A Deeper Understanding of Critical Feminist Methodology
A Deeper Understanding of Critical Feminist Methodology
October 14, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: M. Sufyan As-Tsauri
Depok, October 3, 2024 — The UIII Faculty of Education held a thought-provoking public lecture on Thursday, October 3, featuring Prof. Nina Nurmila, Dean of the Faculty of Education. Speaking to a packed audience in Theater Hall Faculty A, Prof. Nurmila explored the intricacies of critical feminist methodology, a vital yet often debated aspect of modern research.
Prof. Nina Nurmila is a distinguished Professor of Gender and Islamic Studies. She earned her MA from Murdoch University in 1997 and a PhD from the University of Melbourne in 2007. Her academic journey includes prestigious roles such as a Fulbright Visiting Researcher at Temple University in Philadelphia in 2000, an Endeavour Postdoctoral Research Fellow at the University of Technology, Sydney, in 2008, and a Fulbright Visiting Professor of Islamic Studies at the University of Redlands, California, from 2008 to 2009.
Prof. Nurmila began by addressing ongoing debates from the 1990s over whether feminist methodology stands as a distinct research paradigm and methodology. She pointed out that opponents have argued against its independence, suggesting that feminist methodologies lack a unique perspective and draw heavily from established paradigms like Marxism and critical theory. Others contend that feminist approaches lack coherence due to the diverse perspectives within feminism itself.
However, Prof. Nurmila presented a compelling case for recognizing feminist methodology as unique, emphasizing its intentional rejection of male-dominated research paradigms. “Feminist researchers prioritize women’s perspectives and their societal positions, presenting a contrast to traditional methodologies focused primarily on male experiences,” she explained. She further noted that feminist research introduces a unique lens for understanding the world, often centered around the impact of patriarchy.
The criteria that define feminist methodology, as presented by Prof. Nurmila, include examining issues through a female prism, in which women are both the focus and interpreters of inquiry. Feminist methodology also encourages “consciousness raising,” a quality described as the advantage that female researchers have in understanding women’s experiences from within an “oppressed group.” She added that this “double vision” enables feminist researchers to empathize deeply and interpret their findings more accurately.
Highlighting her own work, Prof. Nurmila referenced several examples of feminist research, including her publications like “Women, Islam, and Everyday Life” (Routledge, 2009) and an article examining husband-wife dynamics (Al-Jamia’ah: Journal of Islamic Studies, 2013). She reflected on how feminist methodology shapes her qualitative research, occasionally integrating quantitative data while retaining a feminist analytical lens.
In her conclusion, Prof. Nurmila discussed how feminist methodologies transform traditional academic language structures, shifting from objective, passive language to more subjective, active voice. She also emphasized the importance of non-gender-biased language, advocating for inclusive terms such as “human power” rather than “manpower”.
Prof. Nurmila’s lecture left the audience with a deeper understanding of critical feminist methodology and its transformative impact on research. Through her insights, she highlighted the importance of inclusivity and empowerment within academia, calling on future researchers to consider feminist perspectives in fostering societal progress. The event exemplified UIII’s commitment to fostering an environment open to new perspectives in research, welcoming research paradigms, methodologies, and methods that advocate for societal change and scholarly diversity.
source: https://uiii.ac.id/events/read/57698/a-deeper-understanding-of-critical-feminist-methodology
Happy World Mental Health Day from UIII
Happy World Mental Health Day from UIII
October 10, 2024
By A/Prof. Charyna Ayu Rizkyanti, Ph.D*
The recent increase in student suicide cases highlights significant issues within the educational system. These cases may represent the tip of the iceberg of many intricate psychological challenges within the educational setting that have been overlooked and lack effective comprehensive solutions. To be frank, one of the vulnerable populations most likely to experience mental health problems is university students.
In 2023, over three-quarters of college students (76%) experienced moderate to serious psychological distress, with 36% of students diagnosed with anxiety, 31% meeting the criteria for suicidal ideation, and 13% having intentionally injured themselves within the year (American College Health Association, 2023). In Indonesia, it has been reported that mental disorders now often occur in the 18–25-year age group. This phenomenon is closely related to students, including college students, with about 64% of the younger generation experiencing anxiety problems, while 61.5% of them have symptoms of depression (Kemdikbud.go.id, 2023).
