Universitas Islam Internasional Indonesia Repository
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Teaching by design : understanding the intersection between English teachers' readiness and the implementation of new pedagogical orientation in senior high schools
Fitria Rembulan Ramadhani; Suwarsih Madya; Afifah Muharikah (Universitas Islam Internasional Indonesia, 2026-07-29)
This study explored how English teachers interpreted, designed, and enacted the deep learning pedagogical orientation in senior high school English classrooms. Responding to the disparity between intentions and practice around curriculum reform, the study examines how teacher sensemaking, instructional design, contextual conditions, and teacher readiness shaped the implementation of deep learning in English Language Teaching (ELT). This research used a qualitative instrumental case study design interpretive paradigm. The participants were six English teachers from three senior high schools in Muara Enim, South Sumatra, who were selected through purposive sampling because they had participated in government-led professional development on deep learning and had teaching experience. Using a in depth interview, non-participant classroom observations, and document analysis of lesson plans/teaching modules/instructional materials as data collection instruments. Thematic analysis was applied to the data after codes were organized, and relevant excerpts were retrieved using Quirkos. The results indicate that teachers did not have a unified interpretation of deep learning; rather, they made sense of it in the context of their pre-existing beliefs about teaching and with the professional resources available to them through tensions between reform ideas as new practices and established teaching practices. In instructional design and classroom enactment, teachers attempted to align deep learning principles with meaningful learning objectives, contextualized materials, communicative tasks, and to conduct collaborative activities, while keeping student engagement active. However, the implementation was only partial and sometimes shifted as needed, mostly because of local constraints like uneven professional development, fewer resources available, heavy workload, different levels of student readiness, and this tension that presisten tension between teacher-centered instruction and student-centered instruction. The study also found that teacher readiness is not some fixed state but rather a dynamic, multidimensional capacity showing up in instructional planning, classroom facilitation, and adaptive pedagogical choices. In summary, these findings imply that deep learning in ELT depends not only on teachers having their own comprehension and personal willingness, but also on ongoing professional support, in addition to collaboration at the school level, and a more realistic match between policy expectations and classroom realities. In other words, this study adds to the discussion about curriculum reform, teacher sensemaking, and the overall pedagogical design, since it shows how deep learning is implemented and then carried out in a provincial Indonesian ELT setting.
Exploring the implementation and challenges of educational accountability in teaching and learning in rural schools in The Gambia
Darboe, Yaya K.; Lukman Nul Hakim; Alpha Amirrachman (Universitas Islam Internasional Indonesia, 2026-07-20)
This research explored how educational accountability in teaching and learning is understood, practiced and constrained in rural senior secondary schools in The Gambia. The study employed a single and embedded case study design. Semi structured interviews were conducted to collect data from study participants. Legal and education policy frameworks in The Gambia were also reviewed to examine policy and practice gaps in educational accountability implementation in these schools. The data were analyzed by coding and categorizing codes into themes using the principal-agent theory and Bovens framework of accountability as analytical guides. The findings revealed that stakeholders in rural senior secondary schools in The Gambia have bureaucratic and participatory perceptions of educational accountability. The study showed that educational accountability (EA) mechanism implementation in the studied context includes monitoring practice, information sharing practice and incentive application practice. The study also demonstrated that EA structure in rural senior secondary schools is more of performance and compliance-based accountability instead of actual teaching and learning process. Finally, the findings showed challenges in EA implementation such as poor communication of responsibilities, logistical constraints in monitoring, poor capacity of actors in understanding and implementing delegated responsibilities, resistance to postings, teacher shortage, low parental participation and weak EA enforcement. However, this study recommends regular monitoring of teaching and learning by school heads, education officers. It also recommends adequate provision of the needed logistics and involvement of parents for regular and consistent oversight in rural schools. School heads and teachers should also be served with job descriptions in teaching for role clarity. Finally, rural school principals, parents and teachers should be engaged in capacity building programs for effective accountability in teaching and student learning. This study has highlighted challenges in EA implementation in the Gambia and further laid a foundation for future research using ethnography to deeply understand the daily and lived experiences of actors and practices of educational accountability phenomenon in schools in The Gambia.
