SOUVENIRS OF THE HEART: MY SEA TEACHER JOURNEY IN INDONESIA
WHEN CULTURE IS EMBRACED: LESSONS BEYOND BOARDERS
“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future.” – Jeremiah 29:11
This verse has been a beacon of hope throughout my life, reminding me that despite uncertainties, there is a divine plan guiding my journey. As I embarked on my experience in Indonesia, I held this promise close to heart. Each step I took in a foreign land was not just a physical movement, but a step toward the future God prepared for me — filled with learning, growth, and new relationships. This assurance helped me face challenges with courage and embrace new opportunities with an open mind and heart.
Warm Welcome and First Impressions
Stepping into UNISDA was truly a moment I will never forget. From the moment we arrived, the warm smiles and greetings of the staff and students made us feel immediately at home. The large tarpaulin at the entrance featuring our names and faces as outbound exchange students was a thoughtful touch that made us feel acknowledged and welcomed.
We were honored with a courtesy call to meet the school officials, who expressed their eagerness to foster a cultural and academic exchange between us. The campus itself was breathtaking — spacious, open, and fresh, with buildings painted in soft, calming colors. The architectural style was striking and distinct, reflecting local aesthetics and functionality. I was fascinated by the layout, where multiple buildings were separated by green open spaces, promoting interaction and movement. A cultural practice that especially resonated with me was the custom of removing shoes before entering buildings or rooms — a respectful tradition that echoed my Filipino values, reinforcing the deep respect embedded in their school culture.
Exploring the Campus and Facilities
As I roamed around, I discovered the wealth of resources that UNISDA offers its students. The library was a standout — neatly organized and stocked with an impressive collection of thesis and research papers.
What fascinated me most was the use of Bahasa Indonesia in academic writing, including subjects like mathematics, which is uncommon in my country where English dominates scholarly work. This practice demonstrated a strong pride in their language and culture, without sacrificing access to global knowledge since English was also used extensively.
Visiting the Engineering Department was another highlight. The faculty demonstrated various advanced tools such as soil-testing machines, computer programs for design and analysis, and 3D modeling software, which brought their academic work to life in practical and tangible ways.
The Law Department session was intellectually stimulating, as we discussed the ethical and practical implications of AI in research. I shared my own experiences using AI to support academic work, emphasizing the importance of human oversight and responsibility in an age increasingly reliant on technology.
Teaching and Learning Practices
During my observations, it became clear that UNISDA values a student-centered approach in teaching. Teachers assume the role of facilitators who nurture curiosity and independence rather than simply delivering information. Students were encouraged to collaborate, engage in hands-on activities, and solve problems actively — all strategies that deepen understanding and develop essential life skills. The diversity of learning materials was impressive, from traditional printed resources and visual aids to cutting-edge laboratory equipment and software in technical subjects. Technology was seamlessly integrated into lessons, with presentations and digital tools supporting interactive learning. Furthermore, discussions about timely topics such as AI’s role in education highlighted the school’s commitment to preparing students for modern challenges and opportunities.
Authentic Assessments and Student Development
Assessment at UNISDA focuses on real-world skills and authentic learning experiences. One of my memorable involvements was taking an English comprehension test that featured both listening and reading components. The test challenged me to think on my feet, demonstrating the school’s commitment to assessing not just rote knowledge but true comprehension and communication skills. In other fields, students were evaluated through practical tasks such as operating scientific equipment or completing project-based assignments. This approach ensures that students not only learn theory but are also competent in applying their knowledge and skills in meaningful contexts, preparing them well for future academic and professional success.
Reflections and Takeaways
Reflecting on my time at UNISDA, I feel inspired and deeply grateful. The school beautifully balances respect for tradition with the embrace of innovation, creating an environment where students can thrive academically, socially, and culturally. Their integration of local language in academics, emphasis on student autonomy, and encouragement of interdisciplinary learning are lessons I am eager to bring into my own future teaching practice. More than just an academic institution, UNISDA embodies a community that nurtures growth, respect, and readiness for the future — a true model for educators worldwide.Visiting Different Public Schools from Junior to Senior High School
During our visits to various public schools spanning from junior to senior high levels, we were warmly welcomed by each community with genuine hospitality that touched our hearts. At every school we visited, the students and staff graciously offered us refreshments and small tokens of welcome, making us feel truly valued and at home. They also thoughtfully prepared presentations showcasing their talents and local culture, which highlighted their pride in their heritage and eagerness to share it with visitors.
One of the most memorable experiences during these visits was learning to play the Gamelan orchestra, a traditional Indonesian ensemble featuring a variety of unique percussion instruments. Participating in this musical tradition taught us not only the artistry behind the harmonious sounds but also the importance of collaboration and unity, as each instrument’s voice blended perfectly with the others.
