Hello there! My name is Xyrelle B. Layugan, a pre-service teacher currently pursuing Bachelor of Secondary Education Major in Science at the University of Northern Philippines. I am a resident of Barangay Ap-Apaya in the municipality of Villaviciosa, Abra. The only child of a construction worker and a public school elementary teacher.

My teaching philosophy centers around student-centered learning, inquiry-based instruction, and fostering critical thinking. I am passionate about education and eager to contribute to the vibrant and diverse educational landscape of Southeast Asia.

 *This blog serves as a platform for me to share my journey as I navigated the challenges and rewards of student teaching in other country. I will share my experiences in the classroom, reflections on my learning, and insights gained from observing experienced educators in Indonesia.

My focus will be on the school’s general information and academic administration, pedagogical contents, teaching plan, and teaching practice.

Through this blog, I aim to:

• Reflect on my own learning and growth: Analyze my teaching practices, identify areas for improvement, and document my progress as a developing educator.

• Share my experiences with fellow students and pre-service teachers: Provide support and encouragement to other aspiring educators who are embarking on their own teaching journeys.

• Contribute to the discourse on education in Southeast Asia: Share my observations and insights into the unique challenges and opportunities facing educators in Indonesia.

Universitas Muhammadiyah Surakarta offers modern facilities and resources to support the academic and extracurricular activities of its students. The university campus, spanning approximately 40 hectares, is equipped with state-of-the-art amenities that enhance the learning experience.

One of the highlights of the campus is the Edu Park, a captivating 6.5-hectare educational forest. This serene and picturesque space serves as a haven for students, providing them with a recreational area for leisurely activities and a venue for outdoor events and gatherings.

Comfortable student dormitories are available on campus, providing a conducive living environment for students. These dormitories are equipped with essential amenities and offer a safe and supportive space for students to form lasting friendships and immerse themselves in the vibrant campus life.

Muhammadiyah Program Khusus Junior High School provides the guidance and material things to boost the student’s outcome. It has a range of academic support resources to assist students in their academic journey. These resources are designed to enhance learning, provide assistance, and foster academic success. 

Here are some academic support system resources and facilities available at Muhammadiyah Program Khusus Junior High School:

1. Libraries: Well-equipped libraries with lots of collections of books and digital resources. Students can access reference materials to support academic pursuits.

2. Religious development characteristics: Religious activities to enhance the Moslem’s characteristics.

3. Examination support: Muhammadiyah Program Khusus has “PK Learning” platfom, to help students prepare, access and excel their exam, daily material, upload task, and access academic needs.

4. Open Access Labs and Computer facilities: Labs and computer facilities equipped with necessary software and internet access in each class. Students can utilize these facilities for project work, assignments and accessing online resources.

5. Academic Counseling: Counseling session offers guidance on students in their educational career and solving their problems. 

These academic support resources and facilities at Muhammadiyah Program Khusus Junior High School ensure that the students have access to the necessary tools, guidance and assistance to excel the student’s studies.

Muhammadiyah Program Khusus Junior High School is a school with full-day system. Starting from 6:30 AM to 3:30 PM on weekdays and 7:00AM to 10:00 AM on Saturdays for extracurricular activities. This school has a long lesson and allows educational institutions to implement broader and more comprehensive curricula (Kurikulum Merdeka and ISMUBA Kurikulum) for the students). It fosters curiosity and gives the students the tools they need to success. Muhammadiyah Program Khusus Junior High School has undergone a wave of change that plays a crucial role in students’ character development. The teaching system is Muhammadiyah Program Khusus Surakarta focus on particular aspect:

1. Social aspect: Students learn new ideas and develop social skills like empathy, participation, and encouragement.

2. Mental aspect: Students are able to learn about a variety of educational subjects.

3. Physical Quality: Students are urged to expand their ideas, and the modular curriculum fosters interest. The importance of creativity is heavily emphasized.

4. Religious aspect: The school have dress codes that require students to meet certain appearance standards. It strongly believes that Islamic religious education can positively influence students' religious discipline. Developing positive values, such as ethical, moral, empathetic, and cooperative aspects. The core beliefs and practices of Islam, including the profession of faith, prayer, alms, fasting, and pilgrimage.

5. Academic Aspect: Academic skills which include written and verbal communication, listening, note-taking, reasoning, technical literacy, attention to detail, and data analysis. 

