Muslim schools are an important element of education in Indonesia. The school was in place long before Indonesia’s independence in 1945. Schools educate Indonesian Muslim children to understand and practice religion while promoting a sense of nationalism. Thanks to Muslim schools, Indonesian Muslims are recognized as being moderate. Recently, however, the moderate nature of Indonesian Islam is challenged by the spirit of conservative Islam. The question is how Muslim schools play their roles in the discourse of moderate versus conservative Muslims. This study identified five issues that are largely discussed among Indonesian Muslims: Islam and state, Muslims–non Muslims relations, non-mainstream Islam, gender, and media. Knowing that there is a strong relationship between society and education, i.e., religious education, it is important to see the relationship between schools and society including how the current conservative trend in Indonesian Islam is being taught at schools. This study explored how the curriculum of (Islamic) religious education potentially contributes toward the development of Indonesian conservative Muslims and how religious education teachers view sensitive issues concerning conservative Islam. To answer these questions, the analysis of religious education curricula and the interviewing of teachers serve as the primary methods of data collection. Four religious education teachers from different provinces of Indonesia were interviewed to reveal their opinions on various religion-related issues. This paper discusses how Islamic education in Indonesia has been designed to present moderate Islam but, at the same time, faces a number of challenges that try to turn religious education into conservative religious doctrines.

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Research found that many student teachers are active users of digital technologies yet they are reluctant to make use of digital technologies for literacy teaching purposes. Efforts to prepare student teachers for technology integration are pressingly needed. Also needed is data that informs us about student teachers’ participation (engagement) with digital technologies and how they might utilize those technologies for literacy teaching. The article reports on a classroom research project that explored Indonesian student teachers’ initial perception about the use of digital technologies for EFL teaching. For one semester, the first author taught a course to a group of student teachers at a state Islamic university in Jakarta in which they learned conceptual and practical knowledge about digital technologies in teaching and learning. The student teachers were tasked to explore digital technologies available and had to integrate those technologies into teaching units contained in a junior high English textbook. Popular digital technologies selected included Facebook, blogs, Skype, and WhatsApp. Each offers unique potential to facilitate and enhance language learning. Student reflections provided insight into their considerations for their digital technology selections.

Da'wah of the propagator of Islam in the archipelago have shown strong accommodation toward local traditions of local communities. Islam comes not as a threat, but as a friend that plays the important role in the transformation of culture. It shows that Indonesia's Islamic character dialogue with tradition, actually carried by the Indian preachers who act accommodating to the tradition or culture of the local community. Islamic character that brought by the Indian people has passed by Walisongo in preaching in Java. The process of * Fakultas Syari'ah IAIN Mataram

Misconceptions are one of the problems that often occur in education. This objected aims to identify misconceptions of pre-service physics teachers' in motion concept from various representations. The method used in this research is descriptive method. A total of 40 pre-service physics teachers' at a university in the city of Mataram were involved in this study. The instrument used in the study was a three tier test with open reasons. The reasons have been made to be open aims so that pre-service physics teachers' are more free to describe the understanding that is in their cognitive structure. A total of 15 test items used in this study. The questions are classified into three types of representations namely; verbal, figural, and graphics. The results showed that 67% of pre-service physics teachers have misconceptions on the concept of linier motion, 53% of misconceptions on the concept of vertical motion, and 57% of misconceptions on the concept of parabolic motion. The result shows that 61% of pre-service physics teachers' have misconceptions on verbal type questions, 59% of misconceptions on figural type , and 61% misconceptions on graphic type.