Universitas Islam Internasional Indonesia Repository
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Arima forecasting of Indonesia’s sovereign sukuk as a sustainable financing instrument
Haryani Santo Hartono; Rininta Nurrachmi; Sharifah Nabilah Syed Salleh (Institute of Islamic Economic Research and Development (LP2EI), Faculty of Islamic Economics and Business Universitas Islam Negeri Walisongo Semarang, 2025-12-16)
Sukuk development in Indonesia, along with SBSN (Surat Berharga Syariah Negara) sovereign securitization sukuk SBSN, sovereign securitization sukuk (SBSN), sustainable and diverse in-structure financing sukuk SBSN, is being balanced with the increasing usage of Sharia-compliant instruments for the financing of fiscal deficits and the management of sovereign debts, which continues to expand. An Autoregressive Integrated Moving Average (ARIMA) model is employed in this study, using monthly time series data for the period 2019 to 2024. Among the time series modeling techniques, ARIMA was chosen because explicit macroeconomic theories are not required for time series projection; thus, it is more suitable for modeling historical time series. The study has found that while the values of outstanding sukuk will no doubt increase, the uncertainty of longer-term forecasting will also increase. Forecasting in the present study lacks immediate quantification; however, the analyses provide a relevant and sustained policy framework for sovereign debt, and the analyses support the potentially strategic role of thematized instruments in fiscal management and for the sustainability of sukuk, in particular, focused sukuk, green sukuk, and retail sukuk. The research outlines strategic considerations for managing Shariahcompliant, long-term, and dynamic debt in Indonesia, thereby aligning financial innovation with national development interests.
Revisiting a walking interview with autistic and neurotypical individuals : a collaborative autoethnography of cross-neurotype communication
Afifah Muharikah; Nirma Yossa; Dewi Turgarini; Abshara Nabilla Hazairin; Yanuar Farida Wismayanti (Elsevier, 2025-12-19)
We revisited a walking interview from an earlier study to explore how communication unfolds in cross-neurotype settings. Using collaborative autoethnography with photo-elicitation recall, five researchers, including one outsider who had not joined the original interview, reflected on how our identities, relationships, and environments shaped the interaction. The autistic participant described clarity in the interviewers’ speech but also difficulty balancing conversation with the sensory intensity of the natural setting. Neurotypical participants responded in different ways, with some hesitating and others finding greater ease. This shows that challenges were not uniform but varied according to roles, knowledge, and power. Reflexive analysis revealed hidden forms of the neurotypical gaze, including silence misread as detachment, protective stances that muted autistic voices, and well-intentioned guidance that risked generalising autistic communication. At the same time, shifts in authority, trust, and openness created a neuro-shared space that enabled more balanced collaboration. Our findings extend the Double Empathy Problem by demonstrating that cross-neurotype communication is co-constructed through both tension and reciprocity. Situated in a Southeast Asian context, the study highlights the importance of making neurotypical perspectives visible and critically adapting methods such as walking interviews in autism research.
Reframing madrasas in Afghanistan : a historical analysis of Islamic education and societal change
Adel, Samiullah; Bhirawa Anoraga; Salim, Mahmud; Rahimi, Mahmood; Kayen, Hazrat Shah (Faculty of Tarbiyah and Teacher Training at UIN Sunan Gunung Djati Bandung, 2026-06-01)
In global academic and policy discourse, madrasas in Afghanistan are often represented through securitized and reductionist frameworks that conflate Islamic education with extremism, obscuring their historical depth and educational diversity. This article seeks to reframe such narratives by examining the historical development of Afghan madrasas from the pre-modern period to the post-2001 era, situating them within broader trajectories of Islamic education and societal change. Employing a qualitative historical approach through a systematic review of scholarly literature, historical sources, and policy reports, the study analyzes madrasa institutions using an integrated framework that combines the sociology of knowledge, historical institutionalism, and Islamic educational concepts of tarbiyah, taʿlīm, and turāth. The findings show that Afghanistan historically functioned as a significant center of Islamic learning, particularly during the eighteenth and nineteenth centuries, sustained by locally embedded institutions and transnational scholarly networks. While critical junctures, most notably the Soviet invasion of 1979 and subsequent conflicts, reconfigured madrasa functions and politicized religious education, these transformations were contingent on structural disruption, state fragility, and conflict rather than inherent features of madrasa pedagogy. The study concludes that Afghan madrasas are adaptive, context-responsive educational institutions whose continuity and change can only be understood through historically grounded analysis. The findings have broader implications for Islamic education globally, highlighting the importance of historicizing madrasa traditions, resisting securitized interpretations, and recognizing Islamic educational institutions as enduring contributors to moral formation, social resilience, and educational reform in conflict-affected and post-conflict societies.
Teachers as agents of religious moderation : insights from Indonesia as a multicultural country
Ade Husna; Andar Nubowo; Salaeh, Yamudin (UIN Siber Syekh Nurjati Cirebon, 2025-04-01)
This study explores the role of teachers from diverse religious backgrounds in promoting religious moderation and tolerance in Indonesia, a nation characterized by its multicultural and multi-religious composition. Drawing on qualitative research methods, the study examines how teachers' personal beliefs, professional practices, and educational frameworks contribute to fostering interreligious harmony and peaceful coexistence. The research highlights the importance of religious moderation, particularly in the context of Indonesia's educational system, which emphasizes tolerance as part of national policy. By analyzing the perspectives and strategies employed by Islamic, Christian, Catholic, Hindu, Buddhist, and Confucian educators, the paper identifies key practices and challenges in cultivating inclusivity within classrooms and communities. The findings underscore the critical role of teachers as moral role models and agents of societal change, offering valuable insights for policymakers and practitioners aiming to advance harmony in Indonesia's pluralistic society. This research has significant implications for educational policy and curriculum development, suggesting that integrating structured interfaith dialogue, values-based education, and teacher training programs can further strengthen religious moderation efforts. Additionally, it provides a framework for other multicultural societies seeking to implement effective strategies for fostering tolerance and reducing sectarian divides through education.
The impact of religious moderation in school uniform policies : a mixed-methods analysis on student well-being in Indonesia
Ade Husna; Zahrotus Saidah; Sri Widyastri; Hilwah Hawaassa Asmawi (Badan Litbang dan Diklat Kementerian Agama RI, 2025-12-31)
This study examines how religious moderation is operationalized through school uniform policies and how these policies influence student well-being in Indonesian public senior high schools and vocational schools. Although previous research has explored religious moderation in madrasahs and the politics of hijab regulation, limited studies have integrated religious moderation policy, uniform regulation, and student well-being within a single analytical framework. This study addresses that gap by analysing how inclusive uniform rules shape students’ daily experiences, identity expression, and sense of belonging. A mixed- methods design was employed, combining survey data from 110 students across four schools in West Sumatra and Central Java with qualitative interviews and document analysis. Quantitative data were analysed descriptively, while qualitative responses were coded thematically. The findings show three key results. First, uniform regulations that neither mandate nor prohibit religious attire are widely perceived as supportive, with 99.1 percent of students reporting no disruption to their school activities. Second, 98.2 percent believe that current policies reflect multicultural values, indicating alignment with national religious moderation guidelines. Third, wearing the hijab has become a personal habit for most Muslim female students, suggesting that policy neutrality does not diminish religious identity. These findings demonstrate that inclusive uniform policies strengthen students’ psychological comfort, social cohesion, and cultural respect. The study concludes that schools should maintain flexible uniform regulations and integrate religious moderation principles to promote equitable and harmonious learning environments.