Serious mental health issues can affect our relationships, career, and long-term goals, including our studies, such as struggling with academic demands, adjustment issues, and managing various responsibilities. Thus, it is crucial to create a positive, safe, and supportive environment where students do not solely focus on being the best of the best in academic matters, which might lead them to become super competitive and ambitious individuals, and further, narcissistic. On top of that, it is essential to foster students and remind them that each of them is unique with different potential. As a consequence, campuses must rethink their approach (American Psychological Association, 2022). Educational institutions need to provide counseling services on campus that are equipped with counselors and psychologists who are trained to support students in need.
For students and those who have concerns, there are two things we can do at the very least to maintain mental health:
1. First and foremost, you must be able to acknowledge your thoughts and feelings.
We can’t control what’s coming to us, but we can control our response. As part of controlling our response, let’s accept our emotions, because all feelings (all emotions) are valid. Pain is a unique human experience. Don’t deny your feelings just because we don’t want to be called overly sensitive or ‘baper.’ We have the right to own it.
You may then select from a variety of responses that best suit your reaction. You have the option to avoid, modify, adapt, or simply accept the situation. In other words, allow yourself some space. Once you achieve mental clarity, your emotions will become more stable, enabling you to manage the circumstances more effectively.
2. Practice self-care, which means caring for yourself.
It includes anything we do to keep ourselves healthy — physically, mentally, and spiritually. It can be giving yourself a break that doesn’t cost anything, such as taking a walk, getting enough sleep, praying, reflecting, listening to audiobooks, meeting up with friends and family, and having a good laugh. Talking to someone, including a professional, is also part of self-care. Among so many things you can do, remind yourself to always be kind. You can be in pain but still be kind to others.
To conclude, everyone is struggling with their own mental health, including you and me. But we always have a choice to solve our problems. And we know, this too shall pass. Thus, keep embracing our values, be kind, and make space for ourselves.
One day we will say ... 'It was hard, but we made it.'
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*) A/Prof. Charyna Ayu Rizkyanti, Ph.D, is a mental health advocate and lecturer at the Faculty of Education, Universitas Islam Internasional Indonesia (UIII)
source: https://uiii.ac.id/perspectives/read/57695/happy-world-mental-health-day-from-uiii
Garuda and Eagle: A Mexican Student’s Reflection on State Symbols at Indonesia’s Parliament
Garuda and Eagle: A Mexican Student’s Reflection on State Symbols at Indonesia’s Parliament
October 06, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
It was a bright morning on September 24, 2024, when 15 students from Universitas Islam Internasional Indonesia (UIII), led by the International Office and Student Affairs, boarded a bus for a special visit to the Indonesian Parliament Office and House of Representatives (DPR-MPR RI) in Central Jakarta. They were attending the OIC International Youth Summit, an event organized by OIC Youth Indonesia.
Among the students was Alberto Emmanuel Conti Morales, a PhD candidate from Mexico studying at UIII’s Faculty of Education. For him, this was not just an opportunity to engage in critical discussions but also a journey through culture and symbols that stirred deep reflections on identity and nationhood.
"The place is very nice, appealing, and interesting. I never thought we would be in such a formal and important setting. I had expected something more informal, so I was pleasantly surprised," he shared, marveling at the grandeur of the building, as they arrived at Gedung Nusantara V of the parliament office.
Having visited the Mexican Parliament ten years prior, Alberto found himself comparing the two structures. "In Mexico, the parliament building is bigger, but this one feels more modern. Perhaps it's because a decade has passed since my last visit. But what really caught my attention was the difference in the atmosphere, the Indonesian parliament seems to reflect a deep sense of national pride."
Alberto was especially captivated by the Indonesian national symbols. As he sat in the parliament, his eyes were drawn to the imposing Garuda emblem, a reminder of Indonesia’s foundational values.
"In Mexico, we have a national seal too, an eagle with a snake. It’s very similar to Indonesia’s Garuda in terms of strength and symbolism. But in Indonesia, the Garuda represents more than just a national identity. It embodies the spirit of Pancasila, the philosophical foundation of the country. I found that deeply fascinating because it highlighted how much meaning Indonesians place on their symbols,” he said.
