Wasathiyatul Islam in the Globalized World
In this course, students learn various concepts and practices of wasatiyya as introduced by scholars and practiced within Indonesian societies. Students are trained to become familiar with wasatiyya conceptually from the Qur’an, Hadis and contemporary Islamic thinkers, as well as from experiences in Indonesia 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 practices of wasatiyya in contemporary Indonesia. The teaching method used includes lecture, presentations, discussions, and assignments (paper writing), all of which are summarized in class seminar activities.
Advanced Islamic Education
The course aims to introduce students to critically explore diverse interpretations of ‘Islamic Education’ and examine historical, theological and
philosophical aspects of classical and modern Muslim educational thought, practice and institutions. Students will be introduced to the concept of ‘critical, contextual, plural and transformative Islamic Education’ through discussing diverse perceptions and scholarly approaches to define the subject. Students will have the opportunity of engaging critically with the Muslim educational/pedagogical legacy and explore how it shaped the formation of classical Islamic scientific and scholarly traditions. The course provides a reflective insight into the sources and origins of Islamic educational thought with special reference to perceptions of education in the Qur’an, prophetic traditions and the wider Muslim intellectual heritage. The role of knowledge(ilm) and knowledge bearers (ulama) in expressing Islamic civility within ethnically, culturally plural and gendered social spaces.
The course will specifically examine the traditions of Islamic Education, their historical formation and contemporary articulations within the
context of majority/minority Muslim societies in Global Southeast Asia. Students will assess existing national Islamic Education policies (
construction of curriculum, textbooks, pedagogy and teacher education systems) regarding mainstream as well as Islamic higher education
institutions. They will further discuss the educational challenges facing global Muslim communities with a special reference to understanding the process of educational change and its relationship with the wider sociopolitical reform initiatives. The course will critically examine how best to develop appropriate Islamic educational strategies to tackle religious extremism and address issues concerning the faith development of Muslim young people in the modern world.
The emphasis will be on the importance of contemporary educational research into Islamic Education, especially research springing from the
Social Sciences and Humanities directed towards philosophy, pedagogy, curriculum and policy related developments in contemporary Islamic
Education. Students will explore empirical and conceptual interdisciplinary research agenda of the field and develop their own specific areas of
research interest in Islamic Education. They will be encouraged to develop their own philosophies of Islamic Education.
Advanced Comparative Philosophy of Education
The purpose of this course is to clarify, deepen, and criticize the main and fundamental issues about education. The discussion covers a broad range of issues, including normative, epistemological, socio-political, and educational ethics. The normative aspect includes an in-depth discussion of the goals, principles, and functions of education, about what should be taught or what should be the content of education, how students should be treated, or about what kind of fair society should be realized through education. The course also discusses epistemological aspects, such as about what valuable knowledge should be developed for students and on what justification it is important for knowledge to be developed for students, about whether in education there is a place for beliefs that are not scientifically robust. Regarding the discussion of the socio-political dimension, for example, whether children/students have rights and if children's rights and parental rights conflict whose rights should be upheld, can children develop autonomy at the same time as being part of a religious or belief community. As for the ethical aspect, for example, regarding what kind of interactions should occur between teacher-leaders, teacher-students, between students, and between parties in educational institutions.
Included in the discussion are topics about the comparative or present traditions of thought from --- but not limited to -- the West, the Muslim world, and from Indonesia. This course will examine, among others, the traditions of Western thought, for example, John Dewey, traditions of Islamic thought, such as al-Ghazali, Fazlur Rahman, Naquib al-Attas, and traditions of Indonesian thought, such as Ki Hajar Dewantara. It is hoped that - after attending lectures - students have thoughts, broad insights about educational patterns and are able to reflect on the educational orientation of the Muslim world, the West, and Indonesia as well as be able to identify, differences and similarities, strengths and weaknesses of the thoughts discussed in the course against current education.
Lunch Talk #28: Understanding Teacher Identity Construction and Its Dynamics
You are invited to join the Lunch Talk #28 at the Faculty of Education, UIII
Satia Prihatni Zen, Ph.D. (Programme Director for institutional partnership at Yayasan Sukma) will share about: “Understanding Teacher Identity Construction and Its Dynamics”.
The talk will discuss the dynamics of teacher identity construction in the context of international teacher education between Indonesia and Finland. Teacher identity has been used as analytical lens in exploring teachers' learning and development. This concept allow researchers to explore different dimensions of teacher learning and development in relation to various aspects in teaching such as motivation, decision making, relationship and others. Teacher identity has also been used to explore how teachers respond to changes in educational context such as new curriculum, technological changes and school reform.
