6.1 Purposes of Practicum

The SEA-Teacher program provided me with an opportunity to gain international teaching experience, enhance my instructional skills, and immerse myself in a different educational system and culture. Through this program, I aimed to broaden my perspective on early childhood education, understand teaching methodologies in Indonesia, and develop cross-cultural communication skills to become a more globally competent educator. Additionally, this experience allowed me to observe and participate in Indonesia’s play-based and holistic learning approach, which emphasized not only academics but also character development, creativity, and discipline.

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6.2 Procedure of Practicum

My practicum was conducted at TK ABA Nitikan, where I observed and assisted in classroom activities before conducting two teaching demonstrations. I started by familiarizing myself with the school’s curriculum, routines, and teaching strategies and carefully designed my lessons to align with their interactive and play-based learning approach. Everything was new to me since play-based learning is vastly different from the teaching and learning methods I experienced in the Philippines. Honestly, I felt nervous because I wasn’t sure what to expect from this internship. I was unfamiliar with their educational system and had no idea what kind of people I would meet and interact with. However, with a brave and determined heart, I chose to embrace the experience, face my fears, and enjoy every moment.

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My practicum lasted for three weeks. During the first week, I observed and immersed myself in the Indonesian education system. I engaged with the children during their activities and playtime, allowing me to experience their learning environment firsthand. I also explored the classroom materials, which deepened my appreciation for their curriculum as a future early childhood educator. Apart from the curriculum, I was impressed by the well-equipped facilities, especially the playground, which ensured that children had access to enriching play experiences. Their extracurricular activities also highlighted the students' talents, making me appreciate the holistic approach of their education system. In the second week, I took on an assistantship role. My cooperating teacher, Miss Fitroh, allowed me to lead the class during their circle time, and I also took the initiative to assist the children during various activities. Additionally, the teachers asked me to lead the morning exercises, which further enhanced my confidence in classroom leadership. During the third week, I conducted my demo teaching, where I was responsible for preparing and delivering lessons based on the week’s topic. I was also observed and evaluated by my cooperating teacher.

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6.3 Outcomes of Practicum

Through this practicum, I gained valuable insights into Indonesia’s early childhood education system and strengthened my skills in classroom management, lesson planning, and student engagement. I developed greater adaptability, problem-solving abilities, and confidence in handling diverse learning environments. The experience also allowed me to collaborate with Indonesian educators and fellow SEA-Teachers, fostering professional growth and cross-cultural exchange. It was truly a valuable opportunity that contributed to both my personal and professional development.

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6.4 The Challenges of Practicum

Despite these incredible experiences, I also faced several challenges. One of the biggest hurdles was culture shock, as I had to adjust to new customs, traditions, and social norms. Although I struggled at first, I quickly adapted. Another major challenge was the language barrier, as only a few teachers could understand English, and the children spoke little to no English. Communicating with them and delivering instructions in Bahasa Indonesia was difficult, especially since the children were very interactive, often talking to me, sharing stories, and inviting me to play. To overcome this challenge, I made an extra effort to learn and familiarize myself with basic Indonesian words. With the help of my buddy and a translator, I was able to communicate more effectively. Additionally, I prepared a script before my demo teaching to ensure that I could deliver instructions clearly and effectively in Indonesian, making it easier for the children to follow along and engage in the activities.

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6.5 Overall Impression

My SEA-Teacher journey in Yogyakarta, Indonesia was nothing short of meaningful, incredible, and unforgettable. From the moment I arrived, I was warmly welcomed by UAD FKIP and the TK Aba Nitikan family, easing my initial nervousness about the language barrier and cultural differences. Their kindness made me feel at home despite being miles away.

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I cannot say anything negative about the people I met. From the very beginning, I received immense support, even when my luggage was left in Singapore. The faculty and staff at UAD FKIP ensured our stay in Yogyakarta was comfortable, regularly checking in on us. Our buddies also prioritized our safety and well-being. Most importantly, the TK Aba Nitikan family truly showed me what it means to have a "home away from home." Their warmth and hospitality instantly erased my fears and anxieties. They didn’t just welcome me; they embraced me as one of their own. The teachers were not only passionate educators but also kind and enthusiastic individuals.

