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I am thrilled that you have found this article as you scroll on internet. Whether you're here for a quick read or a deep dive into my thoughts, I'm excited to share this space with you. I'm Lea Mae Gaton, a 21-year-old aspiring educator with a passion for teaching and learning. Currently pursuing a Bachelor of Secondary Education with a major in Mathematics, I am driven by the goal of inspiring students to appreciate the beauty of numbers and problem-solving. I believe that education is powerful tool for change, and I’m excited to make a positive impact in the lives of future generations. Join me on this journey as I explore the world of education, teaching techniques, and personal growth as one of the participants of the SEA Teacher-Student Exchange Program Batch 10. Let me give you a little knowledge about the SEA Teacher-Student Exchange Program.  The Pre-Service Student Teacher Exchange in Southeast Asia (SEA-Teacher) project is a beacon of international collaboration and cultural exchange. What began in 2015 with just 22 students from two universities has blossomed into a transformative initiative, involving over 400 students and spanning across 90 universities, transcending geographical boundaries and fostering a sense of global community. In fact, SEA-Teacher’s most recent 9th batch hosted a total of 548 students, the largest number of students involved in the project’s history. The objectives of the SEA-Teacher Project are: 1. To enable pre-service student teachers to develop their teaching skills and pedagogy; 2. To encourage pre-service student teachers to practice their English skills; 3. To allow the 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. As the SEA-Teacher project continues to evolve, it remains dedicated to nurturing a new generation of global educators equipped with cultural competence and an international perspective. By fostering mutual understanding among educational institutions across borders, the project paves the way for a more interconnected and enlightened future in both Southeast Asia and beyond. Southeast Asian Ministers of Education Organization (SEAMEO) |
The Southeast Asian Ministers of Education Organization (SEAMEO) is a regional intergovernmental organization established in 1965 among the governments of Southeast Asian countries to promote regional cooperation in education, science and culture.
As an organization that has continued to nurture human capacities and explored the peoples’ fullest potential, SEAMEO maintains its work and aspirations for development of the region to make lives better in quality and equity in education, preventive health education, culture and tradition, information and communication technology, languages, poverty alleviation and agriculture and natural resources. SEAMEO's mission is to enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life.
Motto, Vision and
Mission of SMAN 3 Kupang
MOTTO: TODAY MUST BE BETTER THAN
YESTERDAY
EVERYONE: Optimizing learning and Science
and Technology, Excelling in Quality, and Realizing the Profile of Pancasilary People who are literate and have a
Global-Insight.
1. 1. Building
students’ faith and piety through various spiritual activities and/or
integrated into related subjects based on their respective religions and
beliefs.
2. 2. Cultivate
a work culture that arises from self-awareness to glorify God.
3. 3. Improve
the quality of documents and performance of learning documents according to
process standard requirement.
4. 4. Improve
the quality of human resources of school residents through continuous learning,
education and training so that they are skilled in completing various tasks and
problems according to scientific principles.
5. 5. Developing
the use of Information, Communication and Technology (ICT) in the
implementation of learning processes and assessments.
6. 6. Creating
school citizens who excel in academic and non-academic fields.
7. 7. Advancing
and preserving local NTT culture to strengthen national culture in facing
global challenges.
8. 8. Increase
school community awareness of the school literacy movement through activities
and references or quality reading content.
9. 9. Develop
character education programs that are integrated into school academic and
non-academic activities.
1010. Improve English language skills
for all school residents.
1111. Realizing child-friendly school
management through optimizing the School Health Program, Adiwiyata Schools, and
Guidance and Counseling.
1212. Conduct a detailed and complete
inventory of all school assets.
1313. Realizing school financial
management with effective, efficient, transparent and accountable principles.
Throughout my time here, I have learned an incredible amount, particularly in the areas of teaching methods, learning materials and innovation, sources of learning, and authentic assessments. The exposure to various teaching strategies has expanded my perspective and deepened my understanding of how to effectively engage and motivate students in the learning process.
