Throughout a week of implementing the KREASI Morotai Program, teachers showed high enthusiasm and actively participated in every session. Starting from 24–28 June 2025, KREASI Morotai conducted training for prospective positive discipline trainers.
During this activity, participants were introduced to the connection between children’s emotional states and their learning process in class. Children tend to enjoy learning more when they are in a safe, comfortable, and pressure-free environment, rather than solely depending on teaching methods.
Teachers’ reflections during the positive discipline training revealed a significant shift in understanding. Ewilda, a teacher from East Morotai, expressed her newfound awareness of her great responsibility as an educator. “I’ve just realized that being a teacher isn’t just about teaching. We need to understand child development and how their feelings affect learning,” she said.
Similarly, Mulyani, a teacher from North Morotai, admitted that the training changed her mindset. “I’ve learned that positive thinking is important not just for me as a teacher, but also for the children. A conducive classroom environment starts with the teacher’s positive energy,” she stated.
As a follow-up, Mulyani committed to implementing several new strategies in her classroom: giving appreciation to all students without discrimination, teaching emotional regulation skills, and being more attentive to students’ feelings in various situations. This training not only broadened their knowledge but also encouraged changes in perspective and practical strategies in the classroom. Teachers realized that students’ emotional well-being depends heavily on the emotional readiness and calmness of the teacher. By applying positive discipline principles, Morotai teachers began creating learning spaces that are more child-friendly, inclusive, and supportive of holistic character development.
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In parallel, on 24–25 June 2025, KREASI Morotai carried out an activity to identify gaps in implementing the Kurikulum Merdeka. This activity involved 43 participants, including principals of elementary and early childhood education (PAUD) schools, trained master teachers, staff from the Basic and Secondary Education Division of the Education and Culture Office, representatives from the Ministry of Religious Affairs, and academics from the Faculty of Teacher Training and Education, University of Pasifik Morotai (Unipas).
Academics from Unipas appreciated their involvement in the activity. “Usually, we only teach curriculum theory in the classroom. But through this activity, we gained a direct understanding of the actual process of developing teaching modules. It really broadened our perspective,” said one of the participating lecturers during a focused discussion.
In this activity, participants were not only given theoretical material but were also directly involved in developing the School Operational Curriculum (KOSP). They also practiced designing teaching and project modules in alignment with the components of the Kurikulum Merdeka.
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Following that, on 26–27 June 2025, KREASI Morotai held a joyful transition workshop from early childhood education to primary school. The event was attended by first-grade teachers from 20 primary schools and educators from 8 PAUDs involved in the KREASI Morotai intervention.
During a session delivered by Rosita Wondal, a facilitator from Khairun University in Ternate, participants were encouraged to understand the importance of creating a joyful learning environment as an initial step into primary school. She emphasized that learning at an early age should not be overly rigid, as every child learns at their own pace. “There are no stupid children; they just need more time to learn,” she stressed.
The following session, led by Agustan Arifin, invited participants to design lessons that are tailored to children’s learning needs through assessment. Initial classroom assessments can be conducted by observing and analyzing children’s behavior to measure their progress or learning achievement. Participants also developed plans for the School Environment Introduction Period (Masa Pengenalan Lingkungan Sekolah, MPLS) using a structured approach of three days of introduction followed by three days of guided learning. This approach aims to help new students gradually adapt to the primary school environment.
Through this two-day series of activities, teachers were encouraged to develop learning plans that support a smooth, gradual, and sustainable transition process, enabling children to move forward in their educational journey with ease and confidence.
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The week-long KREASI Morotai program concluded with technical guidance aimed at improving teachers’ information technology skills in using digital learning platforms. This activity was held on 28 June 2025 in a hybrid format, with master teachers attending in person and teachers from KREASI intervention schools participating online. The focus of the technical guidance was to enhance teachers’ ability to access and maximize the use of the government’s digital learning platform, Rumah Pendidikan.
During the discussion session, Hildah Nurmidin from the GTK Office of North Maluku Province highlighted the strategic role of master teachers in expanding the use of educational technology.
“It is essential for master teachers to understand how to use the GTK platform so they can cascade this knowledge to other schools,” said Hildah.
This activity is expected to broaden access and ensure equitable education quality through the Rumah Pendidikan platform. Teachers in Morotai are expected to become more proficient in using this platform to effectively implement modern teaching methods.
Text: Ayutama Putri Jordy (Writer); Andika Ramadhan (Editor)