Workshop on Rasch Model at Islamic University of Maldives 15-16 July 2024
Workshop on Rasch Model at Islamic University of Maldives
The Islamic University of Maldives (IUM) recently hosted an insightful workshop on the Rasch Model, a statistical technique widely used in educational assessment and psychometrics on 15-16 July 2024. The event attracted lecturers and researchers from Islamic University of Maldives, and officers from Ministry of Education of Maldives.
Dr. Bambang Sumintono, a lecturer from Faculty of Education, Universitas Islam Internasional Indonesia (UIII), who has expertise in educational measurement and Rasch model analysis, led the two days workshop. He introduced participants to the fundamentals of the Rasch Model, explaining its applications in analyzing test data and improving the validity and reliability of assessments using specific software, Ministep. The workshop featured interactive sessions, where attendees engaged in hands-on activities to better understand the construction and interpretation of Rasch models.
Previously, Dr Visal Moosa, deputy vice chancellor of research and innovation at Islamic University of Maldives, participated in Scholars in Residence program at Faculty of Education UIII, a kind of post-doctoral program. During his time in Universitas Islam Internasional Indonesia on September-November 2023, Dr Visal actively share his knowledge and expertise about systematic literature review, bibliometric analysis and educational management field. This time, a lecturer from UIII visited IUM in Male, Maldives, to share about Rasch model analysis.
Participants expressed enthusiasm for the practical knowledge gained, highlighting the Rasch model's potential to enhance the quality of educational assessments in the Maldives. The workshop is part of IUM's ongoing efforts to promote advanced research methodologies and support the professional development of lecturers and educators in the Maldives. Organizers hope to conduct more such events, fostering a community of practice around educational measurement and assessment in the region, and increase collaboration between two islamic universitis that come from Global South.
Reflection from visiting Deakin University, Australia
Reflection from visiting Deakin University, Australia
By Eka Hermansyah
As John Dewey once described modern education, it must have an experiential foundation for students. This is precisely what I found during my visit to Deakin University from May 15 to 24, 2024. Education should facilitate student development rather than being a one-way process. I strive to deliver this reflection using my perspective as a student from Indonesia and to reflect on my experiences in both Australia and Indonesia, which of course, can be a matter of debate.
During my visit to Australia, I spent considerable time observing and consulting on research with experts at Deakin University. My observations covered the educational system, implementation of learning processes, staff-student interactions, and public facilities that support the educational system. I found that the system is not very different from Indonesia. However, when delved deeper at the management level, there are significant differences. One of them is the ethics of interacting with students, who are essentially children. The ease for students to approach the management for academic and well-being issues is a good example of how school management should be accessible and helpful to every component needing information related to education.
While in Victoria, we visited Deakin campuses in Burwood, Downtown, Waurn Ponds, and Geelong, as well as the State Library. Their facilities are notable in Indonesia, but in my humble opinion, Indonesia has issues with awareness and interest in using such facilities. Although it cannot be denied that in other parts of Indonesia, facilities are still lacking. Besides, on campus, we met with staff and lecturers and had the opportunity to discuss with international PhD students, including those from Indonesia. We discussed research, discipline focus in education, and opportunities for further studies in Australia. It is clear that postgraduate education abroad has different strategies and perspectives compared to education in Indonesia. Especially in terms of linearity, in Indonesia, linearity is often a requirement for having a career in the academic field, unlike in Australia (and perhaps in other global south countries), where multidisciplinarity is seen as a new opportunity because it opens more colorful discussions and provides new perspectives in academia.
We observed several classes at Deakin's Waurn Ponds campus, and what caught my attention the most was a class and discussion with Mr. Paul Garner. We attended the ECL210 class on literacy for primary teachers. The class was highly engaging and full of fruitful discussions. He successfully provided pre-service teachers with the experience of what it feels like to be primary school students, which is crucial for teachers to understand their role. His effort in teaching, even in the final week, demonstrated his passion for education. I was even more impressed when I learned that the challenges related to educational paperwork faced by teachers are similar to those in Indonesia. He was able to give his maximum effort despite having administrative tasks.
Furthermore, through discussions with lecturers, staff, and students, I found that the education systems in Indonesia and Australia are not vastly different. However, significant aspects that need improvement in Indonesia include collaboration between educators and academics. Additionally, pre-service teachers in Australia receive excellent facilities and support, resulting in high-quality outcomes. Not only do they see the essence of the educational world, but also the possibility of innovation and change in the educational world in the coming times is well considered. One example is the AR 360 room that can be used to create an artificial reality in the room so that students can learn using more real experiences. Continuing my PhD studies there would be very appealing given my experience at Deakin. It is important for me to consider Australia's culture and climate as an Indonesian before pursuing further education there, as undertaking a PhD is a commitment to becoming a full-time student and future academic.
