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 28^th 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.

by Bambang Sumintono

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.

by Bambang Sumintono

Growing through Imperfection and Purpose: Reflections on AICIS+ 2025

Growing through Imperfection and Purpose: Reflections on AICIS+ 2025

By Nanik Yuliyanti

This year, on its 24-year journey, The Annual International Conference on Islamic Studies (AICIS) that initially focused on traditional religious studies, evolved into AICIS+: the Annual International Conference on Islam, Science, and Society. This shift marked a bold new direction toward larger and deeper impact.

For me, it has been an honor to be part of AICIS+ 2025, an experience that was as humbling as it was inspiring. From the moment the conference opened at Universitas Islam Internasional Indonesia (UIII), I felt the weight of its ambition: to bridge Islamic scholarship with science, society, and sustainability (bridging tradition and innovation to shape a better future). This year’s theme, Islam, Ecotheology, and Technological Transformation: Multidisciplinary Innovations for an Equitable and Sustainable Future, resonated deeply with me, not only as a PhD student at faculty of education UIII that  juggling with courses and researches, but also as someone who strives to live a meaningful and impactful life.

This was actually my second year engaging with AICIS. Last year, hosted by UIN Walisongo Semarang, I participated as a presenter from UIII.  I shared my paper in a panel session and received sharp and intellectually nourishing feedback from two Indonesian professors who served as discussants. This year, I returned in a different role: as an event volunteer and moderator for three panels: Ecotheology and Environmental Sustainability, Decolonizing Islamic Studies, and Peacebuilding and Humanitarian Crisis. Each panel offered rich perspectives, but also revealed the logistical challenges of organizing a conference of this scale. For example, many assigned discussants were absent, and speakers openly expressed their disappointment, having hoped for expert feedback to refine their works.

AICIS+ 2025 was a first for UIII in many ways. It tested the limits of our infrastructure, our coordination, and our capacity to host hundreds and even thousands of scholars and participants from across Indonesia and abroad. And yet, it also revealed our potential. The Rectorate Building, mosque, library, and faculty halls buzzed with energy and authenticity, drawing admiration from participants and guests alike. The sessions were intellectually vibrant, and the side events, from the Edu Expo to the Halal Festival, added layers of engagement beyond the academic. However, since there were many different activities and events held at the same time, the participants as well as the volunteers and organizers were quite hectic and exhausted. At times, the main venue felt unexpectedly quiet, with only a few participants scattered across the space, perhaps a result of simultaneous sessions spread across multiple venues and buildings.

Still, there were valuable moments that prompted reflection. During the panel of Ecotheology and Environmental Sustainability, as also mentioned by Dedi Mulyadi (Governor of West Java) during his last visit to UIII, this university is proudly branded as a green campus, yet many of its buildings are dominated by glass walls with no operable windows. This architectural choice, while visually striking, raises questions about sustainability and comfort. As someone moderating a panel on ecotheology, I couldn’t help but notice the irony. To this extent, I was struck by another reminder that even in our pursuit of innovation, we must remain critical and grounded. In fact, this was not just a critique, but an invitation: come visit UIII, and witness not only its architectural beauty, but also its ongoing efforts to grow toward meaningful innovation and sustainability.

Another valuable lesson I took from this experience is about the importance of empathy. As an event volunteer and moderator, I had to navigate different personalities, expectations, and frustrations. I saw how participants reacted to difficulty in finding the venues, confusing information and instructions, delays, missing discussants, and logistical hiccups. Some were gracious, others were less so. Had I been a participant and presenter, I might have felt the same. But knowing how tirelessly the organizing team worked behind the scenes, I also understood the complexity and constraints we all faced. Moreover, I believe that behind every complaint, there was a desire to be heard, to be valued. And behind every effort from the organizing team, was a commitment to make this conference meaningful and impactful. And speaking from my own experiences, sometimes, I feel like criticism helps us grow faster and stronger than praise or encouragement. It sharpens our awareness and pushes us to transform and improve. So, though it’s not always easy, I believe we should embrace criticism and move forward with it.

Furthermore, I also learned that growth often comes from knowing our limits, and then gently pushing past them. This year, we saw how far UIII could stretch to accommodate a global conference. We saw what worked, and what didn’t. But more importantly, we saw that there is no fixed limit, only opportunities to learn, reflect, and grow.

