Academic Support System, Teaching System, Materials and Other Learning Resources 

The Indo-Tionghoa School is a child-friendly school that cater to the diverse needs of Indonesian and Chinese students through their multicultural education with Bahasa, English, and Mandarin as their medium of Instruction. The school is composed of elementary and middle school or high school from Grades 7-9. The students are being handled by passionate and hard-working teachers under the leadership of Mr. Hary Bangkit Subagyo, the principal of elementary school and Ms. Monica Jenisartika, the principal of junior high school. The school physical structure is improving and conducive to learning with enough space for students  to play and do their extra-curricular activities. It also has their own school canteen where students can buy their nutritious and delicious snacks.

Teaching Methods

When I had my observation of the science teachers at Indo Tionghoa School, it was already their preparation and review for their exam. Hence, I didn't witness the full and actual teaching implementation of the teachers. However, I still observed some classes in science particularly in the elementary school. I witnessed how Mr. Yere one of the elementary science teachers conduct a review for the upcoming exam of the pupils. And according to him when I had a conversation with him and when I looked at the books he was using, science lessons are implemented in their school somehow similar to our practice of inquiry-based and to my surprise I saw on their book that their lesson delivery are guided by the 5E and 7E instructional model. The inquiry nature of science through experiments, hands-on activities and project-based methods were evident in their school especially the inquiry delivery of lessons during their review for the exam.

Learning Materials and Innovation

In teaching and learning science in Indo Tionghoa School, the teachers and students primarily use their books and workbooks in delivering and learning their lessons. There were also numerous projects like 3D models, diorama, collage and many more projects displayed in their classrooms are evidences that they adhere to the project-based method of learning.

Sources of Learning and Technology

When I had my observation inside their classrooms and had tour around the campus, I observed that they utilized various technologies such as laptop and projector in delivering science lessons. Laboratory materials and chemicals are also available in the school which they use in performing experiments. Moreover, one of the prominent observations that I had was the use workbook by each student. The students were very invested in working on their workbook answering the activities embedded in their book.

Authentic Assessment

Performance-based assessment was evident inside the science classrooms of Indo Tionghoa School as well as in their other subjects. Teachers give opportunity to learners to express and evaluate the learnings of the students through various modes of assessment such as hands-on actual experiments, dramatization, performance tasks, and more.

Curriculum

The science education in Indonesia adheres to the Merdeka Curriculum. It was developed as an emergency response to the COVID-19 pandemic, streamlines lesson content to focus on essential material. Additional to the latest curriculum of Indonesia, Indo Tionghoa School also align their curriculum in Cambridge Curriculum. They utilize science books that provides complete coverage of the Cambridge Science Curriculum Framework and prepares students for Cambridge Lower Secondary Checkpoint. It incorporates the latest National Curriculum to provide support for both teachers and students to prepare for the Ujian Nasional.

Teaching Plan for Science

Lesson plan is the blueprint of every lesson implementation. It gives the teacher guide on how to effectively deliver and teach the lesson to the students. In Indo Tionghoa School, teachers use semi-detailed lesson plans in science. Both in elementary and junior high school, the teachers are using their guide book containing the needed learning competencies that need to be attain. Also, learning activities and experiments are already embedded in the book. Thus, the teacher can utilize those activities in making the lesson plans which I did when I had my lesson implementation. When my cooperating teacher asked me to choose the lesson that I teach, I used their book as reference. I was also able to see some samples of lesson plan that they made which were written in Bahasa. I found out that we have the some commonalities in terms of lesson plan structure especially 5E and 7E. Its just a matter of delivery and implementation.

Planning for Teaching

Lesson planning is a very crucial and essential step in teaching. For without it, effective and successful lesson delivery would not be possible. As science teachers, we believe that true learning in science requires an experiment even a simple experiment or hands-on activity that would scaffold learners to learn and discover scientific knowledge. A good lesson plan can lead to effective lesson execution. When I observed some of the science teachers, they incorporated various techniques in their lesson plan to engage and scaffold the learners in Indo Tionghoa. I was able to picked-up those strategies which I also incorporated in my lesson plan and lesson implementation.

