Learning Beyond the Classroom: Teaching, Empathy, and Confidence
Learning Beyond the Classroom: Teaching, Empathy, and Confidence
By Nida Hanifah
Tuesday, December 16th, 2025, was the day I had the opportunity to directly participate in community engagement at Madrasah Aliyah Negeri in Cilegon. This journey was not simply a change of location, but the beginning of a meaningful learning experience, both for us as students and for the students we would meet. Throughout the journey, my mind was filled with questions and anxieties. How to deliver the lesson to the students there? Would they be able to understand me? considering it had been quite some time since I had interacted directly with high school students. These concerns mingled in my mind, occasionally diverted by the background music playing on the bus.
Upon arrival at MAN 1 Cilegon, we were warmly greeted by the teachers and students. The welcome was sincere and full of enthusiasm. Our presence, consisting of students from diverse backgrounds, both Indonesian and international, seemed to bring a new dimension to the school. My enthusiasm was ignited. I felt impatient to greet, share stories and knowledge with them. I assured myself, "Bismillah, I can make it."
The atmosphere reminded me of my past experiences as a volunteer teacher for Indonesian immigrant children in Malaysia. The smiles, curious gazes, and enthusiasm of the students at MAN 1 Cilegon brought back memories of my former students. They all showed an openness to new teachers, new knowledge, and new experiences. From that, I felt again that my presence as a teacher, even if only once, could be meaningful to them.
I was placed in one of the 11th grade classes with my teaching partner, Saidou. We began the session by introducing ourselves in English, both teachers and students. Initially, I expected the session to be short. However, in reality, the introduction process took quite long because most of the students had limited English proficiency. From their expressions and body language, I could sense fear, hesitation, and a lack of confidence when it came to answering our questions in English. At that moment, one thing that kept coming to my mind was that they needed encouragement and reassurance that it is okay to make mistakes and not give up. Learning is a journey, and it is never too late to start.
In the classroom, we focused on the importance of mastering English in education and the benefits of knowledge for the future. Considering they were in 11th grade and would graduate in the next one to two years, I felt it was important for them to start thinking about the direction and goals they wanted to achieve in life. Of the nine students in the class, three expressed their desire to continue their education abroad, to places like Egypt, Yemen, and England. This amazed me because at their age, I did not think of studying abroad. I believe these dreams will guide them towards a brighter future.
Throughout the learning process, we often translated explanations into Bahasa to ensure they understood the lesson. Nevertheless, I felt grateful that the hour and a half we had was worth it. Initially, some students seemed less enthusiastic, but this was more due to their limited English comprehension. After the material was explained again in Indonesian, they showed great enthusiasm and actively answered questions.
The game we played at the end of the class was super fun. It was a Snake Words game. From that game, I could see the competitiveness in the quiet children, this proves that we cannot judge people only by their appearance and visible habits. Everyone has a different way of learning and has different ambitions. I told them not to be discouraged even though their names are not the ones often called to receive awards during ceremonies, not the names that are always praised by teachers, not the names that are famous in school. They deserve to have a bright future, it does not mean that those who may seem invisible and unknown cannot prove that they can be successful in the future.
Through this experience, I realized that every student has a different background, way of thinking, and level of confidence. The biggest challenge for me is not only delivering the lesson, but also creating a safe and comfortable learning space, where students feel valued and are not afraid to make mistakes. Reflecting on this activity taught me that meaningful learning is born from empathy, effective communication, and a willingness to listen. Going forward, I hope this community engagement can continue to be implemented on an ongoing basis, so that the relationship between UIII and communities can grow stronger and have a positive impact on both sides.
Rethinking Education: Of the Children, With the Children, and For the Children
Rethinking Education: Of the Children, With the Children, and For the Children
By Ihsan-Isah Imam Zaman
On December 16, 2025, the Faculty of Education from Universitas Islam Internasional Indonesia conducted a community engagement visit to Madrasah Aliyah Negeri in Cilegon. MA Batch 4 and PhD Batch 3 students, along with lecturers and faculty staff, visited the school as part of their commitment to maintaining a beneficial relationship with the local community. During this brief visit, the lecturers and students conducted short learning sessions with the hope of benefiting the local students.
One of the lingering thoughts I had after this experience was the question: how do we really see education and school? Is it merely a process of transferring knowledge and building skills so students can become part of the future labor force? Is a school simply a place where children and youth go to acquire these things? These were some of the lingering thoughts I carried with me.