I have been especially impressed by the innovative learning materials and resources used to enrich students' educational experiences. The school's commitment to providing diverse and dynamic tools has shown me how creativity and innovation can make a significant difference in enhancing the learning environment.
In terms of the curriculum, I have had the privilege of observing how my cooperating teacher, Sir Rudolof Hinadonu, meticulously plans and prepares lessons. The careful selection of materials to be taught, the thoughtful organization of activities, and the detailed teaching procedures have been exemplary. These preparations ensure that lessons are well-structured and aligned with students’ needs and learning objectives. I have also learned a great deal about classroom management, witnessing how activities are organized and how the classroom is kept orderly and conducive to learning.
Let me elaborate it .
General Information and Academic Administration
Academic support System
The academic support system at SMA Negeri 3 Kupang is designed to ensure students receive the necessary assistance to succeed in their studies. This includes providing access to a variety of learning resources, such as:
1. Classroom
Materials
·
Textbooks
·
Workbooks
·
Blackboard/Whiteboard
2. Library
Resources
·
Books
·
Digital
Resources
3. Science
and Math Resources
·
Lab
Equipment
·
Mathematical
tools
4. Computer
and Technology Resources
·
Computer
Laboratory
·
Printers
and Scanners
·
Tablets
and Laptops
·
Educational
Software(Microsoft Office, Desmos)
·
Projectors
·
Internet
Access
5. Physical
Education and Sports Equipment
·
Sports
Gear
6. Teachers
Resources
·
Lesson
Plans
·
Teacher
Edition of Textbooks
· Worksheets and Handouts
· Assessment Tools
Teaching System
Blended Classroom Teaching System
The blended classroom teaching system is a hybrid approach to education that combines traditional face-to-face learning with online or digital learning methods. In this system, the material that will be covered in the classroom discussion is introduced or provided to students outside of class, typically before the actual lesson begins. This allows students to familiarize themselves with the content at their own pace, often through pre-recorded video lectures, reading materials, or interactive online resources.
By the time students arrive in the classroom, they already have a foundational understanding of the subject matter. This approach transforms classroom time into an interactive environment where the focus shifts from passive learning to active engagement. Instead of delivering lectures, the teacher dedicates class time to facilitating problem-solving activities, group discussions, and collaborative work. Students work together to apply the concepts they have learned, ask questions, and engage in deeper critical thinking.
The teacher in this system takes on the role of a facilitator rather than a traditional lecturer. They guide the students through the activities, provide feedback, and support the learning process by helping students clarify concepts, explore new ideas, and address challenges. This method encourages active participation, fosters peer collaboration, and promotes a deeper understanding of the material as students have the opportunity to apply what they’ve learned in practical ways.
Additionally, the blended classroom system leverages technology to make learning more flexible and accessible. It allows students to access course materials online at any time, encouraging self-directed learning. This approach also supports different learning styles, as students can review materials as needed and engage in classroom activities that help reinforce their understanding.
Measurement and Evaluation System
In the
educational setting, measurement and evaluation play a critical role in
understanding student learning and guiding instructional practices. Measurement
refers to the process of quantifying a student's knowledge, skills, attitudes,
and behaviors, usually through various forms of assessments such as tests,
quizzes, or assignments. Evaluation, on the other hand, involves interpreting
the results of these measurements to make informed decisions about student
progress, curriculum effectiveness, and instructional strategies. Together,
these processes provide teachers with a comprehensive understanding of student
performance and help ensure that educational goals are being met effectively.
Measurement and Evaluation System of the Cooperating Teacher
The cooperating teacher uses a balanced and structured approach to the measurement and evaluation of students. He implements both formative and summative assessments to track students' progress and measure their mastery of the subject matter.
Formative Assessment: Pre-Test and Post-Test
In the formative assessment phase, the cooperating teacher uses pre-tests and post-tests. The pre-test is administered at the beginning of a lesson or unit to gauge the students' prior knowledge. This helps the teacher identify the students' starting points and tailor the instruction according to their needs. It also helps in identifying any misconceptions or gaps in their understanding.