Preparing Lessons and Materials

Today, in order for teaching to become more effective, more senses should be involved. Hence, it may entail the use of various instructional materials that can stimulate the senses of the learners. Appropriate lesson materials may enhance student learning, engagement, and participation. However, preparing them might demand more time. Hence, when I had my observation, I learned how to manage time in preparing lesson materials before class. For instance, in setting-up the projector and the value of coming early to school to prepare all the materials beforehand.

Teaching in Class

Lesson implementation is the most important part of teaching. It is where learning happens. Thus, the role of the teacher as facilitator and guide should be taken into account. And during my observation in the class of Mr. Yere, he became an effective guide during the review of the pupils for their upcoming exam. He would throw questions to students and asked some follow-up questions. He would also clarify any misconception that the pupils had. One of his strengths is his ability to handle the class and engage them to participate in the learning process. He had friendly and fun vibe and encourage everyone to participate and engage in the discussion.

Measurement and Evaluation

The classes of Mr. Yere during my observation served as the assessment phase of him to determine if the pupils were ready for their exam. He conducted mainly oral questioning about the different lessons that they had for the whole quarter. Also, giving of positive feedback and motivation were evident during that time. He would praise the pupils like in giving "very good" and "excellent" sort of words to motivate the pupils. And every time he would throw questions with varying difficulty, he would encourage the others to answer and participate as well.

Procedures of Teaching

After my observation, I prepared for my teaching plan and implementation. I was assigned to teach Physics in two Grade 7 sections and Biology in two Grade 8 sections. My cooperating teacher allowed me to choose for the lesson that I teach. I chose Thermal Conductivity for Grade 7 and Excretory System for Grade 8. For the teaching method, I consulted my cooperating teacher and the principal if I could use our own method of teaching which is the inquiry-based learning. Fortunately, they allowed me to use and be open to do any strategy. I was only given short amount of time to make my lesson plan along with my instructional materials including the inquiry-based learning kit along with the materials for the experiment. For my lesson in Thermal Conductivity, I used the 5E learning and for the lesson on Excretory System, I utilized the 7E learning.

Time Management and Organizing Activities

My lesson implementation for the 2 lessons lasted for 2 days. It was certainly my first time to implement my lesson using the 5E and 7E learning format. I had time allocated for each learning segment, but there were some circumstances that I had to extend for the students to accomplish each activity in every segment. For the 5E lesson on Thermal Conductivity, i utilized vignette in the engage segment, simple experiment to test the thermal conductivity of different materials in the explore phase, then discussion in the explain phase, short activity in the elaborate phase, and short quiz in the evaluate segment. Meanwhile, for the 7E lesson on Excretory System, I utilized picture analysis technique to recall the prior concepts of students, flip the bottle strategy to engage the students, model making in the explore segment, discussion in the explain segment, differentiated performance activity in the elaborate phase, and diagram labelling for the evaluate segment.

Problem-solving

There were some problems and challenges that encountered along the way when I had my lesson implementation. One of which was technical difficulties when my laptop couldn't connect to the projector and it had undergo update for how many minutes. Thankfully, one of the teacher at Indo Tionghoa is an IT specialist Mr. Rico who helped me set-up the laptop and projector. Also, prior to teaching I knew that time that getting student engagement and participation would be a challenge. Hence, my cooperating teacher Bu Lusi and the principal Miss Monic suggested me to make the lesson more engaging and participative. With the help of them and the 5E and 7E lesson plans I prepared, I was able to implement my lessons and hopefully left some learnings with the students.

Classroom Management

During my lesson implementation, I utilized various interactive techniques and strategies to engage the students and maintain their participation during the class. Each classroom was filled with diverse students, hence I incorporated variety of strategies in order to get the attention of the students and enhance their engagement and participation of students in each class.