When looking at the current unemployment crisis prevalent not only in Indonesia but also in neighboring countries, I found myself wondering whether we are preparing our children for future disappointment. I recalled that a few years ago, I was in their position, and I wondered whether, if someone had told me then what I know now, it could have served as a cautionary reflection.
I wished I could have told them that, at this stage of life, what they have is energy and time. They trade that time to acquire knowledge and skills, which they later trade for opportunities and sources of income. But then again, are we not currently facing an unemployment crisis?
They say the best time to plant trees was a hundred years ago, and the next best time is today. In that spirit, I hope that educators and teachers can transform the way they see education. Children and youth need help to comprehend things that still feel incomprehensible to them. At the same time, they also need protection, while ensuring that their agency and autonomy are not infringed upon.
When we see children merely as future members of the labor force, we risk reducing them to mere products. But how do we reconcile the idea that children are our future without robbing them of their present? For us, we may help provide options and present possibilities, but the ultimate decision rests with them. Our responsibility, then, lies in shaping conditions that expand rather than narrow those possibilities, with an emphasis on nurturing and guiding them.
We do not have to worry that they may fail to contribute productively to the sustainability of humankind, as long as we nurture them with values that respect their agency and autonomy. By agency, I mean children’s capacity to have a voice and participate meaningfully in decisions that affect them, while autonomy refers to their growing ability to make age-appropriate choices and take responsibility.
To say the least, it is an undue burden to tell children outright that they are the future without risking their humanity. It is like telling Peter Parker that he must be Spider-Man. We do not have to make children become the heroes who must save a future that we, as adults, have helped shape.
If we teach them the values of humanity, care for the environment, and responsibility toward community, then we need not doubt whether they will destroy the future or help it flourish. From an Islamic perspective, there is a well-known saying that reminds us: “Do not raise your children the way your parents raised you, for your time and their time are different.”
I leave my lingering question unanswered. Perhaps, as a reader, you can answer it for yourself. Or perhaps you may find yourself asking the same question, and we may arrive at similar answers in time. I will end this reflection with this thought: the people we are today are shaped by our past context and environment, so what kind of present context and environment do we want our children to have? In the end, this reflection reminded me that education is not only about preparing children for the future, but also about honoring their dignity and agency in the present.
Wasatiyyat Islam as Foreign Policy: Prof. Din Syamsuddin on Indonesia’s Global Islamic Identity
Wasatiyyat Islam as Foreign Policy: Prof. Din Syamsuddin on Indonesia’s Global Islamic Identity
December 18, 2025
By Supriyono | Photo: Achmad Ulyani
Universitas Islam Internasional Indonesia (UIII) continued its intellectual engagement on Islam and global affairs through a guest lecture titled “Wasatiyyat Islam as a Foreign Policy: The Image of Indonesian Islam”, held at the Faculty of Education on December 17, 2025. The lecture was part of the course Wasatiyyat Islam in a Globalized World and was convened by Andar Nubowo, PhD.
The session featured Prof. Din Syamsuddin, Chairman of the Center for Dialogue and Cooperation among Civilizations (CDCC) and Chairman of Muhammadiyah for the 2005–2025 period, who offered a reflective and historically grounded perspective on how Indonesia’s foreign policy embodies the Islamic principle of wasatiyyat—the middle path.
Prof. Din argued that Indonesia’s commitment to moderation is not merely rhetorical but constitutionally rooted. Referring to the Preamble of the 1945 Constitution, he emphasized that Indonesia’s mandate extends beyond safeguarding sovereignty and ensuring prosperity to actively participating in creating global peace and justice. “From the very beginning, Indonesia was envisioned as a nation that takes the middle way,” he noted, adding that this orientation is reflected not only in Pancasila but throughout the body of the Constitution.
According to Prof. Din, Indonesia’s foreign policy represents what he described as a “constitutional deduction”—a direct manifestation of constitutional values—and a “sociological-political induction”, shaped by the aspirations and moral convictions of its people. In this framework, wasatiyyat Islam becomes both a moral compass and a diplomatic approach.
He illustrated this principle through Indonesia’s longstanding support for Palestinian independence, which he described as a constitutional obligation as well as a historical and ethical stance. Prof. Din reminded the audience that Palestinian leaders were among the earliest to recognize Indonesia’s independence, even before its formal proclamation in August 1945. Indonesia’s consistent advocacy for Palestine at international forums, including the United Nations, reflects what he called a principled foreign policy rooted in justice, peace, and humanitarian concern.