Last but not least, AICIS+ also made me reflect on Indonesia’s place in the global imagination and perception. Ask someone abroad about Indonesia, and they might say Bali, Borobudur, Monas, or many tropical beaches and islands. Rarely do they mention Islam, despite Indonesia being the largest Muslim-majority country in the world. UIII was built to change that narrative. It aims to become a center of Islamic scholarship that is globally engaged and locally rooted. Through AICIS+, we take one step closer to that vision. It’s a long journey, but not an impossible one.

This year’s conference was not perfect, but it was purposeful. It reminded me that imperfection is not failure, it is feedback and raw material for growth. And when we approach it with humility and hope, it becomes a blessing. To everyone who made AICIS+ 2025 possible, thank you. Thank you for the memories, the lessons, and the teamwork. May our efforts bring new opportunities, deeper understanding, and meaningful impact.

by Bambang Sumintono

AICIS+ 2025 Wasn’t a Conference, It Was a Statement! A Reflection on how AICIS+ 2025 redefined the future of Islamic Scholarship in Indonesia

AICIS+ 2025 Wasn’t a Conference, It Was a Statement!  A Reflection on how AICIS+ 2025 redefined the future of Islamic Scholarship in Indonesia

By Rahayu

Stepping into AICIS+ 2025 as a PhD student at the Faculty of Education, I didn’t just come to observe theories. I came to challenge them, question them, and remix them through the lens of learning, culture, and innovation. Education is not merely a subject I study; it is the space where ideas meet reality, where curriculum shapes consciousness, and where the next generation learns to think, dream, and lead. And trust me, this year’s conference didn’t just match that energy, it amplified it!

Carrying the theme “Islam, Ecotheology, and Technological Transformation: Multidisciplinary Innovations for an Equitable and Sustainable Future”, AICIS+ 2025 brought together a remarkable convergence of Islamic scholarship, science, technology, and social inquiry. The Director General of Islamic Education, Amien Suyitno, emphasized with pride, that AICIS+ 2025 has become the most selective conference in its history because the committee received more than 2,400 abstracts from 31 countries, but only 230 abstracts/scholars were accepted. This really wasn’t simply an academic gathering with scholars; it was a living ecosystem of ideas where faith met futurism, tradition met innovation, and global challenges were tackled with intellect, empathy, and vision.

And thankfully, we’re done with the “separate buckets of knowledge” era; Islam, societal issues, and future-oriented thinking were finally sitting at the same table and talking. We’re indeed bridging disciplines now, welcoming global tech voices, and embracing bold. Instead of treating STEM as a side conversation, AICIS+ 2025 truly brought innovation to center stage, from AI ethics and digital knowledge ecosystems to scientific breakthroughs shaping Muslim communities and global society.

With interdisciplinary panels, forward-thinking researchers, and conversations that connect laboratories to lived realities, AICIS+ 2025 signals a new era: one where Islamic scholarship in Indonesia stands confidently alongside global scientific advancement, not as an observer, but as an active, visionary contributor.

A Moderator Saga: Navigating the Rasch Model Panel

I had the exciting opportunity to serve as the moderator for the Science and Technology panel sessions, which brought together lecturers and invited journal editors from diverse research backgrounds. Some speakers delved into highly specialized topics, including the Rasch model measurement, and presented its applications in educational assessment, psychometrics, and data analysis. Very interesting!

For me personally, the Rasch Model panel I moderated was a standout moment at AICIS+ 2025, it was the only panel dedicated entirely to the Rasch Model during the conference. Again, as a PhD student in the Faculty of Education, I couldn’t believe my luck—this semester, while diving into Educational Assessment and the Rasch Model with our own lecturer in the field, I also accidentally signed up for a moderator of conference that turned out to be pure gold and full of knowledge.

Lesson Learned from AICIS+ 2025

I still remember the very first day of AICIS+ 2025 when the Rector of UIII, Prof. Jamhari, highlighted that this conference was far more than an academic event—it was a center hub of collaboration, dialogue, and intellectual exchange. And this whole experience for me was a powerful reminder that learning doesn’t only happen within the four walls of a classroom, it is beyond that. Observing keynote speakers, participating in panel discussions, and engaging with international top scholars offered a rare chance to see theory and research in action, applied to real-world contexts and global perspectives. I realized that staying curious, being proactive, and learning from others is key because education isn’t just about textbooks and lectures, it’s also about conversations, connections, and the people you meet along the way.

by Bambang Sumintono

The Journey Was Tough, but I Made It: Thousands of Santri to the National Top 5

The Journey Was Tough, but I Made It: Thousands of Santri to the National Top 5

By Jihan Ariqatur Rafiah

National Santri Ambassadors are a group of young individuals from various Islamic boarding schools and educational institutions across Indonesia who develop and promote pesantren values nationwide. They serve as representatives of santri to spread these values in areas such as religion and education, science and technology, social and community development, politics and law, health and sports, energy and environment, economy and entrepreneurship, culture and tourism, diaspora, and multimedia.

