April 24, 2025
Contributor: Virda Lalitya Umam | Editor: Supriyono | Photo: Afra Fahira
In a time when conventional professional development programs often fall out of sync with digital transformation, Indonesian teachers are finding a new way in improving their competencies—through their smartphones. This was the key insight imparted by Dr. Teguh Khaerudin at the 39th Lunch Talk hosted online by the UIII Faculty of Education on March 25, 2025.
Under the title "Empowering EFL Teachers: How Emerging Technologies Drive Informal Learning," the UIN Syarif Hidayatullah Jakarta lecturer gave insights into how informal learning is shifting and reshaping the professional development journey of EFL (English as a Foreign Language) teachers in Indonesia.
The insight was drawn from a qualitative case study—part of his PhD research project, sampling eight Indonesian EFL teachers throughout the COVID-19 pandemic. Initially, Dr. Khaerudin's research aimed to uncover how teachers utilize informal digital learning to integrate technology into their teaching practices.
However, the findings revealed a broader narrative: ‘digital content platforms, social media groups, and online webinars emerged as the primary sources of professional learning for these teachers’. These tools, he said, helped them overcome challenges posed by geography, lack of institutional support, and even poor internet access.
Among the platforms used, WhatsApp and YouTube stood out as some of the most impactful. WhatsApp facilitated peer consultations and brought together teaching communities—playing a pivotal role in building networks, especially in rural regions. Teachers connected through group chats to exchange lesson plans, troubleshoot technical problems, and share resources during lockdowns.
YouTube, on the other hand, was the go-to for step-by-step learning. Teachers didn't just to learn how to use educational software but also to explore new pedagogical techniques, design engaging materials, and even create their own instructional videos.
As such, these learning strategies cover a broad area, which Dr. Khaerudin categorized as collaborative and independent Informal Teacher Learning (ITL). However, a critical question emerged: Can such informal learning initiatives replace the formal professional development (PD) program? Despite their significance, Dr. Khaerudin argued that ITL is not a substitute for formal professional development (PD), but rather a valuable complement to it.
“While many formal PD programs are rigid, overly broad, and one-size-fits-all, Informal Teacher Learning (ITL) is self-paced, responsive to needs, and tailored to each teacher's environment,” Dr. Khaerudin said. “Informal learning fills the gap between training and practice, allowing educators to adapt quickly, explore new ideas, and reflect on what works.”
Hence, Dr. Khaerudin highlighted the significant implications of ITL, urging the stakeholders to integrate them into formal professional development frameworks, invest in adequate digital infrastructure, support teacher-led communities, and foster a learning culture for educators and learners alike. He also called for further research into how digital tools can be optimized for sustainable, high-quality learning.
He, though, warned that digital platforms are not absent from challenges. Issues such as misinformation and content overload can hinder the learning process, which in turn emphasizes the need for digital literacy and critical evaluation skills.
Dr. Khaerudin’s suggestions resonate deeply with UIII’s mission to foster educational advancement through cutting-edge research and technological innovation. By promoting adaptive, self-directed learning models and encouraging the use of emerging digital tools, his suggestions mirror UIII’s commitment to empowering educators and learners alike in navigating the evolving landscape of 21st-century education.
April 8, 2025
Contributor: Virda Lalitya Umam | Editor: Supriyono | Photo: Nurul Fatimah
Continuing its commitment to fostering scholarly discussions, the Faculty of Education at Universitas Islam Internasional Indonesia (UIII) hosted its 38th LunchTalk on Tuesday, February 25, 2025. This session featured Yohan Rubiyantoro, Ph.D. from the Ministry of Primary and Secondary Education, who presented his research on how kindergarten leaders adapted to the unprecedented challenges of distance learning during the COVID-19 crisis.
In his presentation, titled ‘Case Studies of School Resilience: Kindergarten Leadership During Crisis’, Dr. Rubiyantoro highlighted the pivotal role of early childhood education leaders in ensuring learning continuity amid disruptions. He began by outlining Indonesia’s education system, emphasizing the structured yet decentralized framework that places school principals at the forefront of crisis management.
Dr. Rubiyantoro’s study focused on four public kindergartens across different regions of Indonesia, examining how school leaders, teachers, and parents navigated the abrupt shift to remote learning from September to December 2021. The findings underscored significant challenges, including limited digital literacy among teachers and students, inadequate ICT infrastructure, and socio-economic disparities affecting access to online education.
The study revealed varied responses across regions. In eastern Indonesia, many kindergartens struggled with poor internet connectivity and teachers unfamiliar with digital tools, making distance learning nearly impossible. In contrast, some schools in western Indonesia discreetly continued in-person learning, citing concerns over young children’s ability to engage with virtual lessons.