6. Academic Performance: This includes grade points average, standardized test score, and educational attainment. Academic goals set achievable short- and long-term goals as a key to academic success. 

7. Extracurricular activities: These can help students develop skills such as leadership, teamwork, organization, analytical thinking, problem-solving, and time management. 

8. Academic disciplines: These are branches of knowledge that are taught and researched as part of higher education.

The approach used in the lesson implementation was inquiry-based wherein the students can discuss their answers well on the questions. Guru Ichsan gave a lot of open-ended questions which was effective in measuring how knowledgeable the students are about the lesson topic. It was also impressive that most of the students can give their own examples and knows the definition of concepts being tackled. The activities during the class were done collaboratively because they’re given the chance to work and discuss ideas with their classmates. Moreover, they also had enough time to think and analyze their answers. Another noticeable action of Teacher Ichsan during the class discussion was he always make sure that all students pay attention and if someone was not listening, he calls the student’s name and make him/her answer in front of the class. Sir Ichsan can handle and control the class well.

Merdeka Curriculum is the cornerstone of MUH PK JHS's educational reform, it emphasizes student-centered learning and flexibility. Cambridge University Press provides the textbooks aligned with this curriculum for each grade level (7,8,9), offering comprehensive and engaging learning materials. The books incorporate interactive elements and real-world examples to make learning relevant and accessible for the students.  In further enhancing the learning experience, the classrooms are equipped with smart TVs. These interactive displays offered a dynamic platform for teachers to present lessons, play educational videos, and facilitate collaborative activities. Reliable internet connectivity was also provided to support the use of smart TVs and access online learning resources. With the availability of internet access, teachers supplemented textbook materials with up-to-date information, multimedia content, and interactive exercises.

Diagnostic Assessment (Discussion Activity): In the classroom setting, diagnostic assessment was implemented through discussion activities, which served as a pre-instructional compass. It aimed to uncover students' prior knowledge, pre-conceived notions, and potential learning gaps before formal instruction begins. These discussions are low stakes, focusing on gathering information about student understanding rather than assigning grades.
Formative Assessment (Student Activity Sheet): Within the classroom, formative assessment, which utilized student activity sheets, acts as an ongoing monitoring system. These activity sheets were designed to provide regular checkpoints during the learning process. They offered students opportunities to practice new skills and apply concepts, while simultaneously giving teachers insights into student comprehension.

Summative Assessment (Final Test/Evaluation): In the classroom, the summative assessment was a final test or evaluation, functions as a comprehensive measure of learning at the culmination of a unit, course, or significant learning period. It evaluated the extent to which students have achieved the intended learning objectives and mastered the key concepts. These assessments are more formal and contribute to student grades. They mark the end of a specific learning segment; they also provide valuable data for teachers to reflect on their instructional practices and identify areas for future improvement. It's about understanding what the students have learned overall.

My practicum in Indonesia provided a rich and multifaceted learning experience that significantly contributed to my development as a future educator. I successfully navigated the challenges of teaching in a new cultural context, adapting my pedagogical approaches to suit the diverse learning needs and cultural background of my Indonesian students. This included developing and implementing engaging lesson plans, utilizing creative teaching strategies to overcome language barriers, and fostering a positive and inclusive classroom environment. Beyond classroom instruction, I actively participated in school life, collaborating with experienced teachers, attending school events, and contributing to the school community. This immersion allowed me to gain valuable insights into the Indonesian education system and school culture. Furthermore, I embraced the opportunity to immerse myself in the local community, improving my Bahasa Indonesia proficiency, building cross-cultural relationships, and gaining a deeper understanding of Indonesian society. This experience not only fulfilled the requirements of my practicum program but also significantly enhanced my cross-cultural communication skills, adaptability, and resourcefulness – qualities I deem essential for my future career as a globally competent educator. The challenges I faced, from navigating "jam karet" to adapting to new teaching methodologies, ultimately fostered my resilience and problem-solving abilities, solidifying my commitment to culturally responsive teaching practices and preparing me to meet the diverse needs of learners in any setting. 