In addition to music, we took part in the delicate craft of creating batik, a centuries-old fabric-dyeing technique that involves applying wax to cloth in intricate patterns before dyeing. This hands-on activity gave us a deeper understanding of the patience, skill, and cultural symbolism woven into every piece, connecting us to the local history and traditions.
Moreover, we had the privilege of witnessing the traditional dance of Lamongan which is Boran, a vibrant and graceful performance that tells stories of folklore and heritage through baskets, unique costumes and expressive movements. This captivating dance was a beautiful expression of local identity and cultural pride.
Beyond these enriching artistic experiences, we shared joyful moments singing and dancing with the students, building friendships that transcended language and cultural differences. This cultural immersion broadened our appreciation for diversity and the importance of preserving indigenous arts, leaving a lasting impact on our journey.
SMP NU SIMO KARENGGENENG
SMP NU SIMO KARENGGENENG is the junior high school where I was designated to observe, assist, and teach. It is a private school that serves students from grades 7 to 9, which is the standard educational structure for junior high school in Indonesia. This differs slightly from the Philippines where junior high consists of grades 7 to 10, followed by senior high school for grades 11 and 12.
Upon entering the school, I was immediately impressed by the simplicity yet clear dedication to excellence that the school embodies. Just inside the entrance are two offices: on the left is the school staff office, where students and visitors ask questions or request to print documents; on the right is a resting and standby area for staff and visitors. Inside the office, a collection of trophies proudly displays the school’s achievements, while a graphic organizer shows the key officials and a chart listing all subjects taught from grades 7 to 9, providing a clear picture of the academic structure.
The school buildings consist of a two-story structure surrounding a quadrangle — a central open area where school activities such as sports events and other gatherings take place. The atmosphere is warm and welcoming.
The students, whom I taught and interacted with, were sweet, friendly, and very accommodating. Over time, we developed a strong rapport, bonding over popular trends such as the Velocity dance on TikTok, which helped foster an engaging and lively learning environment. During my time here, I handled the Seni Budaya subject for grades 7 and 8, which involves teaching cultural arts including visual arts, music, and other traditional practices.
Teaching Plan and Classroom Observation
Creating lesson plans in alignment with the Indonesian curriculum system was both challenging and exciting. I focused on ensuring that my learning objectives matched the activities I prepared, making the lessons purposeful and relevant to my students.
During my observation, I worked with two cooperating teachers whose teaching styles differed but were both effective in their own ways. The first teacher primarily used direct teaching methods, explaining topics such as plants and their natural colors using textbooks without supplementary materials like PowerPoint presentations. The second teacher also used direct teaching but incorporated creative activities, encouraging students to draw and produce their own artwork. I was invited to see the students’ art, which highlighted the value of hands-on learning and creativity.
Teaching Assistantship and Teaching Practice
To help students understand the content better, I integrated both their local language and English in my PowerPoint presentations, ensuring clarity and accessibility. I also carefully organized and printed all necessary materials to support my teaching. For my teaching demonstration, I handled both Grade 7 and Grade 8 classes with different topics under the Seni Budaya subject:
To make the lesson interactive and relatable, I used photos from a local place called WBL, known for its 2D and 3D artworks. I connected the lesson to real-life contexts by incorporating Filipino artworks, creating a cross-cultural learning experience. To engage the students actively, I organized a fun sack race game where they identified and categorized pictures of 2D and 3D artworks, fostering teamwork and excitement. Afterward, I assessed their understanding by having them draw their own 2D or 3D art, which allowed them to apply their knowledge creatively.
Grade 8: Natural Colors from Fruits and Vegetables
Although the students had previously learned about natural colors, I enhanced their learning by bringing actual fruits, leaves, and vegetables that produce these colors. I demonstrated how to extract colors through various methods, including the use of heat and simple machines. Students conducted experiments themselves to observe the process firsthand. To consolidate their learning, they created drawings colored with the natural dyes they extracted. This hands-on approach made the lesson both enjoyable and meaningful, allowing students to connect theory with practice.
My experience at SMP NU SIMO KARENGGENENG was enriching both personally and professionally. The school’s commitment to excellence, the warmth of its students, and the blend of traditional and interactive teaching methods provided a solid foundation for my growth as an educator. Through observation, assistance, and teaching Seni Budaya, I learned to create meaningful lessons that connect with students’ realities and stimulate active learning. This experience strengthened my passion for teaching and prepared me to design lessons that are engaging, relevant, and impactful.
My Journey Beyond Academics
During our stay in Indonesia, we were deeply blessed to experience Holy Week away from home, a significant time for reflection and spiritual renewal. We had the opportunity to attend Mass and participate in religious ceremonies that allowed us to commemorate our faith and fulfill our spiritual obligations despite being far from the Philippines. This meaningful experience strengthened our sense of community and devotion, reminding us that no matter where we are, our faith remains a vital part of our lives.
