Universitas Islam Internasional Indonesia Repository
The UIII Repository is an open-access repository as a service of the UIII Library that provides long-term access to digital content related to valuable research outputs and knowledge products.
Communities in Universitas Islam Internasional Indonesia
Select a community to browse its collections.
Recent Submissions
Between kinship and public Islam : Wilāya and the Bā 'Alawī religious life in Indonesia
Musa Alkadzim; Syamsul Rijal; Syafiq Hasyim (Universitas Islam Internasional Indonesia, 2026-07-17)
This study examines how wilāya as a form of religious life grounded in everyday nearness shapes authority within the Bā 'Alawī community in contemporary Indonesia. Drawing on historical research and multi-sited ethnography in Jakarta, Java, and East Kalimantan (2022–2025), it develops a triadic framework of wilāya comprising genealogical (takwīniyya), ethical (tashrī'iyya), and social (ijtimā'iyya) forms of nearness. Takwīniyya links persons to the Prophet through lineage, tashrī'iyya substantiates that nearness through ethical discipline and devotional practice, and ijtimā'iyya stabilizes it through recognition within wider networks of trust, hospitality, and companionship. Modern public Islam has unsettled the sequence through which these three dimensions once reinforced one another. Media visibility and mass circulation now allow recognition to outpace formation. The Ahok mobilization of 2016 and the nasab controversy of 2023 made these tensions especially visible, as descent circulated as a credential and discipline became subject to public accusation rather than private correction. Against accounts that locate Islamic authority primarily in public institutions, media platforms, or doctrinal discourse, this study shows that wilāya takes shape most forcefully within domestic and intimate settings where kinship, care, and shared life cultivate durable forms of recognition. It further recovers forms of feminine and domestic labor often obscured in public accounts of Bā 'Alawī authority, arguing that these practices are not peripheral to wilāya but among its primary enactments. At a moment when religious authority across the Muslim world is increasingly organized around media reach and institutional scale, this study argues that what is at risk is not merely a single tradition but the relational ground on which authority itself depends.
Three essays on policy uncertainty, institutions, and decarbonization
Ansari, Saba; Fajar Bambang Hirawan; Teguh Yudo Wicaksono (Universitas Islam Internasional Indonesia, 2026-07-17)
Accelerating the energy transition, particularly in the renewable energy sector, is a critical global challenge as climate change progresses and economic policy uncertainty increases in both developed and developing economies. The purpose of this study is to examine the relationships among economic policy uncertainty (EPU), institutional quality, renewable energy innovation, and renewable energy investment, and to assess their effects on environmental outcomes across a balanced panel of 31 countries from 1998 to 2023. The study consists of three empirical essays employing GMM, MMQR, and FMOLS to examine these relationships. The first essay shows that EPU is negatively associated with innovation in renewable energy; the findings further reveal that institutional quality intensifies, rather than weakens, the negative association between economic policy uncertainty and renewable energy innovation, and these negative effects are more pronounced in economies with stronger institutional quality and higher levels of economic growth. The second essay shows that the higher the EPU, the lower the CO2 emissions, but this appears to be due not to structural decarbonization but to a decrease in economic activity. The findings also indicate that this emission-reducing effect is much smaller in developing countries with low institutional quality, and weak governance itself leads to more environmental degradation. The findings of the third essay show that renewable energy investment is negatively associated with CO2 emissions. In contrast, renewable energy innovation is positively associated with CO2 emissions in both the short-run and long-run estimations, suggesting that the expected environmental benefits of renewable energy innovation have not yet been realized over the study period. Democratic governance is negatively associated with CO2 emissions in the long run. The results indicate that energy investment and innovation are not the only prerequisites for advancing decarbonization; stable policy environments and strong institutional structures are also important enablers. The study presents a novel analytical framework that integrates energy economics, institutional theory, and environmental policy, and provides empirical findings to support policy recommendations for governments aiming to achieve both clean energy transitions and long-term environmental sustainability across heterogeneous economic and institutional contexts.
Differentiated instruction in Qur'anic teaching for students with special needs : teacher practices and challenges in an inclusive pesantren
Khansa Asiah Ismet; Andar Nubowo; Tati Lathipatud Durriyah (Universitas Islam Internasional Indonesia, 2026-08-08)
This study examines the implementation of differentiated instruction (DI) in Qur'an teaching for students with ADHD and slow-learning characteristics at an inclusive pesantren in West Java, Indonesia. The primary focus is to explore how teachers adapt their teaching practices, the factors influencing the instructional decisions, and the challenges faced within a traditional Islamic educational setting. A qualitative single-site case study within an interpretive paradigm was employed. Participants were selected through purposive sampling and included four Qur'an teachers and two institutional leaders. Data were collected through in-depth interviews and classroom observation. Data analysis utilized a thematic approach involving both deductive and inductive coding. The findings indicate that teachers implement differentiated instruction across four key dimensions: content, process, product, and learning environment. The strongest form of process differentiation represents the most dominant form of adaptation, wherein traditional methods such as talaqqi and tikrar are modified through increased repetition frequency, chunking techniques, and the use of peer tutors. The content differentiation shows memorization targets and materials are individually tailored, and students with learning difficulties (slow learners) are provided with Latin script transcriptions. The product differentiation for students with special needs is measured by qualitative progress and foundational mastery rather than by quantitative achievement, as supported by descriptive progress reports from the school. Followed the learning environment differentiation achieved through emotional support routines and proximal seating with a teacher designed to maintain student focus. Research findings indicate that teachers' instructional decisions are largely driven by personal initiative and agency, developing organically from field observations rather than formal institutional guidelines. However, implementation faces significant challenges, including inconsistent learning retention among students with slower learning paces, a lack of formal professional training in special education, and systemic support that tends to respond more readily to visible physical disabilities than to cognitive or behavioral disabilities, such as ADHD. The study contributes to differentiated instruction in Qur'anic teaching in inclusive pesantren. These findings suggest that sustaining Qur'anic education in the inclusive learning environment requires institutionalizing differentiated instruction through systematic professional development, specialist support, and formal pedagogical guidelines for halaqah teachers.