2025 Research Paper Writing Competition
The Faculty of Education is pleased to announce 2025 Research Paper Writing Competition to be included in its flagship journal publication, Muslim Education Review (MER).
MER is an international journal published by Faculty of Education at Indonesian International Islamic University (IIIU). We invite a wide range of topics in education especially those that are within the journal scopes.
MER is a forum for reporting research on education within four broad areas in:
* Curriculum, Teaching and Learning;
* Educational Management, Policy and Leadership;
* Educational Evaluation and Assessment;
* Education and Society.
Submission papers should be written in English and typically range between 6,000 to 8,000 words (including a 250 word maximum of abstract).
All submissions should be
* Original;
* Unpublished;
* and Conform to MER Full Paper Template: https://bit.ly/MERJournalTemplate
Please send all contributions as an attachment to: education@uiii.ac.id
Subject: 2025 Writing Competition
Awards
The awards include cash payment of up to IDR 10,000,000 for up to 3 winners.
Important Dates
Full Paper Submission: December 9, 2024
Awards Announcement: March 25, 2025
To see previous MER publication, please click this link: bit.ly/MERJournal
UIII's Faculty of Education Students Go on International Study Trip to Australia
UIII's Faculty of Education Students Go on International Study Trip to Australia
Generally, appreciation given by universities to outstanding students is awarded at the end of their study period. Uniquely, in the Master’s program at the Faculty of Education (FoE) at Universitas Islam Internasional Indonesia, academic recognition is given at the end of the third semester, particularly after the thesis proposal. These students were selected based on their outstanding academic performance and active involvement in various educational projects. Three top students have been given the opportunity to visit Deakin University, Australia. This visit took place from May 15 to May 24, 2024. The primary goal of this visit is to promote cross-cultural understanding in a new educational atmosphere. Additionally, this trip is part of their learning process in completing their theses, providing students with the chance to consult their theses with experts from another university. This valuable experience is expected to enhance their academic knowledge and broaden their international perspectives.
Regarding the cities of Melbourne and Burwood, they exceeded the expectations. Melbourne was thought to be like cities such as Singapore, Dubai, or other modern cities that are rather dull. But that was wrong. Melbourne is incredibly beautiful. Not only is the city well-organized and clean, but there are still many houses that give off an English vibe from the 80s-90s, reminiscent of sitcoms like Mr. Bean. Seeing the scarcity of tall buildings, especially in the area where the stay was in Burwood, where tall buildings are rare, adds to the memorable impression that will be boasted about to friends because of how beautiful and aesthetic the city is.
Nevertheless, the initial experience of visiting Deakin University campus in Burwood left several positive impressions that are still vivid. First, the university buildings looked new, tidy, and highly aesthetic. Never before had the feeling of visiting a university was akin to visiting a 5-star hotel. Perhaps because the person comes from a rural area in West Java, they are easily impressed by modern interior nuances. The campus is serene and calming for a campus located in the midst of the city, in Burwood. Secondly, the person was accompanied by Deb, one of the Deakin staff, who took them on a campus tour.
What impressed the most was when visiting the Visual Art class taught by a lecturer and (in the person's opinion, an artist), Dr. Fiona. She introduced how she teaches her students. Seeing how Dr. Fiona was so enthusiastic and passionate about her field, the person, who was previously indifferent to anything related to music, became enthusiastic as well. Perhaps, the person thought, this is the quality of teachers in developed countries like Australia, where they are not just teaching to make a living but genuinely want to share knowledge with passion and positive energy. Then the person reflected, why was she so enthusiastic and passionate? Perhaps because Australia is a developed country, economically stable, thus it has a good education system. If the economy and education are well intertwined, it will undoubtedly produce the best and most passionate individuals.
In addition to exploring Deakin University Melbourne Burwood campus, we also had the opportunity to visit Deakin University Geelong Waurn Ponds Campus. We were warmly greeted by PhD candidates, Anthony and Lei Bao. Our discussions ranged from conducting PhD-level research to exploring our thesis topics, sparking valuable insights and potential collaborations in academic research.
