In Pesisir Barat, where literacy and numeracy remain a collective challenge, there is Slamet—a madrasah supervisor committed to improving the quality of education. Slamet has been accompanying madrasahs for the past six years, and his long experience mentoring teachers and schools has brought valuable educational reflections for Pesisir Barat.
For Slamet, teachers play a significant role in education. It is in their hands that children can gain meaningful learning experiences. Unfortunately, teacher competency in Pesisir Barat still needs to be significantly enhanced. Especially when it comes to teaching methods—conventional approaches no longer meet children’s needs in understanding literacy and numeracy. Teachers need to be equipped with more contextual learning strategies.
When the opportunity to participate in the KREASI Program came along, Slamet saw it as a step toward change. He was selected as a master teacher—a role that not only equipped him with more relevant teaching methods but also shifted his mindset.
“I feel like my mindset in supporting schools has changed. For instance, handling problems now follows a process or case management that is more humane,” he said.
After participating in many literacy and numeracy trainings conducted by KREASI, Slamet began to share his newly acquired knowledge through mentoring teacher working groups alongside other master teachers. Instead of a top-down approach, Slamet facilitated discussions and helped build a more constructive learning community.
“The changes are quite significant. Now, teachers who joined the working groups have more varied teaching methods. They’ve even started innovating by creating more engaging learning materials for children,” Slamet said.
He knows change doesn’t happen overnight. Even so, Slamet believes that every small step has meaning. A single light may not seem bright, but it’s enough to illuminate one classroom, one school.
“I hope the KREASI Program can reach even more teachers and schools in Pesisir Barat. Support from the local government would also help strengthen this, especially for underdeveloped private madrasahs. With broader reach and support from various parties, the impact would be tremendous,” he added.
Slamet’s journey reflects a collaboration that cannot stand alone. Teachers need space to learn and support one another. Thus, an ecosystem that centers on children can begin with the development of more ideal learning communities. At its core, belief and collaboration bear the fruit of quality education. A growing teacher will light a new spark.
Text: Putri Lalitaningtyas (Writer); Andika Ramadhan (Editor)
Photos: Putri Lalitaningtyas/KREASI/Yayasan Guru Belajar/Save the Children