Lunch Talk #35: Middle East-Indonesia Relations: The Transmission of Islamic Knowledge and Its Implication for Education in Indonesia
You are invited to join the Lunch Talk #35 at the Faculty of Education, UIII
Andar Nubowo, Ph.D. (Lecturer at the Faculty of Education, Universitas Islam Internasional Indonesia and Executive Director at MAARIF Institute) will share about: “Middle East-Indonesia Relations: The Transmission of Islamic Knowledge and Its Implication for Education in Indonesia".
This talk aims to socio-historically explore how complexities and dynamics the relationships between the Middle East, as a center of Islamic civilisation, and the Southeast Asian countries, as its periphery, have shaped profoundly the transmission of Islamic knowledge and education in Indonesia, ranging from traditionalist, reformist, to conservative Islam. It also will figure out the currently rising awareness among Indonesian Muslim scholars and intellectuals to launch a project of “decentering Islam”, including in education, with the goal to position Indonesia as one of the prominent centers of the Islamic civilizations.
Day/Date: Tuesday/November 26, 2024
Time: 13.00-14.30 WIB
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu35
E-Certificate is provided
Thank you!
Recorded on Youtube
https://www.youtube.com/watch?v=5PkKAlHFfj8
Critical Literacies and Gender Take Center Stage at FoE LunchTalk
Critical Literacies and Gender Take Center Stage at FoE LunchTalk
November 08, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: M. Sufyan As-Tsauri
On October 29, 2024, the UIII Faculty of Education (FoE) hosted an insightful LunchTalk #34 in the Theater Room of Faculty A, where Zulfa Sakhiyya, PhD, shared her expertise on "Critical Literacies, Gender & Social Inclusion." Dr. Sakhiyya is currently a scholar-in-residence at the faculty, originally coming from the Literacy Research Centre at Semarang State University (UNNES), Central Java.
In her talk, Dr. Sakhiyya unpacked the transformative potential of literacy when viewed through a gendered, critical lens. Her presentation covered gender as a foundational aspect of social inclusion and the historical role of women’s movements in shaping literacy practices in Indonesia.
Dr. Sakhiyya opened her talk by addressing the question, "Why Gender?" She described it as the "mother of critical perspectives" that weaves together themes of social justice, inclusion, and environmental responsibility. Gender perspectives, she argued, offer alternative frameworks for tackling societal challenges and rethinking literacy as a tool for empowerment.
Exploring the contributions of historical figures like R.A. Lasminingrat, R.A. Kartini, and Ruhana Kudus, she highlighted early Indonesian women’s movements that utilized literacy as a means for empowerment and social reform. These women pioneers, she explained, laid the groundwork for literacy as a pathway to social change and inclusion.
Delving into contemporary issues, Dr. Sakhiyya presented findings from the Programme for International Student Assessment (PISA), which indicate ongoing gender-based disparities in education and literacy. From the data, she argued that there is a critical need to apply gendered perspectives to literacy to unpack the societal forces shaping these inequalities.
Furthermore, Dr. Sakhiyya also shared insights from her two-year qualitative study on the Women’s March Serang (WMS), an organization rooted in a literacy community in Cilegon, Banten. Her research sought to explore how grassroots literacy practices can foster new meanings and empower women.
The findings suggest a framework for critical literacy practices aimed at social inclusion. This framework divides literacy practices into three approaches: the Direct Literacy Approach, which encourages reading culture through activities like mobile libraries and book picnics; the Political Approach, which advocates for women’s rights through public discussions and campaigns; and the Digital Approach, which sustains activism through online platforms, particularly crucial during the pandemic. She argued that these critical literacy practices can be "a communal resource contributing to the quality of local life," echoing Barton and Hamilton's vision (2012) for literacy as a tool for social good.
The LunchTalk series at UIII, including the recent session with Dr. Sakhiyya, reflects the university's mission to foster critical discourse and inclusivity. Designed as an informal yet intellectually engaging forum, LunchTalk sessions offer students, faculty, and the broader community a unique opportunity to discuss pressing social issues that intersect with academic and societal values.
Digital Literacy and Civic Engagement
Explore the power of digital literacy in fostering inclusion and engagement in education at our upcoming joint webinar series. This session brings together two experts sharing insights from diverse educational contexts.