The post-test is conducted after the lesson or unit has been completed, and it serves as a way to measure the students' learning progress. By comparing the results of the pre-test and post-test, the teacher can evaluate how much the students have learned over the course of the instruction. This comparison helps the teacher assess the effectiveness of their teaching methods and adjust future lessons accordingly.
Summative Assessment: Tests, Assignments, and Projects
For summative assessments, the cooperating teacher uses a comprehensive system that includes 3 tests, 3 assignments, and 1 project.
Tests: The teacher administers three major tests, spaced out over the course of the term or grading period. These tests aim to measure the students' understanding of the key concepts and skills taught during the lessons. Each test typically covers a different portion of the syllabus and requires students to demonstrate their ability to recall information, solve problems, and apply their knowledge.
Assignments: In addition to the tests, the teacher gives three assignments. These assignments often serve as opportunities for students to deepen their understanding of the topics covered in class through individual work or group collaboration. Assignments typically require students to engage with the material more critically and reflect on their learning outside of the classroom.
Project:
Lastly, the teacher assigns one project as part of the summative assessment.
Projects allow students to apply their knowledge in a more creative and
practical way. This type of assessment is typically more open-ended and can
take various forms, such as research projects, presentations, or hands-on
activities. Projects help students develop problem-solving skills, creativity,
and teamwork, depending on the nature of the task.
All in all, the
measurement and evaluation system used by the cooperating teacher is
well-rounded, as it incorporates both formative and summative assessments.
Formative assessments, through pre-tests and post-tests, provide the teacher
with ongoing feedback on student learning, allowing for instructional
adjustments. Summative assessments, consisting of tests, assignments, and a
project, evaluate student mastery of the material in a variety of formats,
giving a more complete picture of their academic performance. This approach
promotes continuous learning and helps ensure that all students are adequately
supported throughout the learning process.
Teaching Plan
In the teaching plan for mathematics, the teacher prepares both the teacher's and learners' materials to ensure effective learning. The teacher's material includes key concepts of the topic that will be taught, serving as a guide for delivering the lesson. The learners' material, on the other hand, contains various activities—typically 4-5—that the students are required to complete. These activities are designed to reinforce understanding and may be done either in groups or individually, encouraging both collaborative and independent problem-solving skills. This approach allows students to actively engage with the material while applying mathematical concepts in different ways.
Pedagogical Content
Teaching Method
In my teaching experience, my cooperating teacher uses a blended learning approach, combining both technology and traditional methods. Before class starts, he sends the learning materials to there group chat, allowing the students to access and review the content beforehand. Once the class begins, the students open the documents containing all the activities they will be working on during the lesson. This method helps create a more interactive and engaging learning environment by using both digital tools and in-class activities.
Learning Materials and Innovation
My cooperating teacher prepares both the students' and teacher's materials every day. The students' material typically includes 4-5 activities. The first activity is designed to measure their understanding of the prerequisite concept for that day's topic. The second activity serves as a bridge to introduce the new topic. The third activity is used to assess their learning, which is sometimes done in groups or individually, and the answers are written on the board for checking and verification. Lastly, the final activity assesses each student's understanding individually. The students then submit their work, which the teacher checks one by one to provide feedback and ensure comprehension.
Sources of Learning and Technology
During my internship, the primary sources of learning were the teacher's material and the learners' material, both of which were thoughtfully prepared by my cooperating teacher. The teacher's material included key concepts and instructional guidance, while the learners' material contained activities designed to help students engage with the content.
Since the topic we were covering was rational functions, which require extensive graphing, the teacher incorporated technology into the lessons to enhance the students' learning experience. To make graphing more efficient and accessible, the teacher allowed students to use Desmos, an online graphing tool that made it easier for them to plot and analyze graphs. This integration of technology not only simplified the graphing process but also encouraged students to engage more actively with the topic.
Additionally, tools like WhatsApp were used to distribute worksheets during class time, allowing students to access and complete their tasks digitally. This blend of traditional learning materials and modern technology helped create a more interactive and supportive learning environment, enabling students to work more effectively both individually and in groups.
