SMP Laboratorium UM, an esteemed educational institution in Indonesia, implements a unique blend of the Independent and Cambridge curricula. This approach not only aligns with the national educational standards set by the Indonesian government but also incorporates international educational practices. The integration of the Independent and Cambridge curricula ensures that students receive a comprehensive education. The Independent curriculum, provided by the Indonesian government, focuses on foundational knowledge and skills essential for students' academic growth. It emphasizes core subjects such as Mathematics, Science, and Indonesian Language, ensuring that students meet national educational standards.

On the other hand, the Cambridge curriculum introduces an international perspective to education. It encourages critical thinking, problem-solving, and global awareness. Subjects such as English, Global Perspectives, and Information Technology are included, preparing students for a globalized world. The dual-curriculum approach significantly affects teaching methods at SMP Laboratorium UM. Teachers are required to be versatile and adaptable, employing a variety of instructional strategies to cater to both curricula. The combination of these curricula aims to produce well-rounded students who excel academically and possess critical life skills. Students benefit from a balanced education that fosters both academic excellence and personal development. In my observation, the instructional material my cooperating teacher uses is different strategies and diverse learning resources like textbooks, power point presentations, models and uses hands-on activities for the experiment in science. 

The Southeast Asia Student Exchange Program is designed to foster cross-cultural understanding and academic collaboration among students in the region. This program aims to provide participants with the opportunity to immerse themselves in diverse cultural settings, thereby enhancing their global awareness and intercultural communication skills. As a student teacher, joining this program has met my educational and professional needs by offering a variety of enriching activities that have broadened my perspective. These activities are tailored to enhance the participants' teaching methodologies and expose them to innovative educational practices. Through workshops, seminars, and classroom observations, I have gained valuable insights into different teaching styles and strategies, which are crucial for my development as a science educator.

Participating in the Southeast Asia Student Exchange Program has been an eye-opening experience for me. Being exposed to a diverse group of students and cultures has significantly contributed to my understanding of the social and cultural dynamics that influence education. This exposure is essential for my future career, as it equips me with the skills needed to effectively engage with students from various backgrounds. I have learned a lot about adapting my teaching methods to accommodate diverse learning needs, which is a critical aspect of being a successful science educator. Overall, the program has not only enhanced my teaching capabilities but also enriched my personal growth by broadening my worldview.

In conclusion, this practicum the Southeast Asia Student Exchange Program is an invaluable initiative that meets my needs as a student teacher. It provides a platform for enhancing my teaching skills, offers transformative learning experiences, and exposes me to a wide range of cultures. These experiences are crucial for my development as a science educator, preparing me to effectively engage with diverse student populations and contribute positively to the global educational community. 

During my practicum, I faced several challenges, such as student inactivity due to the teacher-centered approach commonly used in Indonesia. However, with the help of my cooperating teacher, I successfully implemented my Inquiry-Based Learning Kit to engage students actively. I am grateful that there was no language barrier, as I was handling an International Class program. Additionally, I am thankful for the support of my mentors and fellow participants, which helped me overcome these challenges and create meaningful lessons. 

Participating in the SEA Teacher Exchange Program in Malang, Indonesia, was an incredibly enriching and enjoyable experience. From the moment I arrived, I was captivated by the warmth and friendliness of the people in Malang. Their welcoming nature made me feel at home instantly and allowed me to immerse myself fully in the culture and environment of this vibrant city. One of the highlights of my stay was the opportunity to forge lasting friendships. I met many wonderful people who have become lifelong friends. I am particularly grateful to my buddies, Firslady and Azizah, who went above and beyond to ensure our stay was memorable. Their kindness and hospitality were truly heartwarming, and they played a significant role in making my experience in Malang unforgettable. I also had the pleasure of meeting three SEA teachers from Universitas Negeri Malang (UM). Despite their busy schedules and numerous activities, they graciously accompanied us and provided invaluable support. Their dedication to helping us adapt and thrive in a new environment was greatly appreciated.

I wish to express my deepest gratitude to the officials at UM, especially Dr. Sopingi. As our guide and mentor, Dr. Sopingi was the one who guided us in enriching our journey. Despite his busy schedule, he consistently updated us and organized activities that enhanced our learning experience. His mentorship was a blessing, and I am incredibly thankful for his guidance. My experience at SMP LAB UM was equally rewarding, thanks to my cooperating teacher, Ma'am Nisa. Her guidance and support in science education were invaluable. I learned so much under her tutelage, and her passion for teaching inspired me to strive for excellence in my own educational journey.