Beyond the Middle East, Prof. Din highlighted Indonesia’s role in peacebuilding efforts in Southern Philippines, where Indonesia served as a mediator between the Philippine government and the Moro Islamic Liberation Front (MILF). He described this involvement as a concrete example of Islamic moderation translated into conflict resolution and diplomacy.
The lecture also addressed how Indonesia has managed sensitive global religious issues through dialogue rather than confrontation. Prof. Din recalled moments when Indonesian Islamic leaders, civil society, and government institutions worked together to respond calmly to international controversies involving Islam, thereby preserving social harmony and projecting a mature global image of Indonesian Islam.
Reflecting on Indonesia’s engagement with Europe and interfaith dialogues during the mid-2000s, Prof. Din observed that Indonesia was increasingly viewed as a model of moderate Islam, offering an alternative narrative to extremism. He argued that this image was strengthened by Indonesia’s confidence in promoting wasatiyyat Islam as a civilizational contribution rather than a defensive identity.
Concluding his lecture, Prof. Din encouraged students to critically assess whether Indonesia’s foreign policy has successfully shaped the global perception of Indonesian Islam. He invited them to continue researching and analyzing Indonesia’s diplomatic practices, noting that scholars and students alike play a vital role in refining and advancing the discourse on Islam, moderation, and global coexistence.
The lecture underscored UIII’s commitment to fostering critical conversations on Islam’s role in international relations, positioning the university as a space where constitutional values, religious ethics, and global realities intersect.
It Takes Two: Community Engagement as Active Participation for Collaborative Empowerment within and Beyond the Institution
It Takes Two: Community Engagement as Active Participation for Collaborative Empowerment within and Beyond the Institution
By Nanik Yuliyanti
Since joining UIII’s Faculty of Education, this was my second involvement in a community engagement program. My first experience was the “Youth Interfaith Camp held in Serang,” conducted under a Community Engagement Grant from the university. The second program, organized directly by the Faculty, took place in Cilegon and Anyer on Tuesday, 16 December 2025. As community engagement emphasizes collaborative processes in which universities, researchers, or organizations work together with community members, it requires active participation and two-way interaction between the institution and the community. Thankfully, in my personal reflection, our program truly embodied this spirit.
We—consisting of lecturers, MA and PhD students of the 2024/2025 cohort, and other members of the Faculty of Education—arrived at MAN 1 Cilegon at around 8:00 a.m. We were warmly welcomed by the students, teachers, and other school stakeholders. The opening ceremony featured welcoming remarks, a prayer, and a dance performance originally created by the school and officially patented. During the event, a Memorandum of Understanding (MoU) between MAN 1 Cilegon and UIII’s Faculty of Education was signed, marking the beginning of collaborative empowerment between the two institutions.
Following the opening session, the main activities of the community engagement program took place across 23 locations, including classrooms, the hall, and the school laboratory. Lecturers as well as PhD and Master’s students actively engaged with teachers, local community members, and especially the students. As UIII has a diverse body of international students, many of the activities involved international participants, providing valuable global exposure for students and other stakeholders. The school community was highly receptive and open-minded, several teachers expressed their desire to strengthen their English skills as a means of enhancing empowerment and future opportunities.
The school community was highly supportive and responsive throughout the program. During classroom sessions, members of the student organization (OSIS – Organisasi Siswa Intra Sekolah) accompanied us from the beginning to the end of each activity. The sessions featured a wide range of creative and engaging learning experiences, including topics such as gender education in Islam, parenting, designing effective learning processes based on Merrill’s principles, empathy and inclusivity, English instruction, cultural exchange, and many other interactive activities.
However, due to the limited number of international students available, I conducted the session on my own with 23 students and two members of the OSIS. Thankfully, it went smoothly. During the one-and-a-half-hour activity, as part of English instruction learning, we practiced the three key components of a presentation: the opening, the main content, and the conclusion. The students were given nine different topics and worked in groups to select one topic for their presentation. I gave them 30 minutes to prepare, where they were encouraged to draw and write freely based on what they knew about the topic before presenting in front of the class.
