Perspective shifting towards Mathematics Education in Indonesia: A Reflection Journey toward Joining ICME-15 Conference.

Perspective shifting towards Mathematics Education in Indonesia: A Reflection Journey toward Joining ICME-15 Conference.

By Faradillah Haryani

Ph.D Student batch 2 at Universitas Islam Internasional Indonesia

I never imagined I would attend the largest conference in mathematics education, meet many prominent figures, and gain new experiences and insights as an early researcher. I learned about this event from my undergraduate lecturer, Bu Sitti Maesuri P., who is also the supervisor of my current Ph.D. advisor, Dr. Destina. I regularly joined Zoom meetings organized by Ibu Sitti to discuss how to gain entry into this prestigious conference, plan my manuscript, and address financial aspects, particularly securing the Solidarity Fund, which is provided by the conference committee to selected participants.

The entire process took nearly a year, from preparing the manuscript to the start of the conference. I began working on the manuscript during my first month as a student at UIII in 2023, and it was accepted without revisions. Following this, I prepared my application for the Solidarity Fund, which required a recommendation letter from my Ph.D. supervisor, Dr. Destina. Concurrently, I applied for the prestigious UIII conference funding to cover expenses not addressed by the Solidarity Fund. Alhamdulillah, praises to Allah, both funding applications were accepted, allowing me to secure my place at the conference. Remarkably, out of 2,065 speakers from around the world, I am one of the 197 recipients of the Solidarity Fund, as highlighted in the ICME-15 statistics.

Attending the ICME-15 (The International Congress on Mathematical Education) conference, the largest mathematics education conference in the world, held at the International Convention Centre Sydney from July 7-14, 2024, has provided me with numerous new insights.  It has given me a fresh perspective on the education landscape in the world and use it as the new eye to see education in Indonesia. While the conference primarily focuses on mathematics education, the issues discussed offer opportunities to examine the education field from both macro and micro perspectives.

From a macro perspective, global education is now confronted with the fundamental question: "Whose knowledge are we teaching, and is it relevant to every context in every country?" This question encourages educators, not just in mathematics but across all fields, to build awareness and scepticism regarding knowledge delivery. It prompts us in developing countries to recognize the value within our own contexts. However, this then does not necessarily mean to dismiss or detach from the knowledge historically linked to Western ideas. To compete on a global scale, it is essential to consider not only what works within our context, but also how to make it works to be the solid foundation of any knowledge that will be understood by students.

From a micro perspective, the conference aligns with our teaching methods and how concepts are delivered. It encourages us to ground our teaching methods before reaching for the sky. Are our foundations solid? Is our students' conceptual understanding strong enough? A study by Hamsah Verkat and her peers supports the idea that it is crucial to deeply understand basic concepts, such as the base-ten system, and the government also giving the support for strengthening this basic idea to the students, before advancing to more complex topics.

Studies from other developing countries, particularly those with a history of oppression, reveal the importance of valuing concepts that resonate with students' backgrounds. Instead of starting with advanced topics, they begin by having students take photographs of objects they believe relate to mathematics, then discuss these connections. This approach encourages students to explore their surroundings and appreciate mathematics within their immediate environment, fostering a positive disposition toward mathematics and enhancing critical thinking and reasoning skills.

Attending this conference has opened numerous avenues for collaboration. With prominent scholars in mathematics education present, I had the opportunity to see and even speak directly with influential figures whose seminal papers I have studied. I used this chance to connect, discuss my dissertation ideas, and receive valuable feedback. A humorous aspect of my experience was carrying my proposal booklet with me everywhere I went. This dedication paid off when a professor from Auckland University, who chaired my session, agreed to meet and discuss my dissertation on culturally responsive pedagogy in mathematics. He provided valuable reading references, such as Ole Skovsmose's works on Critical Mathematics Education, papers on decolonizing methodologies, and literature on ethnomathematics. I also had the opportunity to discuss my research over dinner with the head of Professional Development of the Algebra Project, a movement in the United States aimed at providing equitable mathematics access to African-American students. This meeting highlighted the importance of re-evaluating basic definitions of literacy to include math literacy and beyond. In addition to that, many practitioners expressed interest in my study and requested to stay in touch via email. A professor from Arizona University even invited me to join a study group focused on indigenous knowledge, the dynamics between the Global South and Global North, and decolonizing methodologies. Interestingly, only two people from Indonesia, including myself, have shown a genuine interest in this topic, even though it is a hotly debated issue worldwide. I feel truly blessed not only for the insights I gained about my research but also for the motivation and passion I witnessed among participants dedicated to advancing education.

