Firda Alfath Nugraha - STUDENT EXCHANGE EXPERIENCE

Teaching English Class

18 May 2026 | National University, Manila

My Student Exchange journey began by attending a Teaching English class at National University together with Filipino pre-service teachers. This class provided me with valuable insights into how future educators are prepared through collaborative learning, active participation, and reflective classroom discussions.

Throughout the session, the lecturer encouraged students to share ideas, engage in meaningful conversations, and actively contribute to classroom activities rather than simply listening to lectures. The learning atmosphere was highly interactive, creating opportunities for every student to express their opinions and learn from one another.

During the class, I also participated as one of the students in a microteaching session conducted by second-year Elementary Education students. Experiencing the lesson from a learner's perspective allowed me to observe different instructional approaches, classroom interactions, and teaching techniques while reflecting on my own professional growth as a future educator.

Attending this class broadened my understanding of teacher education in the Philippines and reinforced the importance of student-centered learning, collaboration, and meaningful classroom engagement.

Sharing Technology Practices in Indonesia

18 May 2026 | Teaching Physical Education Class

One of the most memorable academic experiences during the Student Exchange Programme was presenting "Sharing Technology Practices in Indonesia" in the Teaching Physical Education class at National University together with my fellow SEA-Teacher participant, Anya.

During our presentation, we introduced various examples of how digital technology is integrated into Indonesian classrooms to create engaging and meaningful learning experiences. We shared educational applications, digital learning media, and technology-supported teaching practices that are commonly implemented to enhance student participation and learning outcomes.

After our presentation, the academic exchange continued with another presentation delivered by fellow SEA-Teacher participants, Zillan and Icha, who shared additional educational practices from Indonesia. The session then developed into an engaging discussion where lecturers and university students exchanged perspectives on educational innovation, classroom technology, and teaching practices across different educational contexts.

Participating in this academic forum strengthened my confidence in presenting educational ideas in an international setting while demonstrating how collaboration and knowledge sharing can connect future educators beyond national borders.

Teaching Physical Education Class

19 May 2026 | National University, Manila

The following day, I attended the Teaching Physical Education class at National University, where I experienced another unique aspect of teacher education in the Philippines. Rather than focusing solely on theoretical discussions, the course combined movement, culture, and physical activity as meaningful components of learning.

One of the highlights of the class was learning and performing Polka sa Nayon, a traditional Filipino folk dance that is integrated into Physical Education instruction. Together with university students and fellow SEA-Teacher participants, I practiced the dance while learning about its cultural significance and educational value in promoting physical fitness, teamwork, coordination, and appreciation of Filipino heritage.

This experience demonstrated how local culture can be meaningfully incorporated into classroom instruction, allowing students to develop not only physical skills but also cultural awareness and social interaction. It also reminded me that learning becomes more engaging when students actively participate through movement, collaboration, and authentic cultural experiences.

Participating in this class enriched my understanding of culturally responsive teaching and inspired me to explore creative ways of integrating local culture into future learning experiences for young children.

Reflection

One of the aspects I admired most at National University was the learning environment created by the lecturers. Every class felt welcoming, interactive, and highly student-centered. Rather than positioning themselves as the sole source of knowledge, the lecturers encouraged students to participate actively, exchange ideas, ask questions, and learn collaboratively. This approach created an atmosphere where every student felt valued and confident enough to express their thoughts.

Another difference I observed was the classroom setting. Compared to my university in Indonesia, the classes at National University generally consisted of a smaller number of students, allowing lecturers to interact more closely with each individual. This made classroom discussions more engaging, provided greater opportunities for participation, and enabled lecturers to offer more personalized feedback throughout the learning process.

I was also impressed by how theory and practice were closely connected. Instead of focusing only on lectures, students regularly experienced practical learning through microteaching, classroom discussions, presentations, and even cultural activities such as learning Polka sa Nayon in the Physical Education class. These experiences demonstrated that becoming a teacher requires not only strong pedagogical knowledge but also confidence, communication skills, creativity, adaptability, and cultural awareness.

Reflecting on my own experience at Universitas Negeri Jakarta, I realized that both institutions share the same commitment to preparing competent future educators, although they implement it in different ways. My university has provided me with strong theoretical foundations and diverse teaching experiences, while National University offered valuable perspectives on international collaboration, interactive learning environments, and student-centered pedagogical practices. Experiencing both educational contexts has broadened my understanding that there is no single perfect approach to teacher education. Instead, meaningful learning emerges when educators remain open to different perspectives, continuously reflect on their practice, and embrace opportunities to learn from others across cultures.

Looking back, the Student Exchange Programme became much more than attending university classes abroad. It expanded my academic perspective, strengthened my confidence to communicate in an international environment, and inspired me to become a more reflective, globally minded, and lifelong learner as I continue my journey toward becoming a professional educator.

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