The summit Alberto visited was an annual summit held by OIC Youth Indonesia, an organization aimed at empowering and uniting young Indonesians under the values of the Organisation of Islamic Cooperation (OIC). It provides a platform for youth engagement on both national and international levels, promoting collaboration, leadership, and dialogue.
As the summit began, the room filled with the voices of youth leaders and speakers, all discussing the role of young people in shaping a post-OIC world. The conversation quickly turned to the importance of religion in civil society—a topic that resonated deeply with Alberto. As someone who hails from a country where religion is increasingly seen as a personal matter, he was struck by the Indonesian emphasis on faith as a core element of national unity and progress.
"The discussion was interesting, especially because of how central religion is to society here in Indonesia. In Mexico, religion is no longer a public matter; it has become something personal, something private. But here, it's clear that religion still plays a significant role in nation-building. It was eye-opening to see how much Indonesians rely on their faith in shaping their civil society," Alberto reflected.
For Alberto, the OIC International Youth Summit was more than just a political event—it was a mirror reflecting the values of a nation, a reminder of the power of symbols and faith in shaping identity. As he left the Indonesian parliament office with his fellow students, he carried with him not only the lessons from the summit but also a deeper appreciation for the cultural richness of his host country, Indonesia.
Filling Cybersecurity Education Gap in Primary and Secondary Schools
Filling Cybersecurity Education Gap in Primary and Secondary Schools
R. Alpha Amirrachman, PhD, Ervan Yudi Widyarto, S. Kom, M. Kom.
A recent tragedy in Palembang, South Sumatra, highlighted the dangers of online interactions, with a young girl lured by four boys via social media and subsequently assaulted. Dr. Amirrachman and Widyarto state that cases like this are no longer uncommon, as studies in Malaysia show that nearly 80% of similar cases involve minors initially connecting with strangers online. Predators often use fake identities to manipulate victims, revealing a concerning trend in digital crime.
These cases demonstrate that cyber threats now extend beyond financial or political domains, affecting individual safety, particularly the youth. However, the authors state that cybersecurity education in Indonesia is still largely exclusive to higher education. Primary and secondary students, despite inherent familiarity and interest in digital technology, aren't equipped with adequate preparedness for online risks. While some vocational schools have introduced computer networking techniques as a subject, comprehensive cybersecurity education remains limited, with only a handful of institutions piloting such programs.
Although many tech companies promote coding and AI curricula, the authors observe that cybersecurity is often neglected. Without this crucial knowledge, students remain vulnerable to cyberbullying and exploitation. Expanding digital literacy shouldn't only be limited to programming, robotics, and such, but first and foremost, safe online practices and cybersecurity awareness to prepare students for real-world digital threats. Dr. Amirrachman and Widyarto believe that the popularity of digital technology among students can be a valuable opportunity to introduce cybersecurity elements in engaging ways, such as competitions that promote safe digital practices. Schools and private sectors, benefiting from students' interests, can collaborate on integrating cybersecurity into their teachings.
Lastly, the authors assert that the rapid pace of technological adoption brings ethical challenges, including misuse of personal data, misinformation, and a lack of accountability. Building an inclusive digital education system requires teaching technical skills alongside character-building—consideration for privacy, collaborative ethics, and a sense of responsibility. Thus, as role models, teachers are essential to guiding students toward a safer, ethical digital future.
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R. Alpha Amirrachman, P.hD is a visiting lecturer at the Faculty of Education, UIII.
Adapted from: https://www.thejakartapost.com/opinion/2024/09/17/filling-cybersecurity-education-gap-in-primary-and-secondary-schools.html
Faculty of Education's PhD Students Present Papers on Rasch Analysis Conference: Reflection on PROMS 2024
Faculty of Education's PhD Students Present Papers on Rasch Analysis Conference: Reflection on PROMS 2024
Attending the Pacific Rim Objective Measurement Society (PROMS) 2024 conference on 20-21 August was a very enriching experience for us as a group. The theme of this year's PROMS was Advancing Rasch Measurement Practically and Responsibly which was held at UCMI City Campus, Kuala Lumpur, Malaysia. This was the 19th PROMS event. God willing, next year's PROMS will be held in Singapore. As four people who are deeply immersed in the field of measurement in education, we are very proud to have the opportunity to interact with global experts. Some of the keynote speakers were our role models in learning and whose books we refer to. They were Prof. Trevor G Bond (Founder of PROMS), Prof George Engelhard (University of Georgia), Dr Haniza Yon (Malaysian Psychometrics Association), Harris Shah Abd Hamid, Ph.D. (University College of MAIWP) and our role model lecturer in Educational Assessment from Universitas Islam Internasional Indonesia, Bambang Sumintono, Ph.D. These reflections aim to capture the essence of our collective experience, highlighting the key insights we gained, the challenges we faced, and the implications for our future work.