Finally, what I love about this conference is how well the committee organizes everything, including the convenient mobile app that allows us to easily view and join sessions. The app provides automatic reminders for each session and facilitates networking by allowing us to scan barcodes to exchange contact information instantly. The format for delivering presentations is also unique. Instead of the typical front-stage presentation, I present through a group discussion for almost one hour. This kind setting allows me to send stronger message about my research and get immediate feedback suggestion and even acknowledgement. The whole conference structure is also impressive, starting with the early career researcher workshop, which includes methodology classes, sessions on topics in mathematics education, meetings with prominent journal editors, and classes on shaping our careers as researchers. This comprehensive approach has significantly contributed to my educational development. To conclude this reflection, I constantly ask myself, "What progress have you made today to build your career as a researcher?"

by Bambang Sumintono

Reflection from visiting Deakin University, Australia

Reflection from visiting Deakin University, Australia

By Eka Hermansyah

As John Dewey once described modern education, it must have an experiential foundation for students. This is precisely what I found during my visit to Deakin University from May 15 to 24, 2024. Education should facilitate student development rather than being a one-way process. I strive to deliver this reflection using my perspective as a student from Indonesia and to reflect on my experiences in both Australia and Indonesia, which of course, can be a matter of debate.

During my visit to Australia, I spent considerable time observing and consulting on research with experts at Deakin University. My observations covered the educational system, implementation of learning processes, staff-student interactions, and public facilities that support the educational system. I found that the system is not very different from Indonesia. However, when delved deeper at the management level, there are significant differences. One of them is the ethics of interacting with students, who are essentially children. The ease for students to approach the management for academic and well-being issues is a good example of how school management should be accessible and helpful to every component needing information related to education.

While in Victoria, we visited Deakin campuses in Burwood, Downtown, Waurn Ponds, and Geelong, as well as the State Library. Their facilities are notable in Indonesia, but in my humble opinion, Indonesia has issues with awareness and interest in using such facilities. Although it cannot be denied that in other parts of Indonesia, facilities are still lacking. Besides, on campus, we met with staff and lecturers and had the opportunity to discuss with international PhD students, including those from Indonesia. We discussed research, discipline focus in education, and opportunities for further studies in Australia. It is clear that postgraduate education abroad has different strategies and perspectives compared to education in Indonesia. Especially in terms of linearity, in Indonesia, linearity is often a requirement for having a career in the academic field, unlike in Australia (and perhaps in other global south countries), where multidisciplinarity is seen as a new opportunity because it opens more colorful discussions and provides new perspectives in academia.

We observed several classes at Deakin's Waurn Ponds campus, and what caught my attention the most was a class and discussion with Mr. Paul Garner. We attended the ECL210 class on literacy for primary teachers. The class was highly engaging and full of fruitful discussions. He successfully provided pre-service teachers with the experience of what it feels like to be primary school students, which is crucial for teachers to understand their role. His effort in teaching, even in the final week, demonstrated his passion for education. I was even more impressed when I learned that the challenges related to educational paperwork faced by teachers are similar to those in Indonesia. He was able to give his maximum effort despite having administrative tasks.

