Empowering Students with Disabilities through Digital Literacy
Empowering Students with Disabilities through Digital Literacy
November 23, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
As the second speaker at the collaborative webinar series between UIII and the University of Melbourne, Australia, on November 19, 2024, Dr. Emily H. White, Lecturer in Learning Intervention Education at the University of Melbourne, Australia shared her insights on integrating digital technologies into educational frameworks for students with intellectual disabilities and autism.
Dr. White presented her research, which draws on years of study supported by the Australian Research Council in partnership with the Victorian Department of Education. Her work emphasizes the critical role of digital literacy in ensuring students with disabilities can access their education and engage as active citizens in the 21st century.
“Education is a fundamental right for students with disabilities,” she remarked, citing the United Nations Convention on the Rights of Persons with Disabilities. “However, without proper tools and teaching strategies, these students face barriers that limit their participation in a digitally driven world.”
Central to her research is the concept of teaching students "how to use technology so they can use technology to learn." Dr. White outlined two major challenges identified by teachers: a lack of confidence and training in using technology for inclusion and the need for specialized knowledge to teach students with disabilities effectively. Addressing these gaps, her study developed a targeted psychometric framework to assess students' digital literacy skills. This approach allows educators to tailor teaching strategies to a student’s zone of proximal development—an optimal learning point where tasks are challenging yet achievable with guidance.
The study's outcomes include a detailed rubric created through collaboration with expert teachers and extensive data collection across 56 Australian schools. Feedback from over 1,500 students with intellectual disabilities and autism shaped the framework, providing a comprehensive map of students' abilities and readiness to learn digital skills. Dr. White demonstrated how this evidence-based model aids teachers in identifying precise teaching points, fostering both inclusion and skill development.
A standout aspect of Dr. White's research is its cultural sensitivity. She emphasized that digital literacy encompasses more than technical skills—it includes understanding the cultural context of technology use. “What’s appropriate in one cultural setting may not be in another,” she noted, advocating for an inclusive approach to teaching digital practices.
The webinar series exemplifies the strong partnership between UIII and the University of Melbourne, uniting their shared commitment to advancing educational equity and innovation. By bringing together experts from diverse fields and cultural contexts, the collaboration aims to address global challenges in education, foster knowledge exchange, and develop strategies that benefit students and educators.
Enhancing Education Through Digital Literacy
Enhancing Education Through Digital Literacy
November 23, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
On Tuesday, November 19, 2024, the UIII Faculty of Education hosted the second session of its collaborative webinar series with the University of Melbourne, Australia, focusing on digital literacy in education. The event featured Dr. Tati Lathipatud Duriyyah, the head of MA in Education study program at UIII and Emily H. White, PhD, Lecturer in Learning Intervention Education at the University of Melbourne, Australia.
The first speaker, Dr. Tati Lathipatud Duriyyah, shared her research on digital literacy perspectives and experiences among high school teachers in the Greater Jakarta area. Her ongoing study, conducted in collaboration with former graduate students, builds on the foundational research which highlighted a gap between students’ use of digital technology in schools and their needs outside the classroom. Dr. Duriyyah’s research extends this focus to the perspectives of teachers, using mixed methods that combine surveys and interviews to gather data.
The preliminary findings of the study revealed that teachers in Jakarta's secondary schools are highly aware of the importance of digital technology in education and have actively integrated it into their classrooms. The majority reported frequent use of devices such as laptops, projectors, and smartphones, as well as digital platforms like Learning Management Systems (LMS). Teachers expressed confidence in their ability to combine technology, pedagogy, and lesson content effectively, indicating a strong belief in the transformative potential of digital tools to enhance teaching and learning.
Despite these promising trends, challenges persist. Dr. Duriyyah pointed out that issues such as unreliable internet connections, limited access to digital devices, and disruptions caused by students using non-educational apps in class remain significant barriers. Additionally, some teachers reported feeling inadequately trained in the integration of digital technology into their teaching practices.
The findings underscored the proactive measures taken by schools to address these challenges. Many schools provide training, host technology conferences with experts, and support teachers’ personal initiatives to stay updated with technological advancements. Dr. Duriyyah noted that such efforts are pivotal in ensuring that teachers remain equipped to meet the evolving demands of digital literacy in education.
The webinar highlighted the importance of cross-institutional collaborations in addressing global educational challenges. By bringing together educators and researchers from Indonesia and Australia, the event underscored the shared commitment to leveraging digital technology to enhance educational outcomes and bridge the gap between policy, practice, and student needs.
source: https://www.uiii.ac.id/events/read/57757/enhancing-education-through-digital-literacy
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.