Presentation 1: Dr. Tati Lathipatud Durriyah, from Universitas Islam Internasional Indonesia (UIII), will present her preliminary findings on digital literacy in high schools across Jabodetabek (Greater Jakarta) area. Her research examines teachers’ experiences with digital tools, uncovering both the transformative potential of digital literacy and significant challenges, such as resource limitations and adapting teaching methods. Her findings offer a candid look at the journey toward digital integration in Indonesian classrooms.
Presentation 2: Dr. Emily H. White, Lecturer in Learning Intervention at the University of Melbourne, presents her research on digital literacy development for students with intellectual disabilities and Autism. Dr. White’s work highlights how structured teaching strategies and assessment tools empower students with disabilities to engage with digital technologies. Her research demonstrates how digital literacy can foster greater inclusion and open pathways to lifelong learning.
Join us to gain actionable insights into advancing digital literacy for civic engagement and inclusive education.
Mark your calender on:
🗓Day/Date: Tuesday, November 19, 2024
⏰Time: 13.00-14.00 (JKT Time) / 17.00-18.00 (Melbourne Time)
Registration: bit.ly/JointWebinarSeries2
E-Certificate is provided!
Recorded on YouTube
https://www.youtube.com/watch?v=6cNq6L1mzOU&list=PLX82ye7O55cfcRgvsXb1M1hRQIr6sjnwz
Guest Lecture: INDONESIA’S PHILOSOPHY OF PANCASILA: The Challenges for The Youth amidst Cultural Shift and Globalization
📚Guest Lecture:
INDONESIA’S PHILOSOPHY OF PANCASILA: The Challenges for The Youth amidst Cultural Shift and Globalization
speaker:
Prof. Dr. M. Amin Abdullah
Professor of Islamic Philosophy
Universitas Islam Negeri Sunan Kalijaga
moderator:
R. Alpha Amirrachman, MPhil, PhD
Faculty of Education
Universitas Islam Internasional Indonesia
🗓 Monday, Nov 18, 2024
⏰ 09.00-11.30 a.m. Jakarta Time
🏬 Teleconference Room,
2nd Floor
Faculty of Education, UIII
or via Zoom:
🖥 bit.ly/GuestLecture_Equity
The rapid pace of globalization and the cultural shifts have brought unprecedented challenges to the values embedded in Indonesia’s philosophy of Pancasila. The Indonesian youth are exposed to global cultures through media and technology, which could be inline or conflict with the local ethos and the principles of Pancasila of believe in God, humanity, unity, democracy and social justice. This exposure can lead to a dilution of national identity as young Indonesians navigate between global, national and local values.
Distinguished philosopher Prof Amin Abdullah will critically break down and contextualize Pancasila’s principles and review the operationalization of pluralism and respect for diversity to also see if everyone has equal access to quality education. Prof Amin will likewise explore the opportunities as Indonesian youth interact with their peers around the globe.
Please come to our campus to interact directly with Prof Amin or you can also join the discussion via Zoom.
Open for public.
E-certificate is provided.
Faculty of Education
Universitas Islam Internasional Indonesia (UIII)
🌾🏬
Scholars in Residence 2025 Batch 6 & 7
The Faculty of Education at UIII invites all Ph.D. holders to participate in the Scholar-in-Residence (SIR) Program 2025, Batch 6 & 7 to spend three months as a research fellow.
During the grant period, awardees are expected to serve as guest lecturers, provide academic consultations, act as thesis examiners, present at a LunchTalk, and publish an article in Muslim Education Review (MER). The topic of the article should match the four areas of concentration at the Faculty of Education:
➡Curriculum, Teaching, & Learning
➡Educational Management & Policy
➡Educational Evaluation and Assessment
➡Education and Society
Each recipient will receive IDR 12 Million per month (excluding tax) and are expected to live in the campus facilities during the grant period (reimbursement of economic return tickets and on-campus accommodation are provided).
The awardees will start on:
➡May 1 – July 31, 2025 (Batch 6)
➡September 1 – November 30, 2025 (Batch 7)
Requirements:
➡CV
➡Application Letter
➡Writing sample (published article)
➡Research writing proposal (to be published in MER)
🗓Deadline: February 3, 2025
📩Send your application to: education@uiii.ac.id
Please make sure to read all the details about the program.
An Inspiring Journey at Madania Progressive Indonesian School
An Inspiring Journey at Madania Progressive Indonesian School
By Khizer Hayat.