Participating in the National Santri Ambassador (NSA) Competition 2025 was an extraordinary and challenging journey. Honestly, I never imagined I could reach this stage. Out of 5,995 participants nationwide, I managed to enter the top 30 finalists and ultimately became top 5, an achievement that still feels like a dream. I chose to focus on Science and Technology, as I wanted to show that santri can excel not only in religious knowledge but also integrate modern science to benefit the community and the nation.

The long journey began with the document screening stage. At this stage, I had to prepare a complete portfolio, including academic achievements, social activities, pesantren experiences, and various works I had produced, such as scientific articles and science projects. Additionally, I submitted a motivational letter that needed to clearly and honestly explain why I deserved to be a National Santri Ambassador. This stage taught me the importance of presenting oneself sincerely and convincingly, as it reflects one’s ability to communicate potential and achievements.

After passing the document screening, I faced interviews and knowledge tests. The interviews covered topics ranging from religious understanding, national insights, social issues, to the latest developments in science and technology. The knowledge test did not only examine theory but also analytical and problem-solving skills. Another challenge was demonstrating the ability to read the Qur’an with proper tajwid and reading classical Arabic texts (kitab kuning/gundul). For many participants, this was a difficult task as it required focus, precision, and comprehension of classical Arabic. However, my previous pesantren experience became a solid foundation, enabling me to navigate this stage confidently.

The The next stage was the online bootcamp. Despite being virtual, it was intensive and packed with material on leadership, effective communication, project management, and strategies to influence audiences. This bootcamp became a turning point, helping me realize that being an effective leader is not only about knowledge but also the ability to inspire, listen, and influence ethically. I learned pitching and presentation techniques, including how to craft a compelling story behind a science project to make it understandable to diverse audiences. This was when I started developing the technology project I would present in the finals.

After the bootcamp, I entered the project presentation and pitching stage, a key determinant for entering the top 30. I presented a project that combined modern scientific principles with Islamic values an environmentally friendly technological innovation that could be applied in pesantren or local communities. The biggest challenge was communicating scientific ideas clearly and effectively, so that judges from various backgrounds could understand its vision and impact. This experience taught me that scientific communication must be inclusive, not only for scientists but also for the general public.

Upon reaching the top 30 finalists, I attended a five-day in-person quarantine program. These five days were full of intensive activities that expanded my perspectives. The materials ranged from leadership, religious moderation, and pesantren life, teaching us the importance of personal appearance and visual communication as part of one’s self-presentation. In addition, sessions on public speaking and how to influence taught me how to speak confidently in public, build charisma, and positively influence audiences. These sessions became reflective moments, reminding me that being an ambassador is measured not only by academic ability but also by interpersonal skills and social awareness.

Another significant moment occurred when I reached top 5 finalists and had to answer direct questions from the judges. The question was about bullying in pesantren, a sensitive issue that required careful and empathetic responses. At this point, I was extremely grateful for my studies at the Faculty of Education UIII, especially in the Psychological Education, Human Development, and Well-Being in Education course, where I gained insights into developmental psychology, social dynamics, and strategies to address bullying. This knowledge helped me provide a comprehensive answer, emphasizing the importance of character education, empathy among santri, and a humane approach to creating a healthy and inclusive pesantren environment. It made me realize that classroom learning can be directly applied to real-life challenges.

This NSA experience has taught me many valuable lessons: the importance of thorough preparation, effective communication, leadership skills, cross-cultural collaboration, and how to integrate religious and scientific knowledge for social impact. Each stage, from document screening, interviews, knowledge tests, Qur’an and classical text reading (kitab kuning/gundul), online bootcamp, pitching, to quarantine, has been a profound learning process shaping my character. More than just a competition, it also fostered empathy, the ability to understand others’ conditions and needs, respect differences, and design innovations that truly benefit society. This empathy is not only crucial for santri but also for pesantren stakeholders and any educational institution, so that policies, methods, and learning approaches are better directed, relevant, and responsive to students’ real needs. I carry these lessons into every step of my life: that being a modern santri means competing at the national level, innovating in science, staying true to Islamic values, and caring sincerely for others, with empathy as the foundation of every action.

by Bambang Sumintono