Furthermore, through discussions with lecturers, staff, and students, I found that the education systems in Indonesia and Australia are not vastly different. However, significant aspects that need improvement in Indonesia include collaboration between educators and academics. Additionally, pre-service teachers in Australia receive excellent facilities and support, resulting in high-quality outcomes. Not only do they see the essence of the educational world, but also the possibility of innovation and change in the educational world in the coming times is well considered. One example is the AR 360 room that can be used to create an artificial reality in the room so that students can learn using more real experiences. Continuing my PhD studies there would be very appealing given my experience at Deakin. It is important for me to consider Australia's culture and climate as an Indonesian before pursuing further education there, as undertaking a PhD is a commitment to becoming a full-time student and future academic.

by Bambang Sumintono

Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community

Fueling My Passion as a Ph.D. Student for Research and Collaboration within The Global Academic Community

By Furqanul Hakim (PhD in Education student batch 2)

The first time I read the flyer for "The Engagement in the Digital Age: International Conference on Language Teaching and Learning," I was immediately drawn to its engaging theme. Engagement is a topic often discussed in the educational context, especially with the rapid development of Artificial Intelligence. Beyond the theme, the keynote speakers, who will address various challenges in education, particularly in language teaching and learning, made the conference even more enticing. Among them, Prof. Rod Ellis, a renowned expert in the field of language teaching and learning, captured my interest the most. This Curtin University professor from Perth, Australia, has published extensively in books and academic journals, particularly on Written Corrective Feedback.

To achieve my goal of attending and speaking at this annual event, I took several steps to secure both financial and moral support. My first action was to prepare and submit an abstract as part of the application for conference funding. I am very grateful that, after the review process, my article titled "The Implementation of Parliamentary Debate in Language Teaching: A Literature Review on the SINTA Accredited Journals" was accepted for presentation at the international conference hosted by Hong Kong Baptist University.

Following this success, I sought a recommendation from the Dean of the Faculty of Education at the International Islamic University of Indonesia. I am deeply thankful to Prof. Nina Nurmila, who, as the dean overseeing my doctoral program, provided a recommendation. With all the necessary documents in hand, I submitted my application through the Indonesian International Islamic University research institute to secure financial support from UIII's prestigious Conference Funding program. After a period of waiting, my application was approved.

Determined not to waste this opportunity, I thoroughly prepared to represent my alma mater at the conference on June 17-18, 2024. My preparations included reviewing my paper, developing engaging presentation materials, and handling travel arrangements. The support from lecturers and colleagues at the Faculty of Education, International Islamic University of Indonesia, was unwavering.

Reflecting on my participation, I encapsulate the experience with the phrase, "fueling my passion for research and collaboration within the global academic community." This motivational sentiment, often echoed by all our faculty lecturers, emphasizes the importance of expanding our network to become open-minded and well-rounded doctoral candidates. We are encouraged to enrich ourselves with diverse perspectives to deepen our analytical capabilities for future research.

Upon arriving in Hong Kong, I engaged in various activities, including attending keynote presentations and participating in discussions. On the first day, I was particularly impressed by Norbert Pachiler's (2024) insights on the importance of "Engagement" in education. He explored practical dimensions of learner engagement in foreign language learning, which resonated with me as both a teacher and researcher.

June 18 was my presentation day. Scheduled for 11:30, I had 1 hour and 30 minutes to present my paper and engage with the audience. The participants in my session were genuinely interested in my topic, providing valuable feedback, especially regarding the assessment process for measuring the effectiveness of parliamentary debates in language learning. This constructive input will be instrumental for my dissertation in the future. Therefore, the expertise of a doctoral student is best achieved inclusively, by broadening horizons through networking and enriching knowledge from diverse sources.

by Bambang Sumintono

Inspiration and Innovation: Reflections on an Academic Journey at Deakin University

Inspiration and Innovation: Reflections on an Academic Journey at Deakin University

By Iin Afriyanti (MA in Education student batch 2)

During my visit to Deakin University, I had the privilege to experience the academic environment overseas. Upon arrival at the Deakin Burwood campus, my friends and I were greeted by Deb, an academic staff member. She gave us an engaging campus tour. I highlighted a moment when meeting Dr Fiona in her Digital Art room. I can see that she is very passionate about art and education. She showed one incredible picturebook entitled “Shordi Krik” written and illustrated by her students. I was amazed by that lovely picturebook since it showed how engaged the students were with the class as they could produce and create something. I ensured that Dr Fiona’s class would be exciting and meaningful. It is evident when we met Dr Fiona at Deakin Waurn Pounds, she taught us how to play the two songs “Boris the Bassman” and “Tatenda”. I found myself feeling released and getting more energy after having a chance to play and enjoy the instruments. I believe that the integration of art into the educational process is significant.