Authentic Assessment
In terms of authentic assessment, my cooperating teacher emphasizes the importance of applying theoretical knowledge to real-life situations. He requires students to create a project related to a specific topic where they demonstrate their understanding by applying the concepts in a real-world context. For example, if the lesson is about rational functions, students might be tasked with analyzing real-life data and graphing it using the concepts they’ve learned. This hands-on approach not only deepens their understanding of the subject but also helps them see the practical relevance of the material beyond the classroom. It encourages critical thinking, problem-solving, and creativity, as students must find ways to connect the academic concepts to real-world applications. This type of assessment helps students build meaningful connections between their education and everyday life, making their learning experience more impactful and engaging.
Teaching Plan
The teaching plan for mathematics is structured to last for 2 hours and 15 minutes, as students dedicate this time once a week for their math class due to its significance as their major subject. The topics covered in the class are based on the specific competencies that students are expected to achieve during the academic year. In this plan, the teacher takes on the role of a facilitator, adopting a student-centered learning approach. This method encourages students to take an active role in their own learning, promoting engagement, collaboration, and independent thinking as they work towards mastering the required competencies.
Observation on Teacher
My cooperating teacher, Bapak Roduluf Hinaduno, is not only hardworking but also highly intelligent and deeply committed to his students’ learning. When preparing teaching materials, he takes the time to create all the problems and examples himself, ensuring they are original and tailored to the needs of his students. He makes a point of using examples that are grounded in real-world concepts, allowing students to see the relevance of what they are learning in their everyday lives. This thoughtful approach not only makes the lessons more engaging but also helps students develop a deeper understanding of the material. By relating mathematical concepts to practical, real-world situations, Bapak Roduluf ensures that students can connect theory with application, making their learning experience more meaningful and impactful.
In the flow of teaching, my cooperating teacher begins each class with a warm greeting, making sure the students feel welcome and ready to learn. Once everyone is settled, he takes a moment to remind the students of the classroom rules and expectations, reinforcing a positive and respectful learning environment.
The class starts with the first activity, which is designed to assess the students' knowledge of the prerequisite concept needed for the day's lesson. After the students present their answers on the board and Bapak checks them, they move on to the second activity. This second task connects the prerequisite knowledge to the new topic that will be discussed, helping to build a smooth transition between concepts. Once this activity is completed and checked, a brief discussion follows to ensure that the students understand the key ideas.
Next, the class proceeds to the third activity, which is usually done in groups. This encourages collaboration and allows students to help one another grasp the material. After group work is completed and checked, they move on to the fourth activity, which can either be done individually or still in groups, depending on the task. If time allows, the class concludes with the fifth activity, where students demonstrate their individual understanding of the lesson.
Teaching Practice
Now comes the exciting yet somewhat challenging part: my teaching practice. Preparing for my independent teaching was made much smoother with the immense help of my cooperating teacher, Bapak Roduluf Hinaduno. He guided me every step of the way, particularly in crafting my lesson plan, helping me prepare both the teacher’s materials and the learners’ materials (worksheets).
One of the biggest challenges I faced was adapting to the longer class periods. In the Philippines, I was used to preparing lessons for a 45-50 minute class period, but at SMA Negeri 3 Kupang, the classes last 135 minutes. This was a significant adjustment, but thanks to Bapak’s guidance, I was able to overcome this challenge and adjust my lesson plan to fit the extended time. Organizing the activities and managing the time effectively was something I focused on, and I was pleased to receive positive feedback from my cooperating teacher. His comments highlighted my good organization, though I have to give him credit for his help and support throughout the process.
During the actual teaching, I faced another challenge: the language barrier. Communicating with the students was difficult at times, but Bapak Roduluf was always there to step in as a translator, ensuring that both the students and I understood each other. This teamwork made the teaching experience smoother, and I’m grateful for his assistance in bridging the communication gap.
