UNAIR NEWS Spending her holiday on productive activities, Naylah RA Matondang, an International Relations (HI) student at the Faculty of Social and Political Sciences (FISIP), (UNAIR), chose to serve as a volunteer teacher at Bina Anak Prasekolah Desa (BAP) in Manggar and Karang Joang, East Kalimantan. The program is organized under the Indonesian Planned Parenthood Association (PKBI), which oversees the BAP education sector.
For about one month, from Tuesday, December 30, 2025, to Sunday, February 8, 2026, she was involved in both field surveys and teaching activities for 46 children from two assisted schools. Before starting the teaching phase, Matondang conducted a one-week survey to identify the needs of each school. From her observation, Manggar, a coastal area located around 30 minutes to one hour from the city center, required more support from educators as well as a more specific approach.
In addition to limited facilities, public awareness of the importance of preschool education also remained a challenge. 淭he purpose of the survey was to determine which schools really needed additional teaching support. In Manggar, I saw that the situation required more attention because socially and in terms of educational awareness it is still developing. That is why I decided to focus more on teaching there, she said.
Adapting Scandinavian and Japanese methods
Based on the survey results, Matondang did not only follow the existing curriculum but also enriched the learning methods. She adapted Scandinavian approaches that emphasize emotional awareness and social sensitivity, as well as Japanese kindergarten methods that focus on discipline and positive habits.
In practice, the Scandinavian approach was applied through activities that encouraged empathy and emotional control in the classroom. Meanwhile, the Japanese method was introduced through direct cultural practice, such as role-playing guest visits, practicing greetings and expressions of gratitude in Japanese, and exploratory activities that train discipline and motor skills.
淭he Scandinavian method focuses on awareness of other people檚 feelings. Children are trained to be sensitive to situations, such as understanding limited playtime or learning how to manage emotions. Meanwhile, the Japanese method builds discipline and orderly habits. After we applied them, the teachers said the children became calmer and more well-behaved, Matondang explained.
The positive response was not only seen at school but also at home. Matondang said several parents noticed changes in their children檚 behavior, from greeting habits to using new vocabulary learned in class.
Social challenges and long-term impact
Although the learning adaptation went relatively smoothly, Matondang admitted that the biggest challenge came from social and geographical factors. The schools are located in rural areas with limited access and long travel distances. In addition, building trust with some parents required time.
淭he biggest challenge was actually the social environment. The children adapt easily, but building trust with some parents takes time. What impressed me the most was the children檚 enthusiasm for learning. Despite the limitations, they still come to school every morning and join the activities with great excitement, she said.
Besides teaching, Matondang also helped raise public awareness about the importance of preschool education through promotion programs and student enrollment support at one of the PKBI-assisted schools. The effort even increased the number of applicants in a short time.
She hopes the approaches that have been introduced can continue to be implemented by the schools. For Matondang, the program was not only a teaching experience but also a reflection on how rural education can grow through the right approach and sustained care.
Author: Fania Tiara Berliana M
Editor: Yulia Rohmawati
