Chapter 1: School: General Information and Academic Administration
1.1 School Profile
Membentuk manusiaberkualitas dan tertanam sikap imtaq dan iptek, sehat, cerdas, keratif, trampil dan inovatif.
Forming human quality and embed attitude of faith, science and technology, healthy, intelligent, creative, skilled and innovative.
melaksanakan kegiatan keagamaan secara rutin dalam keseharian
melaksanakan fisik motoric dalam bimbingan
menyediakan sarana permainan untuk pengembengan imtaq dan iptek
memanfaatkan sarana pengembangan secara professional dalam bimbingan
meningkatkan SDM tenaga pendidik dan kependidikan
carry out religious activities regularly in daily life
carry out fine and gross motor activities with guidance
provide a means of play for the development of faith and science and technology
utilize professional development tools in guidance
increase the human resources of educators and education staff
Membantu meletakkan dasar-dasar kearah pengembangan fisik motoric, sosio emotional kearah dispin, kreativitas dan pengmbangan keimanan, ketaqwaan akhlaqul karimah serta keseluruhan aspek kepribadian yang dibutuhkan anak didik usia dini untuk perkembangan selanjutnya.
Help lay the foundation towards the development of motor, social, emotional towards discipline, creativity and development of faith, morality, devotion and overall aspects of personality needed by early childhood students for further development
TK Pertiwi II is headed by Siti Chotimah, S. Pd. Nadya Pratiwi is the administrative officer while Yuslaini, S. E is the treasurer. There are five classroom teachers assigned in each center. They are Martini, Nadya Pratiwi, Aida, S. Pd. AUD, Neneng Aryani, S. Pd and Nursetianingsih, A. Ma.There is also a librarian named Tetty Andriyanti and one Islamic study teacher named Eli Kurniati, S. Pd. Nurul Aedy serves as the school guard and the janitor.
1.2 Teaching and Academic Support System
TK Pertiwi II uses the Sentra System. There are 5 learning centers namely: Sentra Persiapan, Sentra Seni, Sentra Bermain Peran, Sentra Balok, and Sentra Bahan Alam. each center focuses on developing a specific skill. The Preparation Center (Sentra Persiapan) prepares the child to recognize writing letters and counting numbers in preparation to elementary education. The Arts Center (Sentra Seni) develops the child's talents, interests and skills. It includes paper folding, cutting and coloring. Role Playing Center (Sentra Bermain Peran) develops the child's language and social interaction skills. The Beam Center (Sentra Balok) develops the child's visual and mathematical skills. Lastly, the Natural Materials Center (Sentra Bahan Alam) develops the child's love for nature through the use of natural materials in learning. All of these sentras have one goal: to develop a holistic child.
1.3 Materials and Learning Sources
TK Pertiwi II's materials and learning sources are anchored in Jean Jacques Rousseau's learning through the natural environment. Rousseau believes that children learn best with the use of the natural things, and so do TK Pertiwi II. Thus, they have Sentra Bahan Alam or the Natural Materials Center.
Also, their education system is anchored in Friedrich Froebel's learning through play because like Froebel, they believe that children learn best through play, and so they have a play-based curriculum.
Lastly, their materials and learning sources can also be associated to Maria Montessori's curriculum approach which focuses on developing the child's independence believing that this stage in the child's development is a sensitive period.
1.4 Measurement and Evaluation System
TK Pertiwi II doesn't have a formal evaluation system because they are not merely focus on the child's cognitive aspect but is more focused on the child's social, emotional, and spiritual aspect.
1.5 General Curriculum
TK Pertiwi II follows a national standard which is the Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia: Nomor 146 Tahun 2014 Tentang Kurikulum 2013 Pendidikan Anak Usia Dini. The National Standard hughlights the competencies to be targeted in each specific age group. The National Standard is available in this link: http://paud.kemdikbud.go.id/wp-content/uploads/2016/04/Permendikbud-146-Tahun-2014.pdf
After they patterned their learning to the competencies embedded in the National Standard, they look into the curriculum for early childhood education which they call Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia: Nomor 137 Tahun 2014 Tentang Standar National Pendidikam Anak Usia Dini Dengan Rahmat tyhan yang maha esa.
Their curriculum has a greater emphasis on developing the child's physical, emotional, social and moral aspect. Unlike in the Philippines where cognitive aspect is one of the major focus. The Early Childhood Education or Pendidikan Anak Usia Dini, abbreviated as PAUD, is a coaching effort aiming children from birth to the age of 6 (six) years to carry out through the provision of educational stimuli to help their growth and physical and spiritual development so that children will be ready for the formal education.