Although the students had limited English proficiency and faced challenges in expressing their ideas confidently in English, particularly when presenting in front of their peers, their willingness to participate and step forward was itself a significant achievement deserving appreciation. At the end of the session, I further encourage the students to be more active in their learning and to remain motivated in improving their English skills. I also shared my personal experience of completing fully funded studies at universities in Türkiye and the United States, which appeared to inspire the students and strengthen their motivation to challenge themselves and pursue future opportunities.
After concluding the activities at MAN 1 Cilegon, we proceeded to Anyer Wonderland for lunch, prayer, and some free time before returning to Depok. Although rain fell for most of the day and we could not really explore the site a lot, but the sense of togetherness shared with fellow students and lecturers was deeply meaningful. The approachable and supportive atmosphere created by the lecturers stood out to me personally, reflecting a culture of mutual respect that may not be easily found in other academic settings. While one of the main objectives of this community engagement program was to collaborate with and reach broader communities beyond our own institution, the process of preparing for and participating in these activities also prompted personal reflection. It reinforced my sense of gratitude for belonging to an academic community that values collaboration, humility, and shared purpose. How blessed I am to be part of this Faculty of Education at UIII.
Learning the Art of Wholeness: Rethinking Education with Prof. Ananta Kumar Giri
Learning the Art of Wholeness: Rethinking Education with Prof. Ananta Kumar Giri
December 8, 2025
By Supriyono | Photo: Achmad Ulyani
How might education look like if it aimed not merely to train the mind, but to awaken the whole human being? This question became the spirit of Lunch Talk #48 hosted by the UIII’s Faculty of Education, on December 8, 2025. In a thought-provoking session, Prof. Ananta Kumar Giri, COMPOSE Fellow at UIII’s Faculty of Social Sciences and Founding Honorary Executive Trustee of the Vishwaneedam Center for Asian Blossoming spoke on “Learning the Art of Wholeness: Integral Education and Beyond.”
Prof. Giri highlighted that the contemporary crisis of education is not merely about quality or curriculum but stems from the illusion of fragmentation. Modern systems, he argued, have disconnected learners from the wholeness of life by prioritizing mental memorization over the development of emotional, vital, spiritual, and social dimensions. He urged the audience to reimagine education not as a mechanical transfer of knowledge, but as a living process that integrates heart, body, mind, nature, and community.
Drawing on his book and rich fieldwork across the world, Prof. Giri shared examples of educational movements that cultivate wholeness. Integral Education, inspired by Indian thinker and spiritual teacher Sri Aurobindo, nurtures every dimension of the learner. Steiner-Waldorf schools teach by storytelling, creativity, and practical engagement. Free schools in Denmark embody community-based learning where children are taken seriously “not as people of tomorrow, but people of today.” These examples, he suggested, prove that education can be both deeply human and academically rich—without being reduced to exams and performance metrics.
Prof. Giri reflected on the dominance of written assessments and scholarly publications that reward technical output but neglect lived wisdom. “Education is not only in papers,” he emphasized, recalling how many meaningful learning moments emerge from conversations, creativity, service, and shared humanity rather than test scores or journal citations.
The talk also ventured into the philosophy of trans-disciplinarity, encouraging educators to dissolve boundaries between subjects such as science, arts, humanities, and ethics. He offered vivid examples of science lessons connected to poetry, water studies linked to spiritual meaning, and cooking classes that explore chemistry while nurturing equality among genders. The challenge, he noted, is to resist treating knowledge as compartmentalized fragments and instead allow learners to experience the world as interconnected.
A central moment in his reflection was his reminder that teachers are not authoritative transmitters but companions in learning. He shared stories of schools where children are engaged with nature, storytelling, and responsibility, and where teachers discover their own authenticity rather than claiming sovereignty over knowledge. He recalled a Waldorf educator’s words: “Children are souls in front of us”—not empty vessels but living beings who deserve respect, dialogue, and encouragement.
In his conclusion, Prof. Giri invited the faculty members and students to rethink educational practice. Instead of treating wholeness as a vague ideal, he challenged everyone to see it as a practical necessity that grounds meaningful learning, sustainable humanity, and ethical engagement.