Exploring how peer interaction-based instructional strategies support students' willingness to communicate in an EFL classroom
Ukhtul Iffah Luthfiyyah Mursida; Afifah Muharikah; Tati Lathipatud Durriyah (Universitas Islam Internasional Indonesia, 2026-08-04)
Willingness to Communicate (WTC) is considered an important factor supporting students' participation in English as a Foreign Language (EFL) classrooms. Many students still do not want to speak even though they have chances to use English in classroom activities. This study explored how peer interaction-based instructional strategies influence students' willingness to communicate in an EFL classroom. Specifically, it explored the influence of peer communication, the role of instructional strategies and classroom delivery, and the supporting and hindering factors affecting the implementation of peer interaction-based instructional strategies. This study uses a qualitative case study supported by descriptive questionnaire data. The study took place in a senior high school EFL classroom in South Sulawesi. It involved 34 eleventh-grade students. Data were collected through classroom observations, a WTC questionnaire, stimulated recall interviews with six students, and document analysis. Data was analyzed thematically and supported by descriptive data from the questionnaire. The findings indicate that peer interaction-based instructional strategies fostered willingness to communicate among students was facilitated through supportive and collaborative peer that enhance students' self-confidence and lowered anxiety. These effects were strengthened by teacher support through clear instructions, feedback and the comfortable classroom setting. However, there were several barriers present such as communication anxiety, fear of getting it wrong, limited vocabulary, and low self-confidence. The study highlights that social and psychological classroom climate as well as instructional approaches play an important role in facilitating students' willingness to communicate. MacIntyre WTC framework supports this finding through psychological and situational factors that can influence students' willingness to communicate, and are consistent with Sociocultural Theory by illustrating peer interaction create a socially supportive environment for communication in classroom. This study suggests that teachers should systematically design peer interaction-based instructional strategies that foster supportive peer, enhance students' confidence and lower communication anxiety. Schools are encouraged to support communicative learning environments through training and adequate resources. Overall, peer interaction-based instructional strategies can enhance students' willingness to communicate when supported by a positive, collaborative, and psychologically safe classroom environment.
Role of ESG (Environmental, Social and Governance) in promoting sustainable export competitiveness : evidence from Asian exporters to the European Union
Basit, Abdul; Teguh Yudo Wicaksono; Rininta Nurrachmi (Universitas Islam Internasional Indonesia, 2026-07-15)
Nowadays, the principles of Environmental, Social and Governance (ESG) are an integral part of the competitiveness of Asian exporters and part of the EU market access regime. The principles of ESG have become a component of the rules of access to the EU markets from a voluntary, business practice to a component of competitiveness of the exporters from Asia. Even though theory has caught on in this connection, the empirical research at the country level is geographically limited, is based on limited methodology, and lacks consideration of the different impacts that the individual ESG dimensions have. The aim of this study is to explore the gaps by investigating the impact of disaggregated ESG indicators (including environmental quality, social development and institutional governance) on bilateral export performance in the 32 Asian economies and the European Union from 2002 to 2023 (N=704 observations). The study follows the ideas of New Trade Theory and Regulatory Trade Theory and uses models of log bilateral exports as a function of six proxies for these regressors, namely CO2 emissions (co2), share of renewables (re), government effectiveness (gef), regulatory quality (rq), Human Development Index (hdi), and expenditure on education (ex_exp), plus macroeconomic controls and event dummies for the Global Financial Crisis (fcrisis) in 2008 and COVID-19. The following nine-step estimation procedure is followed: Panel unit root and cointegration testing, Hausman specification testing, residual diagnostics and the Driscoll-Kraay standard error correction. Ordered system GMM robustness checks validate a Fixed Effects model that is robust to heteroskedasticity, serial autocorrelation and cross-sectional dependence. The findings suggest an order of effect of the ESG. The social dimension (as a proxy HDI) is the most important factor influencing the competitiveness of EU exports (B = +4.681, p < 0.001) and so is educational expenditure (B = +0.008, p = 0.012). The government effectiveness variable has a positive influence (B = +0.004 and p = 0.031), which is in line with the institutional trade facilitation theory. The negative coefficients of the environmental variables suggest that the net transitional adjustment costs of these variables during the study window are negative, carbon intensity has a marginal negative impact (p = 0.081) and renewable energy share has a significant negative impact (p < 0.01). While the COVID-19 crisis has had no average effect on Asian - EU bilateral exports its effects have been heterogenous across Asian countries, and the Global Financial Crisis (GFC) resulted in a decline in the flows of approximately 8%. The results are applicable to the policy agendas of Asian trade policy, EU sustainability governance and development finance strategy.