Unwinding and Uniting: A Memorable Study Excursion to Bandung
Unwinding and Uniting: A Memorable Study Excursion to Bandung
by Nabila Nindya Alifia Putri
Strengthens the bonding — that was the first impression I captured during my study excursion trip in Bandung, which was held on October 16-17, 2024.Starting from Depok, the travel time is about 3.5 hours by bus. The atmosphere on the bus was quite fun, where lecturers, academic staff, and students mingled in one bus, plus students who enlivened the whole bus through karaoke songs that were quite entertaining during the trip. The chantingand humming kept going all along the road, along a winding road to a plantation area in Ciwidey. During the trip, I could feel the warmth created from the interaction of students, lecturers, and academic staff. No matter what academic load or workload it is, it all seems to be focused on one goal: forget all our burdens, and enjoy our moments! Our minds seem to be invited to take a break because the scenery on the right and left sides was very magical: a green tea garden with cool nuances.
Moreover, behind the cold night in Ciwidey, there is one warmth that radiates from the participants of this excursion. The old, young, lecturers, staff, all mingled together to enjoy dinner while listening to music accompanied by a burning bonfire. Of course, this unique interaction is very memorable and imprinted on my memory. Through this excursion activity, I saw a lot of interactions and 'golden moments' that I usually had only seen formally; namely in an academic setting, but now everything looks different. This made me realize that all of us (lecturers, students, and staff) are also human beings with the same goal: to have fun while doing our job to serve the community, because that is the true purpose of this education department.
Apart from these moments of togetherness, when talking about community service activities initiated by the department's student association, namely ESTUDIA, there are many things that I can reflect on when I am one of the teams that document these community service activities. First, the thing that I appreciate is that, with this activity, we as students can hone our skills for how to design an event that is short, but can be memorable for the community around us. Because the academic environment of UIII has diverse backgrounds of culture, the community service activities carried out by FoE UIII focus on introducing cultures from various representative countries of students at FoE. Secondly, in this event, all students participated, regardless of what level of study they were at. This shows the synergy built through this activity, and also again: strengthening the bond with each other among students. This is in accordance with the principle of ukhuwah in Islam, namely ukhuwah insaniyah.
Moving on, the study excursion event was closed with a material presentation from Telkom University Bandung. All classes offered by Telkom university provide a lot of insight, especially for the world of education including digital and media, as well as big data class. During my time at Telkom University, I realized that visiting other educational institutions is no less important. We also need to benchmark to other educational institutions in order to continue to improve the quality and quality of our own educational institutions. By exchanging information like this, I think it will be useful in the future, especially the many new insights presented by Telkom University. The end of the campus visit session was closed with a photo with all study excursion participants, as well as lecturers at Telkom university. With the closing of the visit, the activities and trips of this study excursion are over. Overall, I feel happy and satisfied with this excursion activity because we can do 2 things at once at once: unwind and serve the community.
A Journey of Learning beyond Books
A Journey of Learning beyond Books
by Khizer Hayat
My name is Khizer Hayat, and I come from Pakistan. For me, learning is not confined to books—it can be found in every experience and every moment we live. As Albert Einstein once said, “The only source of knowledge is experience.” From October 16-17, 2024, I had the privilege of participating in a study excursion organized by the Faculty of Education at UIII, Depok, which proved to be a truly transformative journey.
Our adventure began as we departed from the dorms, leaving behind the familiar streets of Depok and Jakarta, and heading toward the serene, nature-rich city of Bandung. As we traveled through the vibrant cities, I felt like I was entering a whole new world, full of excitement and possibilities. As Confucius once said, “Wherever you go, go with all your heart.” This quote perfectly captured my mindset as we embarked on this journey.
Our first day was packed with exhilarating activities, including rafting and off-road adventures that got our adrenaline rushing. Every moment was captured on camera, preserving the memories forever. It reminded me of the quote by Susan Sontag: “I haven’t been everywhere, but it’s on my list.”
The night at Eco Park Hotel was an experience to remember. The cabins were cozy and charming, but what made the evening truly special was the live performance by the music band “9 Outbound Ciwidey.” Their energy filled the air with music, adding magic to the chilly weather. We gathered around a roaring fire, wrapped in our jackets, enjoying a barbecue, and sharing laughs. The warmth of the fire was matched only by the warmth of the company, as students and faculty danced, sang, and bonded over the joy of the night. As Henry David Thoreau said, “Friends… they are the sunshine of life.” This quote beautifully sums up the warmth of the evening.