The highlight of our visit was attending a seminar on Language and Literacy led by Paul Garner. His innovative teaching approach captivated us all. Rather than starting with theory, Paul engaged students in hands-on writing activities, encouraging them to write narratives based on various scenarios. Paul's commitment to interactive learning was evident in his meticulous preparation of materials, which included diverse writing implements and interactive tools like markers and papers. This approach not only enhanced engagement but also provided a deeper understanding of writing narratives.
Overall, Paul Garner’s seminar exemplified effective teaching methods that prioritize student participation and foster a supportive learning environment. Since we are from the faculty of education, this was an enlightening experience that underscored the importance of innovative educational practices in preparing future educators.
According to Eka, educational experiences have given him exposure to various innovative teaching approaches and methods. "It was fascinating to see the 360-degree augmented reality room as part of future education and to discuss teacher-related issues with lecturers at Deakin University." Beyond the theoretical aspect, this visit provided him with the opportunity to experience the learning atmosphere and engage in direct discussions about educational issues in both countries. It allowed him to observe the challenges and opportunities in the world of education while reflecting on the current state of education. This highlights the importance of international collaboration in addressing global educational issues.
The Faculty of Education at Universitas Internasional Indonesia places a strong emphasis on the practical application and global relevance of educational theories. By facilitating such international visits, the faculty aims to bridge the gap between theoretical knowledge and real-world practice. The trip to Deakin University is not just an academic exercise but a strategic effort to prepare students for the global educational landscape. It underscores UIII's commitment to fostering and conducting pioneering research on Islam and Muslim communities and enhancing knowledge and social well-being. Additionally, it showcases Indonesian Islamic cultures as an integral part of global civilization.
Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community
Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community
By Furqanul Hakim (PhD in Education student batch 2)
The first time I read the flyer for "The Engagement in the Digital Age: International Conference on Language Teaching and Learning," I was immediately drawn to its engaging theme. Engagement is a topic often discussed in the educational context, especially with the rapid development of Artificial Intelligence. Beyond the theme, the keynote speakers, who will address various challenges in education, particularly in language teaching and learning, made the conference even more enticing. Among them, Prof. Rod Ellis, a renowned expert in the field of language teaching and learning, captured my interest the most. This Curtin University professor from Perth, Australia, has published extensively in books and academic journals, particularly on Written Corrective Feedback.
To achieve my goal of attending and speaking at this annual event, I took several steps to secure both financial and moral support. My first action was to prepare and submit an abstract as part of the application for conference funding. I am very grateful that, after the review process, my article titled "The Implementation of Parliamentary Debate in Language Teaching: A Literature Review on the SINTA Accredited Journals" was accepted for presentation at the international conference hosted by Hong Kong Baptist University.
Following this success, I sought a recommendation from the Dean of the Faculty of Education at the International Islamic University of Indonesia. I am deeply thankful to Prof. Nina Nurmila, who, as the dean overseeing my doctoral program, provided a recommendation. With all the necessary documents in hand, I submitted my application through the Indonesian International Islamic University research institute to secure financial support from UIII's prestigious Conference Funding program. After a period of waiting, my application was approved.
Determined not to waste this opportunity, I thoroughly prepared to represent my alma mater at the conference on June 17-18, 2024. My preparations included reviewing my paper, developing engaging presentation materials, and handling travel arrangements. The support from lecturers and colleagues at the Faculty of Education, International Islamic University of Indonesia, was unwavering.
Reflecting on my participation, I encapsulate the experience with the phrase, "fueling my passion for research and collaboration within the global academic community." This motivational sentiment, often echoed by all our faculty lecturers, emphasizes the importance of expanding our network to become open-minded and well-rounded doctoral candidates. We are encouraged to enrich ourselves with diverse perspectives to deepen our analytical capabilities for future research.
Upon arriving in Hong Kong, I engaged in various activities, including attending keynote presentations and participating in discussions. On the first day, I was particularly impressed by Norbert Pachiler's (2024) insights on the importance of "Engagement" in education. He explored practical dimensions of learner engagement in foreign language learning, which resonated with me as both a teacher and researcher.
June 18 was my presentation day. Scheduled for 11:30, I had 1 hour and 30 minutes to present my paper and engage with the audience. The participants in my session were genuinely interested in my topic, providing valuable feedback, especially regarding the assessment process for measuring the effectiveness of parliamentary debates in language learning. This constructive input will be instrumental for my dissertation in the future. Therefore, the expertise of a doctoral student is best achieved inclusively, by broadening horizons through networking and enriching knowledge from diverse sources.