Beyond academics, our journey in Indonesia was filled with rich cultural and experiential learning that went far beyond the classroom. One of the highlights was our visit to the WBL, or Wisata Bahari Lamongan, a renowned marine tourism park known for its vast array of attractions. Here, we enjoyed thrilling rides and explored various themed zones that showcased the beauty of Indonesia’s maritime heritage. The excitement of the rides, combined with the vibrant atmosphere of WBL, made it a memorable experience that brought us closer to the local culture and community.
Our adventure continued as we visited several notable places such as Kayumanis, famous for its traditional spices and crafts; Dapur Roti, a bakery where we learned about local bread-making techniques; and Baloga (Batu Love Garden), a beautifully landscaped garden known for its romantic and artistic sculptures set amid natural surroundings. These visits allowed us to savor authentic tastes and gain hands-on insight into Indonesian culinary traditions and artistic expressions, deepening our appreciation for their rich culture.
We also had the privilege of visiting museums that vividly told the story of Indonesia’s past. At these museums, we witnessed the evolution of transportation—from early means of travel to modern innovations—which helped us understand how technology and culture intertwine. We were fascinated by exhibits on wayang kulit, the traditional Javanese shadow puppetry art form, and learned about the legacy of Indonesia’s first president, Sukarno, whose vision shaped the nation’s identity.
Engaging directly with the local community, we took part in cultural games that allowed us to connect and interact with Indonesian children and youth. This joyful exchange fostered cross-cultural friendships and gave us a firsthand experience of their traditions, values, and social life.
One of the most exciting moments was riding the train from Lamongan to Surabaya. This journey was not just a means of transportation but also an opportunity to immerse ourselves in the everyday life of Indonesians. Upon reaching Surabaya, we explored bustling markets and shops to select meaningful souvenirs—tokens of goodwill and friendship—that we could bring back home to our fellow citizens in the Philippines.
Furthermore, we had the unique opportunity to participate in a podcast session at UNISDA (Universitas Islam Darul Ulum), where we shared our experiences and reflections about our time in Indonesia. This platform gave us a meaningful way to express what we had learned, connect with local students and faculty, and deepen our cultural exchange beyond everyday interactions.
All these experiences combined to make our time in Indonesia an unforgettable chapter of cultural discovery, personal growth, and meaningful connections that enriched our perspective as learners and global citizens.
Seeds of Understanding, Fruits of Friendships
Our farewell ceremonies at SMP NU SIMO KARANGGENENG and at UNISDA were the fitting bookends to a journey that changed me professionally, personally, and spiritually. At SMP NU SIMO KARANGGENENG we said goodbye in the warm openness of the quadrangle — students performed, laughed, and gave small tokens; there were shy waves, tight hugs, and the kind of honest gratitude that made the whole experience feel deeply human. At UNISDA the farewell echoed the same warmth but with the added formality of school officials, heartfelt speeches, and the gentle reminder of how far we had come from the tarpaulin that welcomed us on arrival. In both places we exchanged photos, words, and promises to stay connected — moments that made leaving bittersweet but hopeful.
What I take away are concrete, transferable lessons for my future teaching and life as an educator. I learned anew the power of student-centered, hands-on learning: authentic assessments that measure real competence, lessons that use local materials, and activities that invite collaboration. I saw how integrating the local language alongside English strengthened comprehension and cultural pride. I witnessed technology used not as a gimmick but as a tool to enhance inquiry and creativity. These are practices I will intentionally bring into my classroom.
This journey also stretched me — culturally, emotionally, and spiritually. I grew more adaptable, more patient, and more confident in building relationships across language and cultural barriers. I learned the value of humility: to observe first, to listen more than speak, and to let students’ contexts shape instruction. Spiritually, Jeremiah 29:11 continued to be my anchor — I arrived trusting a plan and I leave certain that each challenge and blessing was part of a larger preparation for my future work. I will carry that assurance into every classroom I enter.
A few practical recommendations born from our experience:
Prepare basic local-language phrases and cultural etiquette ahead of time to deepen rapport.
Bring flexible, low-cost materials for hands-on lessons that can be adapted to local contexts.
Plan authentic assessments (projects, demonstrations, performances) rather than relying only on tests.
Use cultural arts (music, dance, crafts) as vehicles for interdisciplinary learning.
Keep a digital record (photos, lesson plans, recordings) to share and reflect on after the exchange.
GRATITUDE FOR A TRANSFORMATIVE JOURNEY: A LIFELONG LESSON
The farewells were not endings but beginnings. I leave Indonesia richer in ideas, firmer in purpose, and surrounded by friends who widened my view of what teaching can be. I will take what I learned — the methods, the humility, the friendships, and the faith that guided me — and plant them into my classrooms so that my students may also experience learning that is creative, respectful, and deeply human. Truly, I go forward trusting the promise that there is a plan for hope and a future — and I will use every lesson from this journey to live into it.
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