Diverse Perspectives and Global Collaboration
The opening ceremony on the morning of August 20th set a collaborative and inspiring tone for the conference. Welcoming speeches by Dr. Harris Shah Abd Hamid, Dean of FPPK, and Prof. Dr. George Engelhard, President of PROMS, emphasized the importance of cross-disciplinary and cross-cultural collaboration in advancing educational measurement practices. Throughout the two-day conference, we participated in numerous parallel sessions held in various rooms across the campus. These sessions provided platforms for researchers from different backgrounds to present their work. Each parallel room is chaired by a local committee and attended by at least one Rasch expert who are also PROMS board member, giving input and facilitating rich discussions and exchanges of ideas. We were particularly inspired by the presentations that showcased innovative applications of Rasch modeling in diverse educational contexts, highlighting how these techniques can be adapted to meet the specific needs of learners around the world.
Four delegates from UIII PhD students presented papers with their respective scientific fields but used the Rasch Model as a data analysis technique. All the presented papers are the result coming from the process of joining class in Educational Assessment which was taught by our lecturer at Faculty of Education at Universitas Islam Internasional Indonesia. We challenge ourselves to present in this global conference to learn further and get insight internationally. In the first parallel session, Faradillah Haryani presented a paper entitled: Spatial Orientation Assessment: Investigating Differences Between Residents Of Jogja and Non-Jogja Areas Using Rasch Measurement Model, then in a different parallel class Novinta Nurulsari presented with the title paper Misconception Detection Using Rasch Modeling in Thermodynamics, then still in the same class Eka Yusmaita presented with the title of the paper Chemical Literacy Assessment on Green Chemistry Topic Using Many-Facet Rasch (MFRM) and finally Muhammad Affan Ramadhana presented Rating Behaviour Difference Between Lecturers from ‘Language Education’ and ‘Linguistics/Literature’ Background in an Online EFL Writing Assessment Context.
This conference provided us for networking and building connections with fellow attendees. Informal interactions during breaks and the PROMS Dinner at Rumah Tangsi on the evening of August 20th allowed us to engage in meaningful conversations, discuss potential collaborations, and broaden our professional network. These interactions underscored the collaborative spirit of PROMS and reinforced our commitment to contributing to a global community dedicated to advancing objective measurement in education.
Key Insights and Personal Reflections
One of the most memorable aspects of the conference was the chance to meet some of the world’s leading experts in Rasch measurement theory. Interacting with prominent scholars like Prof. Dr. George Engelhard, Prof. Dr. Trevor Bond, and Prof. Dr. Yan Zi was both inspiring and humbling. Additionally, seeing our own lecturer, Dr. Bambang, among these figures further reinforced the importance of our work. Dr. Bambang himself delivered an insightful keynote on the second day of the conference (21st August 2024), which was followed by, yet another thought-provoking session led by Dr. Harris Shah Abd Hamid later that afternoon.
Novinta said, “I was particularly impressed by the quality of the keynote presentations. Every speaker brought forward innovative ideas and advanced research, but one of the most captivating sessions for me was on the ‘Next Generation of Attitude Measurement.’ The discussions opened my eyes to new possibilities in the field and underscored the importance of evolving our methods to stay relevant in an ever-changing educational landscape. In addition to the keynote speeches, the presentations by other speakers were outstanding. I gained a wealth of new knowledge, with one of the most intriguing topics being unfolding assessment. This concept was new to me and captured my attention due to its potential applications in my own work. Presenting my research at this prestigious event was a particularly valuable experience. Sharing my findings with an international audience and receiving feedback from experts in the field provided me with new perspectives on my research. This experience not only boosted my confidence but also inspired me to continue exploring and refining my work.”