Purpose of the Practicum

The SEA-Teacher project aims to provide opportunity for pre-service student teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia. For me, the SEA-Teacher Program gave me an avenue to develop my personal and pedagogical skills particularly flexibility and adaptability in connecting people beyond borders.

Procedures of the Practicum

The month long program followed four stages of activities that were conducted in 4 weeks at the receiving school. First was orientation and class observation. Second was teaching assistant. Third was teaching in classroom. And lastly, reflection and lessons learned. Furthermore, cooperating teachers, cooperating supervisor, and mentor were assigned respectively to us who gave guidance, support and mentorship all throughout the course of the practicum.

Outcomes of the Practicum

The SEA–Teacher Project enables the student teachers to develop their teaching skills and pedagogy. Encourage the student teachers to practice their English skills. Allow the student teachers to gain a broader regional and world view. And expose future teachers to diverse teaching and learning situations and opportunities, and the value of flexibility.

Challenges of the Practicum

Language barrier was the main challenge that we hurdled all throughout my stay in Indonesia especially in connecting and interacting with other people. However, I didn't let that barrier stopped me from connecting and understanding people. After all, a true language is one that is willing to listen and understand.

Overall Impression

I would like to extend my immense gratitude to the SEAMEO Organization, University of Northern Philippines headed by Dr. Erwin Cadorna, and UNP - CTE headed by Dr. Ma. Teresa Susan Manzano for making this program possible and fruitful. To the dean of the faculty of education of UBT, Dr. Suyadhi for accepting me in the prestigious university and for giving the hospitable and comfortable accommodation. My sincerest gratitude to the first dean and second dean for their kindness and generosity.

My  profound gratitude to my cooperating teachers, Ibu Lusi and Ibu Listi whose expertise became significant in planning and delivering my lessons. Also, for providing feedbacks which I can use for my improvement.

I would also like to express my gratitude to the faculty members. Ibu Listi and Ibu Fatma for allowing me to sit in and observe in your classes. Terima kasih for having me inside your classrooms. It’s my pleasure to join your classes. Hope to see you again inside the classroom in the future.

A million thanks and appreciation to our student buddies Maximus, Dillah, Wahyu, Kiel, and Izza. Terima kasih for accompanying us in our SEA-Teacher Journey in Borneo Tarakan, for being one call away buddies, for helping me in making my instructional materials during my preparation for my  teaching demonstration. Terima kasih once again.

I would also like to thank the students of Universitas Borneo Tarakan for taking their time to be with us. Special shoutout and thanks to Eka, Ayn, and Novi from Biology Education Department. Donna, Puput, Wenie, Mala, Anin, Maya, Irfan, Alvin, Fudin, Duke, Fida and friends, and most especially to Nunu from English Education Department. Here`s to the food, bond, and laughter that we shared together and the friendships that we made.

I would also like to extend my heartfelt thanks to my receiving school Indo Tionghoa School, to the principals, to all the teachers and to all the students for welcoming us in your schools and allowing us to observe, join and teach inside your classrooms. Terima kasih!

Finally, to the whole Universitas Borneo Tarakan family, I am immensely and sincerely grateful for welcoming us in your school with open arms. Thank you for the generous and kind accommodation that you showed in making sure that our stay in Indonesia truly meaningful, enjoyable, and comfortable. Somehow, we felt home during our short stay under your care. We look forward to a more fruitful and meaningful partnerships with UNP and your university under the faculty of education.

Because as they say, every ending has new beginning. We hope that this is the beginning for a more successful partnerships between UBT and UNP. Terima kasih and sampai jumpa lagi.

Suggestions for Future Improvements

Currently, the SEA-Teacher is a one-month pedagogical and cultural exploration of students between Southeast Asian countries. To enhance and savor more the experience, it is recommended that one month can be extended for 2 or more.