The students were incredibly respectful and sweet, and I instantly grew fond of them. I even experienced what it felt like to be famous! The moment I entered the school gates, I would hear tiny voices calling and shouting, "Miss Niña!" Some students would even run up to hug me and do "salim" (a gesture of respect). They followed me all the way to my assigned classroom, B4, showering me with flowers and attention, sometimes to the point of feeling overwhelmed, but in the best way possible.

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TK Aba Nitikan itself was a beautiful place. Walking through the spacious playground, colorful classrooms, and interactive learning spaces, I immediately sensed that the school was more than just an institution, It is also a space where children could explore, learn, and grow in a safe and stimulating environment. The emphasis on play-based learning played a huge role in shaping the students' holistic development.

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Beyond my internship, I was fortunate to participate in academic discussions through the Podcast PGPAUD FKIP UAD with Miss Tina from DLSU and students from UAD. We compared the educational systems of the Philippines and Indonesia, discussed the newly implemented MATATAG Curriculum, and reflected on our experiences as SEA-Teachers. These conversations highlighted the importance of cross-cultural collaboration in education and allowed us to exchange valuable insights that could improve teaching methodologies.

 

One of the most memorable aspects of my SEA-Teacher journey was experiencing life as a local. Staying in the dormitory and living like an Indonesian student allowed me to adopt their way of life, interact with locals daily, and fully embrace their culture. Food played a major role in this experience. While I initially struggled with spicy dishes, I made it a point to try everything at least once. Some of my favorite Indonesian foods included bakso, ayam goreng with kremes, bakmi, soda gembira, and martabak. I also enjoyed traditional desserts like bakpia, ubi celembu, es teler, and es cendol.

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Exploring Indonesia’s historical and cultural landmarks was another unforgettable experience. Visiting Borobudur Temple, the world’s largest Buddhist temple, left me in awe of its architectural brilliance and spiritual significance. At Taman Sari Water Castle, a former royal garden, I learned about its historical role as a place of meditation and relaxation. Another highlight was creating my own Batik painting, experiencing the intricate art of Indonesian textile design. I also visited Prambanan Temple, Indonesia’s most famous Hindu temple, and was fascinated by its history and architectural beauty.

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We also had an opportunity to have a campus tour at UAD Kampus 4, I was impressed by their laboratories and modern facilities, which made me reflect on how beneficial such resources would be for pre-service teachers in my own university. We also got the chance to visit UAD’s observatory, where we explored astronomy and used a telescope. It was a great experience that expanded my understanding of the universe.

 

Above all, what made my SEA-Teacher experience truly special were the incredible people I met along the way. From my fellow SEA-Teachers to the faculty, staff, buddies, and the students, each person left a lasting impact on my heart. Their warmth, patience, and generosity made me feel at home in a foreign country. The friendships I built, the bonds I formed, and the moments we shared created unforgettable memories that I will cherish forever.

 

6.6 Suggestions for Future Improvement 

To enhance the SEA-Teacher experience for future participants, I suggest providing basic language training before the practicum to help student teachers communicate more effectively. Additionally, a cultural orientation session covering local customs, food, and daily life could ease the adjustment process. Lastly, offering more structured teaching opportunities such as additional demo teaching sessions with mentor guidance would help future SEA-Teachers gain more confidence and hands-on experience. Honestly, two demonstrations were not enough, and I hope the program can be extended.

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The SEA-Teacher program was more than just an internship, it was a journey of self-discovery, professional development, cultural exchange, and lifelong friendships. It taught me invaluable lessons, broadened my perspectives, and reinforced my passion for teaching. Most importantly, it showed me that education transcends borders and that, through collaboration and shared experiences, we can create a lasting impact on future generations.