Eka, on the other hand revealed that “This is a very high-quality conference that I have visited, I followed it solemnly. Every presenter who presented, the expert would provide supporting input and even explain the theory of the Rasch Model on the Whiteboard until we were amazed at their delivery. We hope that in the future we can remain part of the Rasch Model community and can continue to attend this conference for the following years.”
Faradillah observed that the Rasch experts in each session provided feedback in a manner that was not only insightful but also encouraging. Even in sessions where the focus was not primarily on Rasch, the experts skillfully demonstrated how the method could be applied to enhance the research, pointing out areas where existing approaches were lacking. This approach showed that the prominent figures in these discussions were open to different paradigms and encouraged deeper exploration rather than dismissing alternative views. Faradillah was particularly pleased with the positive reception of her presentation, even though it was recognized that further work, such as increasing the sample size, was necessary. The findings resonated with the international audience, as they see unique cultural aspects of Indonesian people, measured through Rasch modeling. Additionally, Faradillah gained valuable insights from Professor Trevor Bond, who emphasized that Reliability is number, and Validity is more into number. This point was especially important, as it challenged the common practice of describing reliability and validity solely with numerical descriptions.
Finally, Affan presented his work on how lecturers from language education and lecturers from linguistics/literature background behave differently in their rating severity in the context of writing assessment. His work is based on a preliminary study conducted as preparation for his dissertation research. “I was a bit nervous at the beginning, seeing many people including some Rasch experts in the room. I tried to explain as clearly as I could, but I think I was too fast.” Affan said.
Affan continued, “But it was insightful for me when one of the audience members asked for clarification if the rater participants in my study were prepared with the rubric or not. I said no. Then, he emphasized the possibility of raters who do not understand clearly the meaning of each category in the rubric might cause errors and became the most important factor that causes their rating behavior.” It was later revealed that he is Jeffrey Durant, one of Rasch expert from Toyo Gakuen University Japan, whose works focus on multirater assessment and rater network construction in large-scale multirater assessment. “He said that my study was interesting, and he gave me his contact for further discussion.”
Implications for Future Work
The insights gained from PROMS 2024 will undoubtedly shape our future work. The advanced understanding of Rasch modeling will be directly applicable to our ongoing research projects. For Novinta, this will enhance her efforts in detecting misconceptions in educational settings. Faradillah will be focusing on increasing the sample size to enable Differential Item Functioning (DIF) analysis. Eka plans to expand the study of the Multi-Facet Rasch Model and increase the number of persons to improve item reliability scores. Affan will also leverage these insights to further his research in multirater assessment, especially in preparing rater training and more detailed analysis on rater behavior, by applying Rasch modeling to achieve more robust results. We are now better equipped to refine our methodologies and improve the accuracy and fairness of our assessments.
Conclusion
Overall, PROMS 2024 was a transformative experience for us as a group. The opportunity to engage with leading experts, learn about cutting-edge research, and reflect on our own practices has had a profound impact on our professional development. We leave the conference with a renewed sense of purpose and a commitment to applying the knowledge and insights gained to our future work. We are excited about the potential for future collaborations and look forward to continuing our journey in the field of educational measurement with a deeper understanding and a broader perspective.
Discovering Innovation and Collaboration: An Insight from the 10th SEA-DR (South East Asia Design Research) Conference, Australia
Discovering Innovation and Collaboration: An Insight from the 10th SEA-DR (South East Asia Design Research) Conference, Australia
by Fakhrur Razi
Being one of the paper presenters at the 10th SEA-DR is a big opportunity in my life. Attending this conference has colored my academic journey as a PhD student at FoE UIII. This international conference with the theme "Fostering Common Sense in Learning: Unveiling the Potential of Design Research" was hosted by Deakin University, Melbourne Australia on 15-16 July 2024. This conference aims to enhance collaboration and exchange of ideas between researchers and graduate students in implementing design research. Apart from that, the conference chaired by Assoc. Prof. Wanty Widjaja invited keynote speakers who are experts in the field of design research from various countries such as Prof. Fou-Lai Lin (Taiwan), Prof. Zsolt Lavicza (Austria), Assoc. Prof. Adi Nur Cahyono (Indonesia) and Prof. Maija Akslea (Finland).
