able to proceed to the submission stage at reputable scientific journals. All participants who completed their papers had the opportunity to become presenters at the highlight of the event, namely the Symposium held on September 13-14, 2025. A total of 15 presenters registered to present their research results at the open panel session.

This experience shaped my perception that the learning process does not stop in the classroom, but that knowledge becomes more meaningful when shared with others. The research clinic activity, followed by the symposium, gave me the valuable understanding that everyone has a unique way of learning. This led me to discover the art of learning, that teaching is inseparable from understanding people, so it is not just about understanding the material. This understanding reminded me of Carl Rogers' view of humanistic pedagogy, which is related to the student-centered approach in learning. He revealed how humans have different potentials, accompanied by diverse learning needs for everyone.

I believe that fostering a culture of research is one of the best ways to bring knowledge to life. This is because individuals involved in this culture will be exposed to a variety of reading experiences. Not only reading academic literature, but also reading nature, which means that individuals involved have the potential to interpret events and phenomena that occur in the midst of human life in order to gain understanding and knowledge.  This can be seen from the various topics raised and discussed in each student's paper. Among the topics discussed were education, social issues, religion, family law, history, and local tradition studies.

This program made me realize that building a culture of research is not just about writing skills, but also the willingness and courage to think critically. Bringing meaning and sharing benefits does not have to wait until we become great people. After all, haven't we heard the sacred saying, “convey even if it is only one verse”? When contextualized in the learning journey, conveying the knowledge that has been learned is a way to actualize it. Of course, with the caveat that when conveying this knowledge, it must be accountable.

Thus, a message emerges that academic and research activities are not merely targets for publication or numerical achievements. Rather, they are intellectual pursuits that reflect the small efforts made by every scholar to maintain the continuity of knowledge. I reflect on this activity as a space for mutual listening and mutual growth. This means that usefulness does not always arise and come from things that we often consider big, because it can also be born from a small space that moves on the basis of the awareness that knowledge is actually more meaningful when it is shared and brought to life.

by Bambang Sumintono

The Process Was Not Easy, but I Did It: A Thesis Writing Journey as an Outsider

The Process Was Not Easy, but I Did It: A Thesis Writing Journey as an Outsider

By Queen Salsabila

Writing a thesis is a final requirement for us, the last year students of Universitas Islam International Indonesia (UIII), to obtain our Master of Arts in Education degree. Writing it was not an easy task; we put our effort, spirit, and dedication into it. We all had our own struggles to finish it, and for me, doing it as an outsider made the journey even more challenging yet memorable. My thesis discusses the role of empathy as the mediator between the effect of collective teachers’ efficacy and school climate on the well-being of English teachers in the special region of Jakarta. As someone who was born, raised, and finished a bachelor’s degree in East Java, I had no personal connection with my field research site or its people when I began my research.

Some people may wonder why I did not make it easier by going to my hometown and doing the research there. However, after considering everything, particularly the uniqueness and diversity of culture in Jakarta, which will add special value for my research topic, I chose Jakarta as my research site. Thus, with that belief and support from my supervisors, I took the big risk of choosing Jakarta as my research site and put East Java as my second plan. This journey was full of self-doubt, fear, tears, and overthinking, but I kept going, believed that I would face it, and in the end, it was all worth it.

Along the way on this journey, despite all my doubts, I always believed that I could do it. At the first step, as an outsider, I had to build everything from scratch. In detail, because my research is quantitative, it requires a lot of participants. Thus, I began my journey by looking for any teacher who could help me become a research assistant. This process was not smooth, because my research participants are English teachers in Jakarta, I began by checking the Instagram account of the English Language Teachers Association (MGMP), but I could not find any active account. I continued my journey by asking some friends who became English teachers, through this way, I got one of the contacts of an English teacher, who is fortunately one of the treasures of MGMP in Pasar Minggu sub-district in South Jakarta. I went to her school to meet her and explain my research topic, and she agreed to be my research assistant.

Furthermore, to obtain legal permission, I went to the Jakarta Provincial Education Office to submit a research permit letter and request a research recommendation letter to conduct research in Jakarta. Eventough Jakarta is a province, buat actually it is a big metropolitan city, which also Indonesian capital. This process was going smoothly, and they were willing to help me in the process of data collection. Through this, my belief that I can complete this research has increased. However, this feeling did not last long. In the data collection process, it was hard for me to gain the data, even though I had already received help from my research assistant and the educational office to distribute my instrument. Realising that waiting would not help, I found another way. I am seeking help from a more impactful person in the field, who is the head of MGMP in DKI Jakarta, both in Junior and Senior High School. I met them to explain my research, my struggle, and to ask for help. During that meeting, I also got the contact number of the head of the School Principals’ work forum (MKKS), so I contacted and met him. Consequently, my data increased gradually.

Despite that, after weeks of waiting, I have not yet reached my target, while the submission deadline for finishing my research is approaching. A feeling of fear came over me, but I am not stopping here, I try another way. With the help of my best friend, Kak Nabila, I dedicated myself to taking a more direct approach. I visited several schools in person, and we went door to door around schools in Jakarta near Depok, waiting for hours to meet the teacher coordinator or principal. In this journey, I accepted both the warm welcome as well as some rejections. Continuing that, I did follow-ups every three days with the heads of the association, even joining their event to introduce myself, explain my research in the forum, and ask for their help to participate. I also contacted a hundred teachers. And finally, I meet my appropriate number of participants. This process taught me patience, humility, and empathy. I learned to respect every rejection and value the slow progress that builds my resilience.

More than that, the challenge is not stopping; the data analysis process is challenging, as is the data collection process. I made mistakes in my analysis, which led to repeating the analysis process. Here, I strive to continuously learn from my mistakes, which leads me to a deeper understanding about the research process and its analysis. From this journey, I believe that if there is a will, there will be a way. For someone who will follow my step, it will not be easy, but you should remember to be courageous, be persistent, never be tired of trying and learning, keep going even if it is a small step, and remember to believe that you can do it, while also having plan B. In the end, this journey not only shaped my research skills but also my character. It gave me valuable lessons that research could never teach. Lastly, thank you so much to everyone who helped me and supported me during this process, especially my supervisor, Assoc. Prof. Charyna Ayu Rizkyanti, PhD, who have always believed in me and guided me during this process. The Journey was not easy, but I made it.

by Bambang Sumintono