In Jakarta, rapid adaptation was evident as teachers were trained to use digital platforms and create engaging video lessons. Meanwhile, in central Indonesia, schools leaned on strong community support, collaborating with parents to develop alternative learning strategies, including home-based activities and shared educational resources.
Dr. Rubiyantoro emphasized that the success of kindergarten leaders during this crisis hinged on their ability to adapt, communicate effectively with teachers and parents, and embrace digital learning. He advocated for improved crisis management training and investment in ICT infrastructure to better equip schools for future disruptions.
As Indonesia advances in digital transformation, Dr. Rubiyantoro’s insights underscore the importance of resilient and innovative leadership in early childhood education. Through this LunchTalk session, UIII’s Faculty of Education reaffirms its dedication to preparing future educational leaders to navigate uncertainties and shape a more inclusive and adaptable learning landscape.
Contributor: Virda Lalitya Umam
In the recent aftermath of the COVID-19 pandemic, Indonesia’s education system is once again put to the test. Findings in Indonesia’s 2022 PISA (Programme for International Student Assessment) result indicate that less than 1% of Indonesia’s students are capable of answering high-order thinking skill (HOTS) questions. Addressing these concerns, Gogot Suharwoto, M.Ed., Ph.D., Director General of Early Childhood Education, Primary Education, and Secondary Education at the Ministry of Primary Education and Secondary Education asserts the need for a revolutionary approach to educational reform.
At a semester preparation workshop held by the UIII Faculty of Education on February 19, 2025, Dr. Suharwoto explores the concept of deep learning and its implementation in Indonesian education. Alongside the worrying literacy and numeracy levels of Indonesian students, persisting educational inequality exists that the looming 2045 demographic bonus could potentially worsen. In response to these dire issues, the government formulated an approach coined as Pembelajaran Mendalam (PM)—an Indonesian take on deep learning.
PM is an approach that aims to honor knowledge, students, and teachers. PM emphasizes a learning atmosphere and process that is mindful, meaningful, and joyful through holistic and integrated cultivating of ethics (olah hati), literacy (olah pikir), aesthetics (olah karsa), dan kinesthetics (olah raga). PM is not considered a standalone curriculum in itself—it complements educational approaches by adding characteristics of pedagogical practices. Moreover, although pembelajaran mendalam is a direct translation of the term “deep learning,” Dr. Suharwoto advises the audience not to use the two interchangeably, as PM is an official, technical term unique to Indonesia, as opposed to deep learning still being a concept with broad interpretations.
The PM framework is built on four pillars. Firstly, eight core characteristics that are instilled within students. Second, learning principles of PM, being mindful, meaningful, and joyful. Third, learning experiences that students should undergo, from understanding and applying to reflecting. Lastly, pedagogical practices, learning partnerships, learning environments, and digital utilization as a learning framework for instructional designs.
Dr. Suharwoto then explains that transforming educators’ roles would also be imperative to the projected implementation of PM. The current paradigm is still top-down, with the central government formulating policies to be adapted by local governments, adopted by school principals, and implemented by teachers. The stance taken by PM is that educational policies should be more centralized on the teachers since they observe the real-time implementation of such policies on a micro-scale. Recommendations from teachers would be submitted to the school principal and then forwarded to local and central governments, respectively. This format also places educators not just as mere educators but also as activators, collaborators, and cultivators of learning culture.
Although a structured learning approach might seem overly complicated for young children, Dr. Suharwoto states that with appropriate methods, PM can be implemented from an early age. For example, in early childhood education (i.e. PAUD in Indonesia), PM can take form in hands-on, play-based learning experiences, transitioning into various interdisciplinary connections that become increasingly advanced as students age. It is also worth noting that the implementation of PM is not exclusive to conventional schools, as it can be tailored for vocational studies as well as special needs education.
By creating dynamic and inclusive education, Pembelajaran Mendalam aims to equip students with the 21st-century skills necessary to traverse an uncertain future. The topic presented by Dr. Suharwoto also strikes a resemblance to a past seminar at the Faculty of Education, which featured Dr. Berry Juliandi, M.Si of the Ministry of Higher Education, Science, and Technology. Both speakers share the same sentiment—a transformational stance in Indonesia’s education is urgently needed for the future. Through this workshop, the Faculty of Education affirms its commitment to providing educators and students alike with innovative teaching strategies and inclusive learning environments.
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.
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
Kurniawan, Y. S., Hakim, M. A. R., & Yanto, S. (2024). English For Islamic Banking: What English Need of Indonesian Syariah Bank Employees in Bengkulu City. Linguists: Journal of Linguistics and Language Teaching, 10(1), 46-55. http://dx.doi.org/10.29300/ling.v10i1.4503