Participating in the conference activities for two days deepened my knowledge in the field of design research. On the first day, the keynote speakers presented materials regarding designing learning workshops as co-learning settings, teacher innovation (augmented/virtual reality and 3D printing), and promoting STEM education through design research which in general provided the latest innovations regarding the development of design research in the world and how it influences teaching and learning in the classroom. Two insightful things are that teacher training is crucial in improving classroom learning and educational innovation in the world following the development of advanced technology nowadays. However, When I look back at my country, Indonesia, innovation is still not evenly distributed due to the lack of collaboration between various educational stakeholders. This conference reminded us of the benefits of design research as a powerful method in contributing to the richness of learning in the classroom. This opened my eyes to continue innovation and collaboration in design research that could enhance education quality in Indonesia.
The process of writing a paper presented at this conference was also quite challenging for me. The paper I wrote is a part of the results of the project “Spatial Reasoning and Numeracy Workshop for Early Childhood Educators” chaired by my advisor, Destina Winarti, Ph.D. We realize that Professional Development (PD) for kindergarten teachers in improving learning is still under discussion, particularly in spatial reasoning. The paper entitled "Designing Play-Based Spatial Reasoning Activities: A Professional Development Program for Early Childhood Education Teachers" aims to design professional development that helps teachers in designing play-based activities. After presenting it on the second day, I got critical questions about the continuation of this professional development in the classroom context. This question led to an exchange of ideas among the panels with positive energy. Also, I got networking from various countries, both Asia and Australia, to discuss the extent to which design research can influence classroom learning in our respective countries.
I reflect that innovation and collaboration between researchers and practitioners/teachers in Indonesia still need improvement. However, several reliable international assessments (e.g. PISA and TIMSS) that serve as a reference for the quality of education in a country place Indonesia as still below the average compared to other countries in the world. In fact, education in Indonesia still requires learning innovations that will produce effective learning. Furthermore, the keynote speaker also talked about the importance of working with the community to transfer design research into comprehensive education policies. Through this conference, implementing collaboration between teachers and researchers in design research in a sustainable manner is the key to improving classroom learning. In summary, as a young researcher, I have a strong desire to conduct design research and collaborate with various parties in creating sustainable educational innovations to accelerate the quality of education in Indonesia.
Deakin University Visit: Educators Must Be Passionate
Deakin Visit: Educators Must Be Passionate
By Muhammad Fayyaz Mumtaz
Getting the chance to visit Deakin University, Victoria, Australia, in my opinion, is one of the best gifts of 2024. How could it not be? Australia, as a country, is one I've been eager to visit. I sincerely hope to gain valuable experiences and lessons to reflect upon throughout my academic journey. Upon arrival at Melbourne airport on May 16th, I felt an extraordinary chill. Thick jackets and jeans seemed insufficient to fend off the cold air. The weather in Melbourne is very cold for someone like me who isn't particularly fond of cold weather. Nonetheless, I still smiled with joy and hoped to create beautiful memories about this journey of mine.
Regarding the cities of Melbourne and Burwood, they exceeded my expectations. I thought Melbourne would be like cities such as Singapore, Dubai, or other modern cities that are rather dull. But I was wrong. Melbourne is incredibly beautiful. Not only is the city well-organized and clean, but there are still many houses that give off an English vibe from the 80s-90s, reminiscent of sitcoms like Mr. Bean. Seeing the scarcity of tall buildings, especially in the area where I stayed in Burwood, where tall buildings are rare, adds to the memorable impression that I'll boast about to my friends because of how beautiful and aesthetic the city is.
Nevertheless, the initial experience of visiting Deakin University campus in Burwood left several positive impressions that are still vivid as I write this reflection. First, the university buildings looked new, tidy, and highly aesthetic. Never before had I felt like visiting a university was akin to visiting a 5-star hotel. Perhaps because I come from a rural area in West Java, I am easily impressed by modern interior nuances. The campus is serene and calming for a campus located in the midst of the city, in Burwood. Secondly, I was accompanied by Deb, one of the Deakin staff, who took us on a campus tour.