The following day took us to 13 Junior High School in Bandung, where we participated in a vibrant cultural exchange with students from diverse backgrounds—Pakistan, Bangladesh, Turkey, Afghanistan, Nigeria, Tanzania, the Philippines, Gambia, and Indonesia. The enthusiasm of the junior high students was infectious, and their warm welcome, combined with their traditional dances, was heartwarming. “The beauty of the world lies in the diversity of its people,” as Maya Angelou so eloquently said, and we truly experienced that beauty through this cultural exchange.
Throughout the journey, we were accompanied by the esteemed Dean, Nina Nurmila, PhD, along with professors and staff, who made every moment enjoyable. From the delightful snacks to the delicious meals at the hotel, everything was wonderfully planned. Even the bus rides were filled with non-stop singing, adding to the lively atmosphere. As Ralph Waldo Emerson said, “Life is a journey, not a destination,” and the joy in the journey was palpable.
The highlight of our trip was the visit to Telkom University. We were greeted with an atmosphere of innovation and inspiration. The student presentations were simply remarkable. These young minds were not just students—they were scientists in the making, innovators ready to shape the future. The university’s vision and mission were shared with us, filling us with admiration. As Steve Jobs once said, “Innovation distinguishes between a leader and a follower.” The spirit of innovation was alive at Telkom University.
A memorable moment was the insightful lecture on management by Professor Dr. Djadja of Telkom University. His words about leadership and innovation left a lasting impression on me, inspiring new ideas for my own academic journey. As he said, “True leadership is about managing not just systems, but the hearts and minds of people.” This idea resonated deeply, reminding me that education is not only about gaining knowledge but also about becoming a compassionate leader.
As we made our way back to Depok, the sense of fulfillment was profound. The two-day experience felt like it carried the weight of two months of study. The lessons learned, the memories made, and the friendships formed will remain with me forever.
This study excursion was more than just a trip—it was a journey of discovery, learning, and cultural exchange. It reminded me that education goes beyond textbooks, and sometimes, as Oscar Wilde said, “Experience is the hardest kind of teacher. It gives you the test first and the lesson afterward.” Indeed, the best lessons are the ones we learn outside the classroom.
Empowering Growth Through Study Excursions to Bridge Knowledge, Community, and Professional Development
Empowering Growth Through Study Excursions to Bridge Knowledge, Community, and Professional Development
by Novinta Nurulsari
I am deeply grateful for the opportunity to participate in the study excursion organized by the Faculty of Education at UIII. This program was not only complimentary, but it was also incredibly beneficial for us as students. The agenda was thoughtfully designed to enhance our academic and professional growth, leaving me with lasting impressions and valuable insights.
Two key aspects of the study excursion stood out to me. First, the visit to Telkom University was an exceptional experience. I had the chance to attend a short one-meeting course titled Harnessing Big Data for Transformative Education, Administration, and Management, delivered by Dr. Djaja Achmad Sardjana, S.T., M.M. His lecture was insightful and highly relevant, especially regarding the practical application of Python, which piqued my interest. Previously, I had encountered a 2022 article on Design Thinking, a topic closely related to my dissertation, and the article presented fascinating data visualizations created using Python. I tried to explore this tool and ask for some support and guidance, but none of my colleagues had any experience with this tool. I felt so grateful when the Faculty of Education organized this study excursion. I can learn directly from the lecturer and gain a deeper understanding of Big Data and Data-Driven Decision Making, which are crucial in showcasing evidence in our analysis. I also learned about Power BI (Business Intelligence), a tool I had never used before. The entire learning experience was amazing and eye-opening! This exposure to advanced technologies is invaluable for those of us in the educational field. It empowers us to better integrate technology into our work, whether for research or professional development.
The second aspect that impressed me was the community service activity at SMPN 13 Bandung. This activity allowed all the students participating in the excursion to engage directly with the students and school members at that school. It provided us an experience to interact and communicate with the students so we could learn about the characteristics of the students. This interaction, especially with international students from FoE UIII, also benefited the school, where the students could learn new things from us. It also boosted their enthusiasm for continuing their study. The school’s warm reception further added to the significance of this experience, and it was a mutually enriching interaction for both the students and the school.
Moreover, this study excursion significantly strengthened the bonds between students and faculty members beyond the academic and community engagement aspects. This program allowed us to build stronger connections and communication within activites. We also developed our collaboration skills to do every program through teamwork. This make the overall experience even more rewarding.