My practicum in Indonesia followed a structured progression designed to provide a comprehensive student teaching experience. Initially, I engaged in an observation period, familiarizing myself with the school environment, classroom dynamics, and the teaching styles of my mentor teachers. This phase allowed me to understand the Indonesian educational context and school culture. Following the observation period, I gradually assumed more teaching responsibilities, starting with co-teaching alongside my mentor teacher. This collaborative approach provided valuable guidance and support as I began to implement my lesson plans and classroom management strategies. As my confidence and competence grew, I transitioned to solo teaching, taking full responsibility for planning, instruction, and assessment in my assigned classes. Throughout the practicum, I maintained a reflective journal, documenting my experiences, challenges, and insights gained. Regular meetings with my mentor teacher provided opportunities for feedback, discussion, and professional growth. I also participated in school activities and collaborated with other teachers, further immersing myself in the school community. The practicum culminated in a final evaluation, where my performance was assessed based on my lesson planning, teaching skills, classroom management, and professional conduct. This structured approach, from observation to independent teaching and reflection, ensured a well-rounded and valuable practicum experience. 

My practicum in Indonesia yielded several significant outcomes that have shaped my growth as an educator. Firstly, I gained practical experience in lesson planning, implementation, and assessment within a diverse classroom setting. I honed my ability to adapt teaching strategies to meet the specific needs of learners, particularly in the context of a new culture and language. Secondly, the practicum significantly improved my cross-cultural communication skills. Navigating the language barrier and cultural nuances of the Indonesian classroom and community enhanced my ability to build rapport with students and colleagues from diverse backgrounds. Thirdly, I developed greater self-confidence and resilience as a teacher. Overcoming the challenges of teaching in a new environment, including language barriers and unfamiliar teaching methods, fostered my problem-solving skills and adaptability. Fourthly, I gained a deeper understanding of the Indonesian education system and school culture, providing me with valuable insights into different pedagogical approaches and educational philosophies. Finally, the practicum experience clarified my own teaching philosophy and strengthened my commitment to culturally responsive teaching practices, preparing me to be a more effective and globally competent educator. 

My practicum in Indonesia presented a range of challenges that tested my adaptability and resourcefulness as a developing educator. The most prominent hurdle was the language barrier. Limited Bahasa Indonesia proficiency made communication with students, colleagues, and even in everyday situations, a constant effort. This impacted everything from explaining complex concepts to managing classroom behavior and navigating school administrative procedures. Furthermore, adjusting to the Indonesian concept of time, "jam karet," required significant flexibility and a shift in my approach to scheduling and lesson planning. Culturally, adapting to new social norms and classroom etiquette also presented difficulties. Understanding appropriate interactions with students, colleagues, and the wider community required careful observation and a willingness to learn from my mistakes. Pedagogically, introducing my teaching methods, which were developed in the Philippine context, to students accustomed to different approaches required careful consideration and adaptation. Balancing my teaching responsibilities with the need to immerse myself in the culture and improve my language skills also proved challenging. Finally, logistical issues, such as navigating transportation, finding suitable accommodation, and managing daily life in a new environment, added another layer of complexity to the practicum experience. These challenges, while sometimes frustrating, ultimately contributed significantly to my growth as a teacher, forcing me to develop creative problem-solving skills, enhance my cross-cultural communication abilities, and cultivate greater resilience. 

My teaching practicum in Indonesia was a deeply enriching and transformative experience. It was a challenging but ultimately rewarding journey that significantly shaped my growth as an educator and as a person. Immersing myself in a new culture, navigating a language barrier, and adapting to unfamiliar teaching methods presented significant hurdles, but these very challenges became the catalysts for my greatest learning. The experience forced me to step outside my comfort zone, develop resourcefulness and resilience, and cultivate a deeper understanding of cross-cultural communication. I learned to appreciate the cultural nuances of the Indonesian classroom, adapt my pedagogical approaches to suit the Indonesian context, and build meaningful connections with students and colleagues despite initial communication difficulties. Beyond the classroom, exploring the local community and immersing myself in Indonesian culture broadened my perspective and fostered a greater appreciation for diversity. While there were moments of frustration and uncertainty, the overall experience was overwhelmingly positive. It solidified my passion for teaching, instilled in me the importance of cultural sensitivity and empathy, and equipped me with invaluable skills that I will carry with me throughout my career. My practicum in Indonesia wasn't just about fulfilling requirements; it was about personal growth, professional development, and a profound shift in my understanding of what it means to be a globally competent educator.