What impressed me most was when visiting the Visual Art class taught by a lecturer and (in my opinion, an artist), Dr. Fiona. She introduced us to how she teaches her students. Seeing how Dr. Fiona was so enthusiastic and passionate about her field, I, who was previously indifferent to anything related to music, became enthusiastic as well. Perhaps, I thought, this is the quality of teachers in developed countries like Australia, where they are not just teaching to make a living but genuinely want to share knowledge with passion and positive energy. Then I reflected, why was she so enthusiastic and passionate? Perhaps because Australia is a developed country, economically stable, thus it has a good education system. If the economy and education are well intertwined, it will undoubtedly produce the best and most passionate individuals.
Thirdly, my impression when meeting three PhD students, when they talked about their initial entry process, research, and responsibilities as PhD students, I got the impression that unlike what happens to my friends pursuing their PhDs in Indonesia, which seems more stressful, these Deakin doctoral candidates seemed relaxed yet professional, and they knew exactly what they were researching. This indicates the good quality of education at Deakin University, I believe. Because the better the education system, the less stressed the students are, perhaps. Especially when they explained a new term to me, colloquium, which I think can help in effective dissertation guidance mechanisms. In the Colloquium, they said they could have directed and structured discussions with specialized professors and could be efficient. I thought to myself, this is indeed what good research guidance looks like because it doesn't make you fearful but rather relaxed, and we know that a calm mind and soul usually produce positive outcomes.
In the following days, we visited several branch campuses such as Deakin in Melbourne and Deakin in Geelong. Deakin Geelong is a classic and magnificent building, perhaps equivalent to my home university, Universitas Indonesia, I thought. In Geelong, my friends and I met several PhD students and even attended an English writing class which, in terms of teaching method, I found to be very interactive and enjoyable. Even though the class lasted for two hours, time flew by so quickly, and it didn't feel long at all, seeing how new teaching methods like this were introduced into my life. The Deakin campus in Geelong is serene and peaceful yet interesting to stay at for a long time. Dr. Cheryl and Dr. Anna are the professors I often conversed with at Deakin Geelong. Specifically, during breaks in the cafeteria and in classes throughout the tour in Geelong. This is because both of them seemed interested in my research on Montessori, and it turns out that Dr. Anna specializes in childhood education, which is very relevant to my thesis.
During my moment in Geelong, another unique thing that amazed me was the presence of the 360 theatre. I found this theatre to be incredibly unique and potentially a learning tool for the future. How so? Upon entering the theatre, we were presented with educational videos about primary school that made us feel as if we were right there in the midst of the action. With a 360-degree screen, I believe that when students watch educational videos, it provides efficiency and a real-life experience, making the information they absorb more long-lasting. However, on the other hand, I also pondered that its usefulness might not be so frequent and urgent. Implementing and having a 360 theatre on university campuses in Indonesia, I believe, is not so important because what is more crucial for us is to first improve the system, and then the facilities and infrastructure. In contrast, for Deakin University, with a good system in place, it's reasonable to have luxurious options like this theatre.
Before we returned to our homeland, the meeting with Dr. Claire provided insights that will stay with me forever. It was during our discussion with her about research methodology that I gained a profound perspective. Dr. Claire's focus is on education and well-being. When we asked her about the methods commonly used in these fields of research, she mentioned qualitative research quite often. I was surprised. Why a university as advance and esteemed as this have a positive tendency towards qualitative research? As someone who admires quantitative research and tends to belittle the quality of qualitative studies, I became more open-minded in considering both research models.
From my discussion with Dr. Claire, I concluded that qualitative research can also have significant implications because when it is done well and properly, we can understand and analyse the root causes of a phenomenon. While quantitative research may be more mathematical and standardized, it serves to provide an initial overview of a research situation. Then, with the scalpel of qualitative methodology, the phenomena and problems of a study or research can be resolved. This realization inspired me to appreciate qualitative research more. Thanks to Dr. Claire and our discussion.
Anyway, actually I still want to write a long reflection about the journey at Deakin University specifically and Melbourne in general. However, the things I mentioned above are the impressive and inspiring ones. Before I conclude this writing, I want to summarize that Deakin University is a good campus with a well-structured system that inspires me to consider continuing my studies there, continuing the PhD I mean. With what is called a colloquium, the abundance of faculty members who are experts in their fields makes me even more interested in continuing my studies at Deakin, and even better if, by God's grace, I get the opportunity to be placed at the Geelong campus, I will be very happy.Top of Form
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?"
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.
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.