Summary
The purpose of my practicum was to gain hands-on teaching experience, apply the knowledge and skills I’ve learned in my education program, and immerse myself in a different cultural and educational setting. Through my time at SMA Negeri 3 Kupang, I have grown in many aspects—professionally, personally, and culturally. Professionally, I learned new teaching methods, experienced different learning materials and innovative strategies, and gained insight into the curriculum and classroom management techniques used in Indonesia. Personally, I developed adaptability and resilience, particularly in overcoming the language barrier and adjusting to longer class periods.
One of the main challenges I faced was communicating with students due to the language difference, but with the support of my cooperating teacher, I was able to navigate this. Another challenge was adapting to a different teaching schedule, as I was used to shorter class periods, but I managed to adjust with careful planning and guidance.
Overall, my experience has been incredibly positive. I have gained valuable insights that will benefit me as an educator. As for future improvements, providing more language support for exchange students and increasing interaction opportunities between local teachers and exchange participants could enhance the learning experience even further. Nonetheless, this practicum has been an enriching, rewarding journey that I will carry with me throughout my career.
My journey in Kupang was not just about immersing myself in a new cultural and educational setting; it was also about exploring the beauty of the city and building meaningful connections with people. Kupang, with its scenic landscapes, vibrant culture, and warm community, offered me experiences beyond the classroom. I had the chance to explore the city, appreciate its rich history, and enjoy the natural beauty of the surroundings.
In this journey, I am filled with immense gratitude for the incredible people I have met, who made my experience in Kupang not only enriching but also truly unforgettable. First and foremost, I want to give a special mention to Ibu Zantty, Ibu Zyntha, Ibu Dewi, and Ibu Kristine from the International Relations Office of Undana. These amazing women took such great care of us from the very beginning, making sure that we felt comfortable and supported in every step of our journey. Their warmth and generosity made our transition to a new culture and environment so much smoother, and I am deeply thankful for their kindness.
I am also so grateful to our buddies, especially Nostra and Andini, who were always there to help us navigate the city and make the most of our stay. They were not only helpful guides but also became true friends, sharing their culture and experiences with us, which made our time in Kupang all the more special. I also want to thank the rector and vice rectors of Undana for their warm welcome and continuous support, which contributed greatly to the success of this program.
A particularly special figure in my journey is Ibu Irna from the mathematics education department. I cannot express enough how thankful I am to have met her. She is not only a brilliant educator but also a kind-hearted mentor who went out of her way to help me. Whether it was assisting me with my blog or helping me prepare for my final teaching, her guidance and wisdom were invaluable. Beyond the academic support, she introduced us to the local culture, taking us to various places to try delicious traditional foods, which enriched my cultural experience in Kupang. Her generosity and encouragement truly made my stay meaningful, and I will always be grateful for her support.
Lastly, I would like to highlight the friendships I built with Ratna, Salsa, Citra, and Mercy. Despite the language barrier, they made every day joyful with their humor, warmth, and patience. They even taught me how to play Uno, and through their laughter and kindness, they made me feel like I was part of their group. It was these friendships that made me feel truly at home in Kupang.
The people I met have profoundly shaped my journey, making it one filled with learning, laughter, and unforgettable memories. These connections are what made my stay in Kupang not just an academic exchange but a deeply personal and heartwarming experience that I will carry with me forever.
As I reflect on my journey in Kupang, I am filled with a deep sense of gratitude and fulfillment. This experience has been transformative, both academically and personally. I have gained invaluable insights into teaching methods, classroom management, and the Indonesian educational system, which have enhanced my skills and broadened my perspective. The challenges I faced, from adapting to a different culture and language to teaching in a new environment, have helped me grow in resilience and adaptability. Most importantly, the incredible people I met along the way—my cooperating teacher, the staff at Undana, my buddies, and my friends—made this journey unforgettable. Their kindness, support, and friendship made Kupang feel like home. As I move forward, I will carry the lessons, memories, and relationships from this experience with me, forever grateful for the opportunity to learn and grow in such a wonderful place.
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