As an intern, I practiced my skills in teaching English there. Madania, a school known for its progressive approach to education, integrates the Indonesian National Curriculum with the International Baccalaureate (IB) and Cambridge IGCSE frameworks, creating an exceptional learning environment from Kindergarten through Senior High School. Teaching English here was an incredibly rewarding experience. I had the unique opportunity to engage with a wide age group of students, adapting my lessons to their varied needs while ensuring their grasp of English communication improved.
One of the highlights of my experience was how I was able to bridge cultures through language. I was not just an English teacher, but also a cultural ambassador, fostering intercultural connections during my time with the students. Participating in school-wide events such as the Indonesian Independence Day, Mawlid Nabi(Prophet Muhammad’s Birthday Celebration), and cultural celebrations provided a platform to engage with parents and the wider school community. These moments allowed me to share my background while appreciating the rich cultural diversity Indonesia offers.
Working with students wasn’t limited to classrooms alone. Madania emphasizes holistic development, blending academics with extracurricular activities like sports and arts, which provide an avenue to engage with students on multiple levels. The school’s focus on inclusivity and promoting a diverse understanding of religion, languages, and cultures resonated deeply with me. I experienced this openness firsthand when the school management and staff generously invited me on visits to significant places in Bogor. Their hospitality was heartwarming, reinforcing the values of unity and respect for diversity that Madania upholds.
My time at Madania wasn't just about teaching—it was about learning. I gained hands-on exposure to various teaching and management practices. I contributed to the evaluation of the curricula, observed the implementation of progressive teaching methods, and participated in policy discussions aimed at strengthening the school’s educational approach. I was impressed by the school’s openness to feedback, where I functioned not only as a teacher but also as a critical observer, offering suggestions on curriculum alignment and educational research.
Madania’s commitment to nurturing future leaders—through modern technology, cultural understanding, and academic excellence—stood out. The school’s holistic approach made it a unique institution within Indonesia. I left with a deeper understanding of how education can be a force for both personal and societal growth.
In conclusion, my internship at Madania was more than an academic endeavor; it was an enriching experience that allowed me to grow as a teacher, observer, and participant in a dynamic and diverse educational setting. It reinforced my belief that schools like Madania are shaping the future leaders of Indonesia—leaders who are not only well-versed in academic excellence but are also rooted in cultural and social understanding. I am proud to have carried the name of UIII and contributed to this incredible institution during my time there.
Khizer Hayat is a master student at the Faculty of Education, UIII.
Breaking the Boundaries as an Internship Student: My Journey to Present at a Southeast Asian International Forum
Breaking the Boundaries as an Internship Student: My Journey to Present at a Southeast Asian International Forum
By Muhammad Lutfi Assidiqi
Attending the Consultative Meeting on Development of SEAMEO-ASEAN Joint Roadmap on Early Childhood Care and Education in Southeast Asia and Policy Brief on Early Childhood Development Services as a presenter, especially to present the draft policy brief that my team and I worked on during our time as interns at SEAMEO CECCEP, was a very valuable and rare experience for an intern. In this meeting, I stood in front of Governing Board (GB) members of Southeast Asian countries as well as representatives of international NGOs such as UNICEF EAPRO, Tanoto Foundation, UNESCO Indonesia, and others. This was not just a presentation, but a pivotal moment in my career where my voice was heard in prestigious forums.
As an intern, I realized that this kind of opportunity is rare. The stereotype of interns as "beginners" who only carry out small tasks, I do not feel at all at SEAMEO CECCEP. Instead of being ignored, my ideas are heard and appreciated, as if I were an integral part of a professional team. This experience encouraged me to continue to explore the material that I had learned from Dr. Lukman in the Education Policy Analysis class. The practice of writing policy briefs based on The Eightfold Path from Bardach that I learned during the lectures proved to be an important provision in completing my job at SEAMEO CECCEP.
I feel very lucky and grateful to the Faculty of Education, UIII, for facilitating the Independent Study Program and matching me with a very supportive internship place. An internship at SEAMEO CECCEP has not only provided me with significant professional experience, but also a space that has supported my personal and academic development. This opportunity has opened my eyes to the importance of an education that connects theory with real practice, and the important of having an environment that supports and rewards every contribution, regardless of status.
By this experience, I reflected on how important and invaluable this kind of opportunity is for a college student. Not only provide real experience in the field of education policy, but also build confidence to contribute in the international level. Of course, with the willingness to keep learning and the desire to keep trying to have a positive impact, as my team and I have done by drafting a policy brief on early childhood development services for the Southeast Asian region.