Chapter 2: Pedagogical Contents
2.1 Teaching Methods
Basically, the teaching methods comprises the principles and methods used by the teacher to help his/her students learn. TK Pertiwi II, emphasizing on a play-based curriculum, uses varied teaching methods.
Their curriculum utilizes a learner-centered method where the children are the center of teaching and the teacher is not the sole authority but the resource. They also use a role play method where the learners, as participants, use their experiences to portray real-life situations. These methods increase the children's self-confidence and give them opportunities to socialize and enhance their communication skills.
2.2 Learning Materials and Innovations
There are varied learning materials available in TK Pertiwi II. I think the best learning materials are the real things where learners are actively engaged in every activity. Having a play-based curriculum, their learning materials definitely focuses and gives emphasis on play.
Since their curriculum is anchored in Jean Jacques Rousseau's philosophy on the use of natural materials in learning, the innovative and resourceful teacher is very evident in the teaching-learning process. The teacher uses natural materials such as coconut and leaves instead of showing pictures.
2.3 Sources of Learning and Technology
One of the weaknesses I observed in TK Pertiwi II is that technology is seldom used. Every morning, they have their morning exercise and they use music along with it. Also, whenever they have their gathering on Fridays, they watch children shows. This is the only time when they use technology. However, I believe that as time goes by, and with the change in the generation's demands, they may integrate Information Communication Technology (ICT) in the teaching-learning process which is basically using technology as one of the mediums of instruction.
2.4 Authentic Assessment
Authentic assessment is an assessment tool used to measure the student's ability to apply the knowledge or skills acquired in the teaching-learning process. In PAUD, their authentic assessment can be as simple as paper folding, paper cutting, pasting, coloring, bead making, building blocks and role playing.
Chapter 3: Teaching Plan
The curriculum in Indonesia, as mentioned in the previous chapters, is more focused on developing the social, emotional, moral and spiritual aspect of children. Unlike in the Philippines, the curriculum highly focuses on academics.
3.2 Teaching Plan
TK Pertiwi II's teaching plan begins with the Rencana Pelaksanaan Pembelajaran Mingguan (RPPH) or the weekly lesson plan which comprises the themes and sub themes to be discussed in each week. It also includes the specific skills to be achieved in each sub theme and the learning competencies to guide the activities. Then, they have the Rencana Pelaksanaan Pembelajaran Harian (RPPH) or the daily lesson plan which is composed of the following parts:
A. Tujuan Pembelajaran/ Learning Objectives
B. Materi/ Materials
C. Alat Dan Bahan/ Tools and Materials
D. Kegiatan Motorik Kasar/ Gross Motor Activities
E. Pembukaan/ Opening
F. Inti/ Core
H. Istirahat Makan/ Break Time
I. Penutup/ Cover
Chapter 4: Teaching Practice
4.1 Procedures of Teaching
There is a smooth flow of activities in the classroom. The usual practice they do every morning is to start the activity with a morning ceremony. The usual time for their morning ceremony is at 7:40 a.m. Then at 8:00 their classes start. In their teaching procedure, I observed that their greeting until the introduction part of the lesson follows a routine. The teacher utters a simple song to be followed by the students stating their name. Then, the learners give the date and counts the number of students present and then give the names of those who are absent. After which, they have the main part of the lesson or the core.
With this, I made a plan following the previous lessons my cooperating teacher had. I started with the morning greeting, doing the introduction song. I also made the morning greetings translating Bahasa into English. For example, every morning I greet them, "Selamat pagi anak-anak (Good morning children)" and then I greet them again with English. I made sure that all my lessons were in Bahasa because of the language barrier. I made a script of my lessons so that my students will understand me and I believe it was effective because the children were talking to me in Bahasa thinking that I can speak their language.
4.2 Time Management and Organizing Activities
There is a time frame for all the activities included in the daily lesson plan. The gross motor activity lasts for 15 minutes which includes any of the physical activities in relation to the lesson for the day. The opening is for 30 minutes which comprises the morning greetings, introduction song, as mentioned in the previous chapters, the showing of the instructional materials to be used in the lesson, question and answer portion and the introduction to the activities and the rules. Then, they proceed to the core or the main activity which is covered for 60 minutes. In here, the main activities are done by the learners. Each activity varies depending on the sentra of the learning center they are in for the day. Then, they have their break and playing time for 30 minutes. The children are allowed to play outside for about 10 minutes and for the remaining time, they gather together and eat. Lastly, they have the rationalization of what occurred for the day. This is good for 30 minutes. Their day ends with a closing prayer. Their lesson lasts for 2 hours and 45 minutes.