In conclusion, the study excursion was an invaluable experience, filled with opportunities for academic learning, meaningful engagement with the community, and the deepening of interpersonal relationships. It provided me with the tools and motivation to further my professional and educational journey, and I am deeply appreciative.
Travel and Lessons
Travel and Lessons
by Muhammat Sabar Prihatin
The study excursion conducted by the faculty of education UIII for me is not merely a sightseeing activity but it is about a lesson-reflective story. This trip took place two days, starting from 16-17 October 2024, with the destination of the capital city of west Java, Bandung. Throughout the trip we witnessed the beautiful and natural scenery, particularly when we came to the accommodation area, Ciwiday.
Worship by exploring the earth
Ciwidey is famous for its beautiful places in Banding, which has many hills planted with tea trees. The lush green color on every hillside was successful to spoil the eyes anytime we looked at it. The winding and sometimes up and down roads just made the trip even more thrilling. Plus, the strains of music from the old up to present era, sung by different generations-Dean, lectures, and students added to the excitement of the journey. This made the long trip feel short and fast.
This stage reminded me of the Holy Quran saying that the earth was made flat so that we can explore it easily. So it is true that with our intention to witness this verse, our study tour is not only for a fun trip but also a moment of contemplation to admire the Almighty of Allah SWT over His beautiful creation of this universe.
Taaruf Session (Learning from one another)
Another valuable experience was when we students of UIII did community service. We visited SMPN 13 Bandung to do a cultural exchange activity with the students there. Traditional dances welcomed us warmly, which attracted fellow UIII students, especially foreign students. When a student came with a traditional dance, our friends immediately clapped their hands and recorded the dance.
After that, we UIII students and the students of SMPN 13 Bandung were divided into ten groups according to the number of student countries in the Faculty of Education at the event location, such as Turkey, Mexico, Pakistan, Tanzania, and the Philippines. In the international cultural exchange forum, the students were very enthusiastic about exploring various information from student representatives from the countries they visited. They chatted about the local language of the guest country, traditional songs and dances, and even their typical foods. The exciting discussion ended with the making of a short video with students saying, for example, "Sawadikap, we have a new friend from Thailand, Kap kun khap".
This cultural exchange activity reminded me of the concept of ta'aruf. It is mentioned in one of the verses of the holy Quran which means that Allah SWT created humans in different tribes, states, and languages for us to learn from one another. The cultural exchange experience provides real evidence to students that diversity is real. And the differences that exist between humans are created to get to know each other. If fellow humans know and understand each other well, then this can reduce bad prejudice and the assumption that a certain group is better and more important than others. And if this can be established in harmony, then this state of knowing and understanding each other can also encourage the
establishment of cooperative and compassionate relationships based on wisdom on the basis of humanity. So it is important that students in schools as the younger generation need to be equipped with an understanding and experience of diversity itself, that it does not exist to belittle certain groups and excel others, but as real evidence of sunnatullah - the Will of God Almighty. So of course it is another kind of worship if we can celebrate this diversity as a gift of life.
Public service for knowledge sharing
Last but not least, the community service activities carried out by the lecturers of UIII and Telkom University were another topic of reflection. For me, cooperation between educational institutions is an important factor in building student learning experiences. What I felt at that time was that I got the opportunity to learn to process data on a large scale by utilizing technology that I had never learned at UIII, but I learned a lot from Telkom Uni. It's like this, knowledge that I thought was difficult to learn, turned out to be easy for other people or other places because they have the facilities, there are the experts, and or because the campus specializes in that certain knowledge.
Thus, I realized that there are certain fields of knowledge that are actually relevant to us but it turns out that we can easily learn them at other campuses. The insight I received taught me the importance of learning from many parties. And I think it's the other way around, the lessons delivered by several lecturers of the UIII Faculty of Education at Telkom Uni provide new important and interesting things for students who follow their presentation, namely psychological-based leadership, literacy skills, and spatial thinking skills, which may not be available at Telkom Uni.
This kind of collaborative synergy is what I think is needed and must continue to be carried out by educational institutions in Indonesia to improve the quality of education in general, both from the lecturers, or teachers, and students. The visit and knowledge sharing between UIII and Telkom Uni that we did could be one of the real forms of academic friendship that echoes that knowledge is a blessing for the universe (Rahmatan lil ‘alamin), not belonging to a particular educational institution or field of study only.
Thank you, Faculty of Education UIII, for the valuable lessons during the two-day journey on this study excursion. I am sure that each of us feels the benefits both personally, intellectually, socially, and even spiritually.
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.