A. School: General Information and Academic Administration
School Profile
Cipta Kreatif Bangsa Preschool and Daycare, established in 2009, was initially called Sekolah Cerdas Bangsa before adopting its current name in 2015. Located at Jl. Demang Lebar Daun No. 4357, Ilir Barat I, Palembang, Indonesia, the school serves over 200 students, offering programs for children aged 2 to 6 years. These programs are divided into the Joey 1, Joey 2, Kanga 1, and Kanga 2 classes, providing a nurturing environment for early childhood development.
Academic Support System
Cipta Kreatif Bangsa Preschool and Daycare, accredited by the Badan Akreditasi Nasional, is dedicated to providing high-quality programs that support children's learning and development. The school combines the Kurikulum Merdeka and the Australian curriculum to offer a balanced, comprehensive education.
The Kurikulum Merdeka emphasizes flexible, intracurricular learning, allowing students ample time to explore concepts and strengthen their competencies without being bound to specific subject content or achievement targets. Meanwhile, the Australian curriculum focuses on key principles such as play-based learning, a holistic approach, child-centered education, and Montessori-inspired methods.
Teaching System
Cipta Kreatif Bangsa Preschool and Daycare employs a student-centered approach that encourages active participation, critical thinking, collaboration, and independence among its students. The school utilizes a blend of traditional and modern teaching methods, integrating technology such as computers and online learning platforms into daily lessons, though technology is used sparingly.
In line with the Montessori approach, the school fosters independence through routines that include tidying up, using art materials properly, and managing personal hygiene, such as going to the toilet independently. This practice proves effective, as most students demonstrate a high level of independence.
B. Pedagogical Contents
Teaching Methods
During my time at Cipta Kreatif Bangsa (CKB), I observed five teachers: three in Kanga 2 classes (for children aged 5 to 6) and two in Kanga 1 classes (for children aged 4 to 5). CKB uses a thematic approach where each month features a different theme. During our internship, the theme was “My World,” so all activities were designed to relate to this concept.
The teachers at CKB are highly creative, using a variety of activities to engage students. They incorporate not only worksheets but also practical life activities that students genuinely enjoy, making learning both educational and enjoyable.
Learning Materials and Innovation
As mentioned, worksheets are a key part of the learning materials used at CKB. Additionally, the school uses a Pearson book titled “Big Fun” for English classes, which includes access to a website with educational videos and activities that support teaching. They also incorporate manipulative materials to enhance hands-on learning.
One unique aspect I observed is the use of routine activities—such as greetings, dancing, singing, and review—conducted by grade level rather than by individual classrooms. This practice positively impacts students by allowing them to build connections with peers across different classes, fostering a sense of community.
Source of Learning and Technology
At CKB, teachers hold a weekly meeting every Friday for brainstorming and planning. During these meetings, all teachers, along with the principal and academic head, come together to decide on activities for the next two weeks. Lesson planning is a collaborative effort, with everyone sharing ideas, so activity sources include not only the internet and textbooks but also the teachers’ own creativity.
In terms of technology, each classroom has a computer that teachers use as needed, especially when working with the Big Fun book for English lessons.
Authentic Assessment
At CKB, assessments do not follow the typical quarterly exam format. Instead, teachers design activities that align not only with the monthly theme but also with the learning competencies outlined in the curriculum. These activities serve as both learning experiences and assessments, allowing teachers to observe whether students have met the intended learning outcomes.
At the end of each week, teachers document their observations and provide recommendations, which are then shared with parents to keep them informed of their child’s progress.
C. Teaching Plan
Curriculum
My teaching plan follows the Australian Independent Curriculum and the Early Years Learning Framework (EYLF). This curriculum aims to foster students' passion for basic religious values and morals, instill pride in themselves, and develop foundational skills in literacy, mathematics, science, technology, engineering, and art. It supports a positive attitude towards learning and prepares students for formal education. The curriculum enables me to support each child’s development not only academically but also holistically.
Teaching Plan
Math: I incorporated flags and traditional clothing from various countries to make subtraction lessons more engaging and relatable.
Culture: Using elements that represent each country, I taught students greetings and corresponding gestures. Additionally, I incorporated songs like "Hello to All the Children of the World" and "It’s a Small World" to enhance their cultural understanding.