Using this perspective, Dr. Zen will shared insights from her study on Indonesian teachers from Aceh who participated in International teacher program organized by university from Finland. As a unique context, an international program between Indonesia and Finland provide an opportunity to explore the dynamics of teacher identity construction as the impact of learning in diverse contexts. Additionally, Aceh is a post-conflict and post-tsunami context where participants of this study are working and where the program was implemented. This context provides an additional dimension and specific challenges that may be relevant for teacher education in other similarly challenging contexts.
Day/Date: Tuesday/April 23, 2024
Time: 13.00-14.30 WIB
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu28
E-Certificate is provided
Thank you!
Recording on Youtube
Call for Papers Muslim Education Review Journal 2024
The Faculty of Education UIII invites you to contribute your work to the Muslim Education Review (MER) editions for December 2024 and June 2025.
📤For templates and author guidline, download here: bit.ly/MERJournalTemplate
📥Submit your paper at journal.uiii.ac.id/index.php/mer or mer.journal@uiii.ac.id
🗓️Deadlines:
May 31, 2024 (for December 2024 publication)
November 30, 2024 (for June 2025 publication)
Please ensure to read the requirements thoroughly.
Lunch Talk #27: Indonesian Higher Education under the Administrative Regime
You are invited to join the Lunch Talk #27 at the Faculty of Education, UIII
Rakhmat Hidayat, Ph.D. (Lecturer at State University of Jakarta) will share about: “Indonesian Higher Education under the Administrative Regime”.
This talk aims to explain the problems and complexities of bureaucratic administration in Indonesian higher education. The dominance of bureaucratic administration in the university governance system put Indonesian academics under the control of the administrative regime. The controversy over the administrative burden relates to the management of academic careers in Indonesia. In addition to having to fulfil a layered role in accordance with the Tri Dharma, academics in Indonesia have to face pressure and administrative burdens such as mandates letter (surat tugas), documentation, and reports. Even long before the latest rules appeared above, lecturers were obliged to upload the documents to many different information systems. However, more than just an administrative burden issue, it also comes from the tradition of government intervention in Indonesian higher education governance. The complexity of the bureaucracy associated with the reloading of faculty performance data is an iceberg phenomenon (fenomena gunung es) of higher education governance problems in Indonesia that is still dominated by government and bureaucratic practices.
On the other hand, in the context of knowledge production, the complexity of bureaucracy and administration in higher education has resulted in procedural and energy-consuming. Administrative processes are often considered more essential than the core of the question and the purpose of knowledge itself. Administrative bureaucracy controls science and academic life. Everything has to be lived with a long and exhausting administration. Science is underneath it. Even the lecturers who were supposed to be free-thinking scientists, must and are accustomed to undergoing complicated non-scientific procedures. Bureaucracy and administration have always held control of research, institutional development, and international networks.
Day/Date: Monday/March 18, 2024
Time: 13.00-14.30 WIB
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu27
E-Certificate is provided
Thank you!
Recording on Youtube
https://www.youtube.com/watch?v=ff9BAp8MONk&list=PLX82ye7O55cfL5g1bdzTVODu3MbhKUd3e&index=26
The Faculty of Education UIII visited Universitas Tanjungpura and IAIN Pontianak
The Faculty of Education UIII visited Universitas Tanjungpura and IAIN Pontianak on March 6, 2024. The visit aims to promote the Master of Arts and Doctor of Philosophy in Education Study Program, increase the number of prospective students, and expanding the geographical reach of students from Kalimantan Barat in the Admission 2024/2025. This visit also serves as a continuation from the previous outreach programs in 2023, which successfully resulted in the increasing number of applicants in the Admission 2023/2024.
In FKIP Universitas Tanjungpura, we were welcomed by Urai Salam S.Pd, M.Call, Ph.D. (Vice-Dean for Academics) and Agus Syahrani S.Pd.,M.M.M.S.Ling (Vice-Dean for Student Affairs and Alumni). We were also welcomed by Dr. H. Hermansyah, M.Ag. (Dean of FITK) during the visit to IAIN Pontianak.
Attended by the students and lecturers, Prof. Nina Nurmila, Ph.D. (Dean of the Faculty of Education UII) and Bambang Sumintono, Ph.D. (Head of PhD in Education Study Program UIII) introduced the Faculty of Education UIII and its curriculums and activities, as well as the information of Admission 2024/2025 and the benefits and facilities provided for scholarship recipients, After the presentation, the session ends with Q&A and exchange of gifts from each faculty.