Standing between harm and help : university belonging as a mediator between empathy, emotion regulation, and student well-being among Indonesian undergraduate bystanders
Erisa Oksanda; Charyna Ayu Rizkyanti; Bambang Sumintono (Universitas Islam Internasional Indonesia, 2026-07-29)
Bullying is known as a concern in higher education. Bullying not only harms the victims but those who witness bullying. Someone who witnesses bullying or bystanders are often exposed to negative social interaction and emotional tension caused by bullying, understanding the factors that support their well-being is important. This study aims to examine the level of empathy, emotion regulation, university belonging, and student well-being among Indonesian undergraduate bystanders. The study also aimed to investigate the relationships among variables and examine whether university belonging significantly mediates the relationships between empathy, emotion regulation, and student well-being. This study used a quantitative cross-sectional design and convenience sampling technique. This study involved 283 Indonesian undergraduate bystanders. The data were collected using questionnaires and analysed based on Rasch model analysis approach for the descriptive analysis and using Partial Least Squares Structural Equation Modeling (PLS-SEM) to see the relationship among variables. The analysis was performed using Winsteps and SmartPLS software. The finding of this study showed that participants in this study reported to have moderate to high levels of empathy, emotion regulation, and university belonging. While for student belonging, most of the participants were reported to have a moderate level of well-being. Besides, the finding also showed that empathy, emotion regulation, and university belonging have a significant positive relationship with student well-being. In addition, university belonging also partially mediated the relationship between empathy and student well-being and the relationship between emotion regulation and student well-being. The findings suggest that student well-being among Indonesian undergraduate bystanders in this study were not only shaped by individual emotional abilities but also shaped by students’ feel of belonging within their university environment. The finding contributes to understanding the psychological dynamics between individual emotional abilities and social environmental factors and student well-being among undergraduate bystanders. Practically the finding highlights the importance of developing both social-emotional competencies and inclusivity within the university environment to enhance student level of well-being among bystanders.
Understanding mosque sustainability through governance actors' interpretations : a multi-case interpretive study in selected urban contexts in Indonesia
Muhammad Ziyan Makarim; Aimatul Yumna; Ugi Suharto (Universitas Islam Internasional Indonesia, 2026-06-24)
The study investigates the understanding and practices of sustainability among governance actors in six mosques and Islamic institutions in Jakarta and Yogyakarta. The focus is on financial mechanisms to achieve sustainability, namely Zakat, Infaq, Sadaqah, and Waqf (ZISWAF). Existing research has focused on financial and managerial issues, but practitioners' own understandings have been largely unexamined. Data were collected through semi-structured interviews, observation, and document analysis with a constructivist-interpretivist, multi-case qualitative approach referring to the 4P Lens (Prosperity, People, Planet, and Prophetic), SECI model, and Maqasid al-Shariah as a normative reference. The key finding is that mosque sustainability is understood as relational legitimacy: a mosque's ability to remain relevant to its congregation across generations and leadership changes, underpinned by a typology of financial resilience of endowment-anchored, commercially diversified and subsidy-dependent funding models. Governance actors prioritised mosque-jamaah relations over performance indicators. They adopted four strategies: business-based, community partnership-based, traditional adaptation and hybrid adaptation. Drawing on this, four propositions arise: (1) sustainability is rooted in relational legitimacy rather than operational measurements; (2) the Prophetic Dimension is an ethical meta-dimension that guides the other 4P pillars; (3) poor environmental practice is a failure of institutional mediation rather than a failure of conviction; and (4) resilience in governance transition is important but under-measured. The study proposes to reframe the Prophetic Dimension as the kernel of the 4P Lens and to introduce Persistence to create a tentative 5P framework. ZISWAF is a unique infrastructure of Islamic sustainability finance. As a practical tool in promoting ESG disclosure practices in mosques and Islamic nonprofits, the study also develops an ESG-Maqasid scorecard calibrated with Indonesia's OJK sustainable finance regulations and the Islamic social finance literature on the global SDG financing gap. The results are specific to the metropolitan context and highlight the problem of class inequality, programme exclusivity and marginalisation of women in formal governance.
Assessing the nonlinear effects of climate shocks on macroeconomic stability in ASEAN : an interpretable machine learning approach for sustainable finance
Munir, Ayesha; Rizky Wisnoentoro; Ugi Suharto (Universitas Islam Internasional Indonesia, 2026-07-23)
This study analyzes the effects of climate shocks (Temperature, Floods, Storms, Droughts) on the macroeconomic stability (GDP growth, inflation and industrial growth) of eight ASEAN economies for the period 2000–2024. It seeks to estimate the impact of climate shocks, uncovering nonlinear and threshold relationships, and to measure the climate and macroeconomic variables' relative importance. The methodology used is a hybrid approach that involves both panel econometric analysis (Ordinary Least Squares (OLS)) and machine learning (Random Forest (RF)), which includes both linear and nonlinear dynamics such as PDPs and SHAP-Like analysis by using data based on World Bank, EM-DAT, and Berkeley Earth data sources. According to the results, climate shocks have significant impact on macroeconomic stability, having higher impact on growth of GDP and industrial growth than on inflation. Temperature is the most important climate variable and floods, droughts and storms have negative impacts on economic activity by disrupting infrastructure and production. The impacts are also nonlinear and threshold, meaning that economic damages increase beyond a certain threshold of climate change. These impacts are muted by macro-economic variables like government consumption, exchange rate and capital formation. The study emphasizes the need for putting climate risk on the agenda of the macroeconomic policy and the contribution of sustainable finance measures to sustainable finance approaches, including green bonds and Environmental, Social and Governance (ESG) investment strategies.