Besides experiencing the digital art class, my friends and I also had a chance to sit in Paul’s seminar at Deakin Waurn Ponds. I observed that the students bravely shared their perspectives. The class become the safest zone for students to express their ideas. I also could identify that students’ voices mattered and were heard respectfully by Paul. It gives me a new perspective on being a teacher. A good teacher needs to have the ability to listen to the students well, without further judgment. Paul also prepared the class very well. Every single material that will be delivered to the students has been ready and runs smoothly. It showed that he is very experienced in teaching. I observed the method that he used was experiential learning. His students were invited to experience writing a story with various prompts and using several tools. In my view, what Paul’s doing is very beneficial for his students, who are pre-service teachers. The students could directly experience and reflect that the writing process depends on the condition of students and their surroundings. Again, it was fantastic.

The consultation session with Maria also significantly enhanced my understanding of literacy research. We discussed literature and literacy studies, with Maria sharing her research experiences in Australia. Our conversation deepened as we explored Vygotsky's theories relevant to my research. Maria provided invaluable new perspectives that enriched my understanding and offered clearer direction for developing my thesis. In addition, the discussions with three Indonesian and two international PhD students at Deakin University were also enlightening. These conversations reinforced my decision to pursue further studies. The PhD students shared their experiences, covering topics such as approaching our possible research supervisors, securing scholarships, and their journey on their dissertations. One of the most significant aspects I highlighted in the discussions was the emphasis on ethical issues. It became evident to me how deeply Australia, particularly Deakin University, is committed to ethical considerations in research. While ethical issues are also addressed in Indonesia, the focus in Australia appears to be more comprehensive. The PhD students explained that ethical issues have a dedicated segment in their research process, underscoring the importance placed on this area. Despite the cold weather in Victoria, the kindness of the professors and PhD students made the atmosphere feel warm and welcoming.

*Iin Afriyanti is FoE MA program student batch 2, who visited Deakin University, Australia 

by Bambang Sumintono

'Creative Schools' book review by Maroof Ahmed

Mr Marook Ahmed, an MA in education student from Pakistan provide popular book entitle "Creative Schools" by Sir Ken Robinson. This book is an inspiring call for educational reform. Robinson critiques the standardized approach to learning, advocating for a system that nurtures individual creativity and diverse talents. He highlights real-world success stories of innovative schools and educators who prioritize student engagement and exploration. Through engaging anecdotes and compelling arguments, Robinson challenges conventional methods and offers a vision for an education that encourages curiosity, collaboration, and critical thinking. While the book's ideas are invigorating, some may find its practical implementation challenging. Overall, "Creative Schools" urges a reimagining of education to better prepare students for the complexities of the modern world.

https://www.youtube.com/watch?v=KW1pFfUfxjE

by Bambang Sumintono

Islamic Based Educational Leadership: Southeast Asia perspective

Islamic-based educational leadership in Southeast Asia embraces principles rooted in Islamic values, blending faith with academic excellence. It emphasizes holistic development, nurturing ethical and moral characters in students. Leaders foster a supportive and inclusive environment, promoting religious tolerance and cultural diversity. Historical, political and socio-cultural forces form a unique Islamic identity in this region, which resulted in different practices and thinking about Islamic educational leadership. Based on empirical and theoretical perspectives from peer-reviewed journal articles, the study has found that different countries in this region have salient emphasis.

https://www.youtube.com/watch?v=i7rL9Ssfngw&list=PLX82ye7O55ccCMY63ts2o9wzDjKyktx2T&index=2

by Bambang Sumintono