English: For "this" and "that," I used arrows and real-life objects such as a Batik shirt, a Gandik, a globe, and even the students themselves as examples.
Art: Students crafted a hanger displaying tribes from different countries, adding a creative, hands-on activity that further supported cultural learning.
D. Teaching Practice
Procedures of Teaching
Before beginning the day’s lesson, we start with a prayer, attendance, review of the day and date, a weather check, and a brief chit chat about what students did yesterday. Following this routine, I introduce the new lesson, explaining or discussing key concepts and providing guided practice. Afterward, I ask students to retrieve their worksheets from the tray for independent practice.
Once all activities are complete, we have a recap of the day, where I ask students about their favorite activity. We end the day with a final prayer and goodbyes.
Time Management and Organizing Activities
Time management is essential in the teaching and learning process, but some teachers at CKB don’t adhere to a strict schedule for each activity. In one of the classes I observed, there are times when only one of the three tasks scheduled for the day is completed. I believe this approach stems from a desire to build students’ independence and confidence; by allowing them the time they need without pressure, students can develop these qualities. However, when I’m the one teaching, I ensure that all tasks are completed by giving students ample time to finish while also avoiding pressure to rush through.
I make an effort to involve all students, calling on each of them to ensure everyone has a chance to participate and feel included. Classroom management has been a trial-and-error process for me, as strategies that work in one class may not work in another, so I adapt my approach based on what best supports my students.
Problem-Solving while Teaching and Staying in the Designated School
One of the problems I faced during my time in CKB was the language barrier. It was hard for me to One of the challenges I faced at CKB was the language barrier. It was difficult to communicate and build relationships with the students, as we couldn’t fully understand each other. Since this wasn’t something I could easily resolve, I found ways to adapt my communication. I tried speaking slower to give students more time to absorb what I was saying and often relied on reading their body language to understand what they were trying to express.
When teaching, I avoided speaking in full sentences to prevent confusion. For example, instead of asking, “What should you use if I’m holding the flag and pointing at it—this or that?” I simplified it to “This or that?” This helped students focus on the choices I was giving them.
Another challenge was adjusting to the different teaching practices at CKB, which were very different from those used in the Philippines. With the support of my cooperating teacher, I was able to adapt to their methods and integrate them into my own teaching style.
Favorite Interaction with Students
Despite the language barrier, I appreciated how my students made an effort to connect with me. Sometimes, they would come up to me just to talk about colors, pointing at objects and naming their colors. Other times, a student would call me over just to show me a heart sign. My favorite interactions, however, were the moments when they would approach me for a hug, without saying anything. These interactions left a lasting impression on me, showing how much they wanted to communicate and connect, even though they knew I didn’t understand Bahasa. They, too, found creative ways to express themselves.
E. Summary and Suggestions
Purpose of Practicum
I believe the purpose and goals of this practicum were successfully met. I gained new knowledge, diverse perspectives, and effective teaching strategies, while also experiencing the challenge of teaching in a country with a different language. Overall, this practicum provided me with valuable hands-on experience.
Procedures of Practicum
During my practicum, I engaged in group brainstorming sessions, conducted classroom observations, and, most importantly, gained teaching experience in a foreign country.
Outcomes of Practicum
Through this experience, I gained a deeper understanding of myself. I discovered my adaptability, as teaching practices at CKB in Indonesia differed significantly from those in my school in the Philippines. This practicum also strengthened my ability to build relationships not only with students but also with teachers and the wider community, despite the language barrier.
Challenges of Practicum
Before starting, I anticipated challenges related to the language barrier and different teaching methods. These challenges played a valuable role in my experience, as they strengthened my problem-solving skills and my adaptability and flexibility—traits that are essential for any teacher to have.
Overall Impression
Overall, this was a highly enriching experience. I am grateful for everyone we met in Indonesia, including the Dean, Vice Dean, mentors, school staff, buddies, guesthouse neighbors, and our students, who made this experience both fruitful and enjoyable. I can confidently say that I grew not only professionally but also personally. This experience is truly one for the books.
Suggestions for Future Improvement
I recommend that the receiving school and the partner school maintain clear communication regarding scheduling to ensure a smooth program flow and minimize any unnecessary stress for all involved.
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