Lunch Talk #48 reminded everyone that wholeness is not a luxury—it is a necessity. Education cannot stop at filling minds; it must help shape whole human beings. The talk concluded with a clear message: learning should connect heart, mind, body, and community. If educators choose this path, schools and universities can become places that not only prepare students for exams, but prepare them for life.
source: https://uiii.ac.id/learning-the-art-of-wholeness-rethinking-education-with-prof-ananta-kumar-giri/
Beyond Tools: Thinking about AI, Education, and our Humanity
Beyond Tools: Thinking about AI, Education, and our Humanity
By Nabila Nindya Alifia Putri
2025 is just around the corner to close its chapter, and on the fourth week of November was truly an unforgottable moment that I will always cherish in my life, at least after I graduated. On the 28th of November, 2025, I got a fruitful opportunity as a panelist at the ACE Online Conference. Academically and personally speaking, the session, “Human–AI Partnership in Teacher Education: Rethinking the Hybrid Teacher of the Future,” challenged me to articulate my research in a broader, global conversation about the future of teaching. The issues explored in the session resonated strongly with the findings of my master’s thesis, which I incorporated into the discussion.
During the panel session, I got asked a question. It was about the ways in which cultural, societal, and contextual aspects influence the way students respond to AI, which led me to reconsider my own research results in a new perspective. My research has demonstrated that there is great cultural focus on academic integrity within the Indonesian schools whereby teachers are expected to adhere to moral standards during the learning process. It also emphasizes the excessive dependence of teachers on community-based and informal learning instead of institutional training and the contextual fact that AI systems do not frequently support local curricula, language standards, and daily learning processes. It taught me that the problems I noticed during my fieldwork are not just technical or practical issues, as there were issues about academic integrity or a lack of infrastructure. Instead they are indicative of deeper questions of what we are as a society, the way we value relationships in the learning process, and how we negotiate change.
As I reflect further upon writing this reflection, these insights feel even more relevant in light of recent ecological disasters across Indonesia, particularly in Sumatra and parts of Java—events that are, in many ways, are consequences of human actions. The process of this happening brought back to me that education is never solely about mastering content or learning to use technology, but it is also about molding conscience, responsibility, and care. This lowkey gave me a silent hope that someday AI would not only be incorporated into the process of learning due to ease or effectiveness. I wish to believe that with the development of AI, we will be able to use AI to teach what really matters as well as our connection with the environment. Perhaps, we can have such simulations one day with the help of AI, or a virtual reality (VR) experience that lets students observe the life cycle of trees, the sensitivity of ecosystems, or the effects of environmental destruction. It is only a hope, which is a possibility in the future, but I was left convinced by this panel that it is a part of our job as educators to make ourselves believe that such possibilities exist.
Speaking in front of a global audience was not only challenging but also empowering. I needed to express myself, answer on the spot, and present the Indonesian context in a positive manner. At one point, the discussion was flowing smoothly that I encountered a sense of connectedness, not just to the panelists, but to the whole audience who cared about the future of education. It made me remember again on why I decided to pursue this field. In general, this experience taught me that insights from local contexts bear a great, yet universal importance. Personally, I also became developed. I learned that:
- I am able to address myself confidently, especially in global contexts,
- my research bears depth and relevance beyond local context.
What I take from this experience is a renewed sense of purpose. It further intensified my desire to investigate the problem of AI literacy, teacher identity, and educational ethics, yet also helped me to remember the larger mission of education itself. The panel session gave me a reality to be more grateful, solid, and hopeful person who has much to do in a world where technology and humanity develop in mutual communion, not only in order to be efficient, but in order to be caring, thoughtful and understanding of our world. And in most respects, this vision is also consistent with what I have studied during my masters study in the Faculty of Education at UIII: a place which has helped me to consistently think of education as a transformative power based on ethics, justice, responsibility to the society, and the environment.
Lastly, let’s take a moment to give our thoughts and prayers of our brothers and sisters affected by disasters in Sumatra, Java, and other places affected by disasters in Indonesia. May we always be given strength and fortitude to get through everything.
With Gratitude, FOE UIII Bids Farewell to Dr. Budi Waluyo and Dr. Taufik Ikhsan Slamet
With Gratitude, FOE UIII Bids Farewell to
Dr. Budi Waluyo and Dr. Taufik Ikhsan Slamet
Contributor & Photo by Achmad Ulyani
The Faculty of Education (FOE), Universitas Islam Internasional Indonesia (UIII), held a warm and intimate farewell lunch on Thursday 27 November 2025 to conclude the Scholar-in-Residence period of Dr. Budi Waluyo and Dr. Taufik Ikhsan Slamet, which took place from 1 September to 30 November 2025.
