Educational Research Methodology
The goal of the Educational Research Methodology course is to introduce graduate students to educational research, its philosophical underpinnings, paradigms, and major instantiations. Students will engage with the major questions of education research, and the methods that researchers have used to tackle these questions. The course includes an introduction to qualitative and quantitative research methods as well as other research approaches, in addition to the policies and regulations associated with conducting research with human subjects.
Comparative Philosophy of Education
This course is designed to guide students to comprehend and critically analyze different philosophical thoughts, theories and traditions of education in different cultures. Students will have the opportunity to learn, explore, and compare educational philosophy and traditions of the Western, Eastern and Islamic societies. Students will explore major philosophical schools of Western education, such as perennialism, Idealism, Essentialism, and progressivism, as well as Eastern philosophy of education such as Japanese, Chinese and Indonesian philosophies and traditions. More importantly students will explore Islamic philosophy and traditions of education. This course will be delivered through various means of teaching and learning, including lecture, article review, curriculum project, presentation and discussion.
Psychology in Education
This course is a core subject in a master’s program in the Faculty of Education, of Indonesian International Islamic University. This course aims to equip students with theories and concepts about the growth and development of children, learning theories from the perspective of behaviorist, cognitive, and humanistic, the factors that affect learning (intelligence, motivation, emotions, interests, talents), a taxonomy of learning outcomes, theory of memory, learning progress monitoring, education for gifted children, education for children with special needs, early childhood education, parenting styles, learning difficulties and current issues in educational psychology. Through this course participation, students are expected to write the resume of the course topics, to perform case studies analysis, and to present literature review in the area of educational psychology. The level of students’ learning success is assessed from the level of mastery as demonstrated in the assessment of learning outcomes, which include the ability to apply knowledge as reflected in the quality of individual assignments and in class active participation.
Educational Research Methodology
The goal of the Educational Research Methodology course is to introduce graduate students to educational research, its philosophical underpinnings, paradigms, and major instantiations. Students will engage with the major questions of education research, and the methods that researchers have used to tackle these questions. The course includes an introduction to qualitative and quantitative research methods as well as other research approaches, in addition to the policies and regulations associated with conducting research with human subjects.
Wasathiyatul Islam in a Globalized World
In this course, students learn various concepts and practices of wasatiyyat Islam as introduced by scholars and practiced within Indonesian societies. Students are trained to become familiar with wasatiyyat conceptually from the Qur’an, Hadis, and contemporary Islamic thinkers, as well as experiences in Indonesia and other Muslim countries as exposed and managed by civil society exponents and the state. At the end of the lecture, students are expected to have in-depth knowledge of various concepts and their socio-religious and political use by state and non-state actors nationally and globally to respond to a globalized society challenged by the ramifications of violent extremism. The teaching method includes lectures, presentations, discussions, and assignments (paper writing), all summarized in class seminar activities.
Education Management and Leadership
This course aims to explore the theoretical and practical concepts related to management and leadership in an educational setting. The course will address issues underpinning effective leadership in a variety of educational contexts such as personal characteristic, social, political, cultural, and policy factors that may influence leadership and management effectiveness. We will also discuss specifically the Islamic educational leadership, educational leadership in Indonesia, and best practices from other countries. The course is ideal for those who wish to become researcher, expert in management and leadership in education, move into or progress in educational leadership roles.
Equity and Education
This course is part of the program concentration of Education and Society for the Master of Arts in Education at Universitas Islam Internasional Indonesia. This course examines how factors such as religion, language, race, economic profile, gender, learning capability and disability contribute to the shaping of educational system that influences students of all kinds to develop their educational experience. This course will also elaborate the key concepts of tauhid and Gender Equality, Disability and Social Inclusion (GEDSI) as the basis for equity in education. In addition, these course sessions, among others, will discuss issues such as: How can opportunity be created for underprivileged and underserved students so they are able to overcome disadvantages and find success? How is the chance given to everyone to learn in the way that best supports their learning style? How can students be assisted to become more engaged in what they are learning by ensuring that they see people who are the same religion, race, gender, ethnicity, etc. in their learning? How can students be granted access to the resources that can bolster their education? The course emphasizes the importance of equity in education, which aims to provide opportunity to all students to develop valuable skills and knowledge that help them live a full life and contribute to society.
Well-being in Education
This course offers students insights and strategies to understand and improve well-being in educational contexts. The approach of this course is a blend of theoretical, research, applied knowledge, and skills that apply to a wide range of educational settings. This course addresses issues that underpin wellbeing at school and higher education, in addition to family, policy, global context, and particularly in Islamic countries. The course is designed for numerous roles, such as teachers, lecturers, educational consultants, leaders in the community, researchers, parents, or experts of well-being in the educational setting
Curriculum Development
This course is aimed at facilitating students (a) to develop their personal, spiritual and social attitudes/values, necessary for developing; (b) to acquire the latest knowledge of curriculum and curriculum development and (c) to acquire the skills to develop a semester syllabus of a certain subject for a certain group of learners by integrating Islamic values. The emphasis will be put on the integration of theoretical and practical aspects of curriculum development, into which related values are integrated. To achieve this aim, the topics to be covered are: the nature of language curriculum/syllabus and materials, models of language curriculum and materials development, principles and procedures of English curriculum/ materials development, and developing an English curriculum/syllabus and materials for a certain group of learners, as well as integrating character education into the English curriculum and materials. The learning activities include: presentations of concepts/ principles plus discussion, workshops, and assignments. To support the development of their curriculum development competencies, students are obliged to do the following: (a) individually make a topic summary of each session (see the Guide); (b) make annotated bibliographies of 10 journal articles on curriculum development (see the Guide); (c) develop, through a small group project, one semester syllabus of a certain subject (See the Guide); (d) write a report on the development process and its output in a written form (Use the checklist); and (e) sit the mid-semester and semester tests.