Prof. Nina Nurmila, Ph.D. with Dr. H. Hermansyah, M.Ag. (Dean of the FITK IAIN Pontianak)
End of Semester Gathering (Odd Semester Academic Year 2023/2024)
Tuesday, January 23, 2024, the UIII Faculty of Education held an End of Semester Gathering in the Thater Faculty A, which aimed to evaluate the learning process and results that had been carried out during one semester. Lecturers, staff, and students of the Faculty of Education attended this evaluation. Prof. Nina Nurmila, Ph.D. as the Dean of the Faculty of Education, UIII opened the activity.
In the opening, She conveyed some advice, especially for M.A. students. in Education when studying Thesis Proposal: 1) Control yourself, not control your supervisor, which means you must manage your time. Contact your supervisor way ahead before your defense time. Give your supervisors at least a week after sending your thesis draft for them to read and give feedback; 2) Communicate via email and within one email only (one thread). Using email makes it easier to track previous communication and documents. 3) Students must consult with their supervisors about chapters 1-3 (especially chapter 3) and their research instrument. Students can only have their instrument after they complete chapters 1 to 3. Usually, it takes at least three times for supervision to have approval of the research instrument. 4) Be humble by not pressuring your supervisor to approve your thesis/instruments.
The activity continued with presenting the results of the quantitative evaluation analysis delivered by Bambang Sumintono Ph.D., the Head of Ph.D. in Education Program. The evaluation results show that students consider the material presented in class easy to understand and that the lecturers behave well towards the students. The analysis results also show that there is a need for improvement in student preparation before the start of learning or discussion sessions in class.
The activity continued with delivering evaluations directly by the students led by Tati D. Wardi, Ph.D., the Head of M.A. in Education Program. She responded to one of the students who complained that the assignment deadlines from each lecturer were sometimes too short. He suggested that students could ask for an extension of assignment submission time or learn from the initial batch how they manage their time to complete assignments on time.
Call for Paper: The 3rd Faculty of Education Annual Conference
The Faculty of Education, Universitas Islam Internasional Indonesia (UIII), proudly present the 3rd Annual Conference, with the theme Curriculum, Teaching and Learning and the topic of A New Way of Teaching and Learning: Integrating Well-Being in Educational Settings
In this conference, we pride ourselves on promoting both senior and junior scholars to be part of this excellent opportunity. The two days conference will be dedicated for exchanging and sharing advance knowledge in educational sciences.
The conference committee welcomes papers in the field of education that employ a wide variety of interdisciplinary, empirical studies and theoretical perspectives, and are aligned with the theme. The sub-themes of the conference are:
· Curriculum and Teaching
· Well-being in Education (Students and Teachers’ Well-Being, School Well-Being, Well-Being in Higher Education)
· Early Childhood Education
· Teaching and learning in Muslim Education Institution
· Educational Administration, Management and Policy
· Islamic Educational Leadership
· Education and Equity (Gender, Disability, Religion, Minority Groups)
· Educational Evaluation and Assessment
· Islamic Education
· Professional Learning Communities
The three best papers submitted for this conference will be awarded: (1) IDR 10.000.000, (2) IDR 7.000.000, and (3) IDR 5.000.000. The best paper recipients should commit to publishing their article in our flagship journal, Muslim Education Review (MER).
Important Dates:
Submission deadline: March 29, 2024
Announcement Date: April 29, 2024
Venue: UIII Campus, Depok, West Java.
MER full paper template: https://bit.ly/MERPaperTemplate
Please send all contribution as an attachment to: education@uiii.ac.id with subject Conference Paper 2024
Lunch Talk #25: Promoting Spatial Reasoning of Early Childhood Educators to Support Numeracy Learning
Dear All,
You are invited to join the Lunch Talk #25 at the Faculty of Education, UIII
Dr. Destina Wahyu Winarti (Lecturer at Indonesian International Islamic University) and Assoc. Prof. Wanty Widjaja (Lecturer at Deakin University) will share about: "Promoting Spatial Reasoning of Early Childhood Educators to Support Numeracy Learning".
A holistic and integrative early childhood education has become one of the policy focuses of the Indonesian Early Childhood Education Directorate General. The Indonesian government also emphasizes the need to strengthen the development of numeracy skills from early childhood. Informed by this policy initiative and research literature that highlights spatial reasoning as one of the predictors for numeracy success in later years, this study aims to integrate spatial reasoning within play-based activities to support numeracy learning in early childhood. Building early childhood educators’ capacity is considered as the first critical step. This study aims to achieve this by engaging early childhood educators in co-designing spatially rich play-based classroom learning activities, implementing them in their work place and reflecting on their rich experiences.
Day/Date: Tuesday/January 23, 2024
Time: 10.30-12.00 WIB
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu25
E-Certificate is provided
Thank you!
Recording on Youtube