Throughout their stay, both scholars enriched the academic environment of FOE. Dr. Taufik Ikhsan Slamet delivered a well-attended public lecture on 21 October 2025, titled “Learning Through Playing: Games as Pathways to collaboration and social change” he specializes in education technology, learning, and games. While Dr. Budi Waluyo also delivered a well-attended public lecture on 25 November 2025, titled “Financing Education in Indonesia: His, Politics, and The Making of Controversy” he expertise lies on public management it specializes on governance of public service organizations. Their presence at FOE has enriched academic discussions, offered insightful guest lectures, encouraged many collaborative dialogues, and delivered meaningful learning experiences for UIII students, researchers, and faculty members.
In hosting the farewell lunch at the Smart Meeting in Faculty A, FOE UIII expressed its deepest appreciation for the scholars’ remarkable contributions. Their active involvement, intellectual generosity, and commitment to dialogue have left a meaningful and lasting impact on the faculty’s academic atmosphere.
FOE UIII extends its heartfelt gratitude to Dr. Budi Waluyo and Dr. Taufik Ikhsan Slamet, and looks forward to future opportunities for collaboration, shared learning, and continued academic partnership.
Mapping Discourse Visually: Why DNA Deserves a Place in Every Emerging Researcher’s Toolkit
Mapping Discourse Visually:
Why DNA Deserves a Place in Every Emerging Researcher’s Toolkit
By Nurul Izzah Febilia
A question commonly aksed by novice researchers is this: which tool is actually more worth using, DNA, Nvivo, or Quirkos? and why?
Last Monday, November 24, Estudia held a workshop on Discourse Network Analysis (DNA) for qualitative data analysis by Dr. Lukman Nul Hakim. Participating in the workshop to operate DNA and Visone is a complement to the experience that students really need. In the previous year, students also received a workshop on how to operate Quirkos and Nvivo on other occasions. Initially, I understood that this workshop was an introduction to qualitative data analysis applications. But as the session progressed, it became increasingly apparent that the DNA approach could open up new perspectives on how discourse is analyzed in depth and visualized in a more informative way. Thus, this activity is not only technical training, but also the entrance to a more creative and systematic approach to research.
Before the workshop started, the question I brought up when participating in this workshop was which one would be more worth it and will be used later: Quirkos, Nvivo, or DNA? Discussions about the advantages of each application often arise in the academic environment, considering that each one has its own characteristics and strengths. However, this DNA workshop offers a fresher perspective. In addition to providing an understanding of how a discourse can be mapped, analyzed, and visualized through a network approach, the workshop also affirmed a significant advantage: both DNA and Visone can be used for free. Dr. Lukman clearly said that if you want to use Nvivo or Quirkos optimally, then the investment is to subscribe to the paid version. This comparison is an important point for students who are looking for an effective and affordable tool.
The practice session using DNA software was then continued with Visone, and this part was one of the most interesting. Both software are relatively easy to operate, especially with Dr. Lukman's direction which is smooth and easy to follow. Participants not only learn how to read the network, but also how to construct it and interpret the relationships between nodes. This process is much more challenging and at the same time more satisfying than just reading theories. Even so, there was a slight technical problem for some participants in the form of a truncated software display so that the navigation buttons at the bottom were not visible. This appears on some laptops, possibly due to screen resolution or inappropriate display settings. The temporary solution used is to disable the laptop's taskbar so that the cursor can reach the button. This obstacle is an important note so that participants can anticipate similar situations in the future, especially when working with visual software.
At the end of the activity, I asked several participants about their impressions after taking part in the workshop. Almost all of them state that this software is relatively easy to operate, especially for new users compared to other qualitative analysis applications. Of course, it has the advantage of not requiring license fees. The biggest challenge remains the coding process, which takes time and practice to get done quickly and accurately. Interestingly, a number of participants who had previously used other software such as Nvivo stated that after participating in this workshop they tended to use DNA for their next research. This collective reflection shows that the workshop is a very valuable scientific complement, as if it is a complement that wraps the learning in the Educational Research Methodology and Statistical Analysis courses with network-based qualitative analysis practices.