The major problem I encountered during my practice teaching in Jambi, Indonesia is language barrier. Even if I want to talk to every child and every teacher, I cannot do it because they cannot understand me and I cannot understand me. For me, this is the most challenging part of this journey. The teachers in TK Pertiwi II, according to my cooperating teacher, are hesitant in using the English language. As a result, the learners cannot speak in English as well.
In order to overcome this endeavor, I used my advantage in using technology, specifically google translate, to communicate with everyone in the school and around Jambi, Indonesia. Luckily, I had two student buddies who were there to help me communicate with the learners and the teachers, especially with my cooperating teacher. Also, there is one teacher, the school librarian who can speak at least a little bit of English. However, sometimes she forgets that I cannot understand Bahasa, so every time we talk, she usually starts with the English language and ends with Bahasa.
4.4 Classroom Management
Considering that the learners are young children, I expected that they have a shorter time span in focusing to the activities. Therefore, they must be not be forced to just sit down and listen while the teacher is talking. In order to keep them engaged and attentive, there should be varied activities which is obviously present in each center. Therefore, classroom management was not really a big deal during my practice teaching because I saw how the learners, at their young age are very disciplined and I felt that they really want to learn so they listened whenever I talked.
Chapter 5: Summary and Suggestions
5.1 Purposes of Practicum
The "Pre-Service Student Teacher Exchange in Southeast Asia" or the SEA Teacher Project aims to provide opportunities for pre-service student teachers, the fourth-year education students, from universities in Southeast Asia to have their practice teaching in other Southeast Asian countries.
According to the program, there are four objectives for the project: 1.) to enable pre-service student teachers to develop their teaching skills and pedagogy; 2.) to encourage the pre-service student teachers to practice their English skills; 3.) to allow pre-service student teachers to gain a broader regional and world view; and 4.) to expose future teachers to diverse teaching and learning situations and opportunities, and the value of flexibility.
5.2 Procedures of Practicum
Our first week in Jambi, Indonesia is the getting-to-know stage with the awesome people in our receiving university, Universitas Jambi, the school headmasters, other teachers and my co-participants in the program.
Our second week was the formal start of our deployment in our practice school. I was the only one assigned in TK Pertiwi II Kota Jambi. This week was given to us for observation and teaching assisting. This is also the week where I met my cooperating teacher and the students, including the other faculty and staff.
For our third week, we had our demo teachings and our final evaluation with our cooperating teacher and our supervising instructor. This is the most challenging week for me because it will determine whether I am going to push through with the program or not.
Our final week was the execution of all our experiences through a seminar. We shared all our teaching experiences and our personal experiences during our stay in Jambi, Indonesia and in our deployment school. It was also the week of the final judgment, especially for me, because after the seminar, my evaluation score during my final demo was changed.
5.3 Outcomes of Practicum
The SEA Teacher Project including the other programs offered by SEAMEO is very beneficial for everyone. First, it gave us the opportunity to be in another place where we can learn something new. Second, it gave us the privilege to work with the extraordinary people in our receiving universities and our deployment schools. Third, it gave us knowledge on how diverse the 21st century learners are. Thus, giving us a glimpse of how diversely they learn when compared to our home country, the Philippines. Lastly, this project is the best opportunity to meet the most awesome people you can ever meet. It improved our social skills and our communication skills in spite of the language barrier.
5.4 Challenges of Practicum
As mentioned in the previous chapters, the major challenge I faced during the program is the language barrier. It's really difficult to stay in a place where no one can understand you and you cannot understand everyone. Also, it is a challenge that you don't know how to express yourself in such a way that the people there will not be offended with your choice of words and the manner of speaking.
However, we are really blessed with the people who were with us since day 1. They were do patient in translating everything for us and in talking with someone for us like for instance ordering a grab and giving the directions to the driver which will be really difficult in my part who cannot speak in Bahasa.
5.5 Overall Impression
The SEA Teacher Project is the best program I've joined so far. It is one of the many opportunities a dreamer like me, should not miss. This program is the biggest opportunity to improve oneself not just in the aspect of teaching, but improving your personal self.
5.6 Suggestions for Future Improvement
One month, unless utilized from the very start might not be enough for one to acquire new teaching methods from a more diverse group of learners. That's why, one of my suggestions is that, the program will be extended for another month or so just to make sure that the activities are not really compressed within four weeks. Another suggestion is that, before sending and receiving students, the home university should make sure that everything is ready and they should be the one processing all the necessary documents such as the plane ticket, accommodations, and other legal documents. Lastly, I suggest that, even if the deployment schools have Saturday class, they will not send the participating students to school on Saturdays in order to join the excursions and have at least Sunday as a rest day.