Academic Reflection on Master's Program in Elementary Education
My name is Chingngahmuan, and I am now studying a Master of Elementary Education at Universitas Negeri Surabaya (Unesa). This program is a big milestone in my academic career because it is my first time studying in Indonesia. Although adjusting to a new cultural and linguistic context has been difficult, particularly in comprehending the Indonesian language used in classroom discussions, it has also presented me with tremendous chances for intercultural learning and academic advancement. This semester, I am enrolled in seven classes, each with its own theoretical framework, learning outcomes, and assignment forms, all of which contribute to a better understanding of elementary education methods.
The first course, Etnopedagogi Berkelanjutan di Pendidikan Dasar (Sustainable Ethnopedagogy in Elementary Education), investigates the incorporation of local culture and sustainable education into pedagogical practice. The main project in this course encourages each student to present a component of their own culture and relate it to the Sustainable Development Goals (SDGs), while also connecting the presentation with specified learning outcomes for elementary education. Following this, we are responsible with creating a lesson plan based on the cultural issue we discussed. This issue has prompted me to consider the role of cultural diversity and sustainability in creating meaningful learning experiences for young learners. It also emphasises the significance of preserving local knowledge systems while raising global awareness through education.
The second course, Multiliterasi Global Pendidikan Dasar (Global Multiliteracies in Elementary Education), focusses on the development of various literacies in both global and local settings. In this course, our first assignment is to identify a local problem in Indonesia and connect it to a global issue, which needs critical thinking and cross-cultural analysis. The second project entails developing a lesson plan to address the identified issue in a primary education environment. This subject has given me insights into how teachers might employ multiliteracies approaches to assist students interact critically with social, cultural, and environmental issues from both a local and global viewpoint.
The final topic, Kebijakan dan Kepemimpinan di Pendidikan Dasar Inklusif (Policy and Leadership in Inclusive Elementary Education), delves into educational leadership theories and inclusive education. Each student in the class is assigned a specific leadership theory to research and present, focussing on the relationship between leaders and subordinates in the educational context. This class has given me a better understanding of effective leadership styles and how inclusive education policies may promote fairness and collaboration in schools.
The fourth course, Aplikasi Teknologi di Pendidikan Dasar (Technology Applications in Elementary Education), covers digital innovation in teaching and learning. This course consists of three key assignments: conducting a research gap analysis on certain themes and working in groups to build an educational application that meets classroom needs. These jobs have allowed me to hone my analytical and technological skills, which are critical for properly integrating digital technologies in modern classrooms.
The sixth course, Filsafat Ilmu Pendidikan Dasar (Philosophy of Knowledge in Elementary Education), investigates numerous philosophical perspectives that underpin educational thinking and practice. The course involves weekly projects and class presentations in which we critically examine various philosophical ideas. This topic has increased my appreciation for the philosophical foundations of education, allowing me to integrate theoretical concepts with practical applications in teaching and learning.
The sixth course, Metodologi Penelitian Pendidikan Dasar (Research Methodology in Elementary Education), provides an important foundation for my future thesis. The course walks us through the steps of creating the methodology section of a research paper, which includes chapters one through three. This course has improved my awareness of qualitative and quantitative approaches, data gathering techniques, and ethical issues in educational research.
Finally, the seventh course, Perspektif Teori Belajar di Pendidikan Dasar (Perspectives on Learning Theories in Elementary Education), examines important learning theories and their applications in the classroom. Each student offers a distinct theory and discusses how it influences teaching practices and student engagement. This subject emphasises the need of
basing educational practice in well-established theoretical frameworks in order to improve learning outcomes.
To summarise, my first semester in the Master's degree at Unesa has been a rewarding academic experience that blends theoretical knowledge, practical application, and cross cultural understanding. Despite the difficulties of language hurdles, I have gained a greater understanding for the variety of educational systems in Indonesia. The combination of ethnopedagogy, multiliteracies, leadership, technology, philosophy, research methods, and learning theories offers me with a holistic foundation for becoming a successful elementary school instructor and researcher.
Penulis: Chingngaihmuan (Mahasiswa S2 Dikdas angkatan 2025)