In the end, I realized that the opportunity to participate in this workshop for free was a great privilege. This opportunity complements the learning experience because both the campus and the faculty are very supportive of students by continuing to provide learning spaces, support, and facilities that make me feel valued as part of an academic community that is serious about building the capacity of its students. I feel very fortunate to have been part of an environment that encourages students to develop without limits. In this case, gratitude must also be given to Estudia, the faculty, and the entire team who have facilitated activities that are very supportive of students.
Furthermore, as a student at the faculty of education, I see additional benefits of this workshop from a different perspective. It not only provides a technical insights into qualitative analysis, but also demonstrates how complex material can be taught effectively. The way Dr. Lukman teaches is indeed impressive. However, his ability to teach an application in a light, clear, and systematic way became a note-taking for me in increasing the capacity of learning methods as a teacher. I can affirm that one of the reasons why this tool feels so convincing is the way the instructor presents the material. The structured approach, complete with technical guidance such as "if you want results like this, click on these sections", makes the learning process feel logical and easy to follow. A strong pedagogical approach made me not only learn tools, but also learn the learning methods themselves.
Overall, this DNA and Visone workshop provided new understanding, new skills, and greater confidence to face qualitative research, especially in the context of writing a thesis later. This experience is felt not only as technical training, but as an intellectual investment that enriches academic perspectives and research practices within the Faculty of Education, and I look forward to similar activities in the final year of my studies.
Exploring Game-Based Learning Methods: FOE UIII workshop integrating creativity and education
Exploring Game-Based Learning Methods: FOE UIII workshop integrating creativity and education
November 20, 2025
Contributor & Photo by Achmad Ulyani
In today's educational landscape, educators are required to provide creative and innovative methods to increase student interest and enhance interactive participation. One approach that educators need is game-based learning, a method that combines game elements with the learning process, making it more engaging and easier to understand. Based on this need, the Faculty of Education at the Universitas Islam Internasional Indonesia held a workshop focused on the use of Scratch in learning, which took place on November 17-18, 2025. Led by Dr. Taufik Ikhsan Slamet, the workshop introduced Scratch's visual programming language and provided practical lessons on creating simple games.
Scratch is a visual programming platform developed by the MIT Media Lab to help novice users, especially teenagers and educators, learn basic coding concepts. The programming language in Scratch is presented through animated and colorful blocks that are easy for users to assemble and manipulate. Each block represents a specific command or function, allowing users to easily understand coding logic without having to deal with syntax. The Scratch platform not only simplifies the process of learning to code but also encourages creativity and computer-based thinking through projects that can be freely explored.
Dr. Taufik Ikhsan Slamet commenced the workshop by providing a comprehensive overview of the functions associated with various categories of blocks in Scratch. The Events block serves as the mechanism for initiating a sequence of commands based on specific triggers, such as the activation of a button or the interaction with a sprite (an object or character within Scratch). The Motion block is responsible for managing the movement of a sprite, enabling it to shift its position, slide to designated coordinates, or rotate in a specified direction.
The Looks block allows participants to enhance the visual aspects of a sprite, including the addition of text, costume changes, and size adjustments. The Sound block facilitates the integration of music and sound effects into projects. Finally, the Control block offers critical functionality, including loops (which execute repetitive commands), if-then commands (which enact specific actions contingent upon certain conditions), and sensing capabilities that enable the sprite to respond to user input or movement.
Participants were also taught about operators and variables. Operators are a collection of blocks used to perform mathematical operations such as score calculations, logic (for example, if a sprite touches something and the user presses a button, the next command will be executed), and text manipulation, which allows a program in Scratch to process words or sentences. Variables, on the other hand, serve as storage for information that the program needs, such as scores, lives, and other relevant data.
After learning the various functions of programming blocks in Scratch, workshop participants were then trained to create a simple game. At this stage, participants began to design the game flow, define characters or sprites, and manage interactions using blocks such as events, motion, and controls. Through trial and error, participants learned how each programming element is interconnected and affects the player experience. This exercise not only strengthened their technical understanding but also fostered creativity and systematic thinking skills in designing educational games.
By learning Scratch and practicing the creation of simple games, FOE UIII students not only gained technical skills in visual programming but also gained an understanding of how technology can be used to design more creative and interactive learning experiences. Through this workshop, participants are expected to be able to transform the knowledge they gain into more innovative learning methods, thereby increasing student motivation and engagement in the classroom. This workshop also serves as a first step for FOE UIII students to utilize game-based learning as part of educational practices that are relevant and adaptive to current needs.