Newsletter 2025-3

Interweaving Activism and Academics: Reflections on my Educational Journey with UIII

Interweaving Activism and Academics: Reflections on my Educational Journey with UIII

By Ajeng Satiti Ayuningtyas

For me, education has always been more than just classrooms and textbooks. It is the breath of life, a path to justice, and a bridge that connects us with those who are often marginalized. From the beginning, I have been involved in various educational movements, not because I feel capable, but because small, consistent changes can foster great hope.

My journey of activism has taken me to various communities. In 2015, I built Sekoci Foundation (Yayasan Sekolah Cinta Anak Indonesia), formerly known as Sekolah Kolong Cikini, located in the Gondangdia RPTRA (under the train station) as an alternative learning space for marginalized children. I also noticed that the opportunity to receive a good education was only available to children who were already well-off, so what about marginalized children?

Sekoci was born out of my concern for marginalized children in Central Jakarta who struggled to access formal education. Together with my colleagues, we created an alternative learning space that was friendly, creative, and full of love. We call it "Sekoci"—a nod to the philosophy of a small ship shining a light in the darkness and navigating the ocean of knowledge. At Sekoci, there are four classes with different age ranges. These include A1, which is like preschool for ages 3-5; A2 for ages 5-7; B1 for elementary school; and B2 for junior high and high school. We currently have 80 students studying with us. Our programs include Mendarat (Storytelling and Relaxed Learning), Berlayar (Let's Learn and Go Together), and Dermaga (Sitting with Leaders and Parents).

Through Sekoci which 10 years established, I learned that education isn't just about the curriculum but also about taking sides. The children we mentor not only learn to read and write but also importantly discover the meaning of togetherness, self-confidence, and dreams. From this experience, I have come to understand that every child has the right to dream big, regardless of their background. I remember writing a paper in my Education and Society class titled "Left Behind the System: Exploring the Role of Alternative Education for Central Jakarta's Marginalized Children," which I planned to present online at the Asian Conference on Education (ACE 2025). For me, it was essential not only to understand the theory but also to apply what I had learned in practice.

Another effort that I'm also actively involved in a read-aloud community, which may sound simple, but it has incredible power in fostering children's interest in reading. Through Barikade (Reading from Close Family), I've helped drive reading campaigns in public spaces, homes, and schools. From this activity, I've learned that literacy isn't just merely about reading skills but also about building emotional bonds between children, parents, and the community. Reading together is a way to foster closeness, curiosity, and critical awareness from an early age. Taking Literacy and Development Resources classes has further enriched my understanding of the world of literacy, which I can share with the community.

As a student mom of two, I'm currently involved as a facilitator in Sadar Ibu (Mother Awareness Program). Sadar Ibu is a program that optimizes the role of women through group support and mental health education. We know that women, especially mothers, play multiple roles in their daily lives. This program opens new perspectives and serves as a comfortable space for mothers to share their stories and receive support through mental health education from professionals, clinical psychologist. The Psychology in Education, Human Development, and Well-being in Education courses have further sharpened my role in Sadar Ibu, empowering mothers to be open of the help and support. There are still many mothers who need help with their mental health. I wrote a paper on Educational Leadership Management to see explore female leader and her wellbeing titled Coping Strategies of a Female Principal in Maintaining Wellbeing for School Effectiveness: A Case Study at PKBM in Pamulang.

From Field Activist to Scholar-Activist

Upon joining the Faculty of Education at UIII in a master of arts program, I found a space that combined academic reflection with practical experience. Class discussions, theoretical readings, and cross-cultural interactions allowed me to re-examine my journey through a new lens.

In the Leading Educational Change course, I understood that educational movements, such as Sekoci, do not operate in isolation. Educational movements like Sekoci are part of a broader change effort that requires strategic implementation within a defined policy framework. Then, I was a principal of kindergarten school before and as a leader in the education movement, the educational leadership and management class also helped me gain a macro perspective. Leadership in education does not always emerge from structural positions but also from community initiatives.

Through Education and Society, I realized the close relationship between family, society, and the state in shaping the educational ecosystem. What I experienced at Barikade or Sadar Ibu (Mother's Awareness) turned out to be a concrete practice of critical educational theory.

UIII has been helping me reconcile my two identities: field activist and academic. I learned that experiences in the community need to be written, analyzed, and published to become shared knowledge. This way, they can inspire more people and even influence policy.

I no longer view activism and study as two separate paths but rather as one, mutually reinforcing one another. Activism gave me real-world experience; the speakers provided me with a framework for understanding and expanding its impact.

Studying at UIII gave me a new energy: that I am not just a volunteer, facilitator, or community founder, but also a scholar-activist ready to bring ideas from the field to the academic realm, while simultaneously returning theory to practice.

The education I champion can favours children, empowers families, strengthens women, and protects the earth. And it is at this intersection of activism education finds its true meaning. Because education is a collective work, so we have to hand in hand work together and collaborate in this long-term journey.

by Bambang Sumintono

Social Capital in Action: Lesson from Gernas Tastaka and Gernas Tastaba

Social Capital in Action: Lesson from Gernas Tastaka and Gernas Tastaba

By Dona Kuswoyo

In a simple room, a group of education activists gathered for their monthly routine meeting. One by one, members (i.e. teachers) presented ideas, attentively listened to by the others, followed by discussions that sometimes led to heated debates. This atmosphere has persisted for more than seven years like a rhythm that confirms their nature as a community of practice: a group of people who regularly interact to deepen knowledge and practices in the fields they care about. I am part of one such community, namely Gernas, a national movement focused on improving the quality of basic education, particularly literacy and mathematics. Through Gernas Tastaka (National Movement for the Eradication of Mathematical Illiteracy) and Gernas Tastaba (National Movement for the Eradication of Reading Illiteracy), which I have been involved as a volunteer for the past four years.

My initial involvement to this movement began during the pandemic (2020), when a friend asked for help in developing the Gernas Tastaka program for parents. At that time, many parents were unprepared to assist their children with learning at home. From there, I gradually became "entangled" in a solid and purposeful volunteer network. What united us? A concern as well as a belief: that Indonesia's basic education needs more attention, and grassroots initiatives can make a tangible impact. Gernas is not just an ordinary volunteer gathering. Here, volunteers from diverse backgrounds. From teachers, lecturers, trainers, designers, writers, even former CEOs on private sector, joined Gernas to contribute according to their expertise. As for myself, which have background in teacher training, I teach literacy and mathematics based on modules developed by the team.

The dynamics of this community taught me a lot. I learned from the "provocateurs" who were not afraid to debate with strong arguments. As an observer who later became actively involved, I absorbed knowledge from these quality discussions. Uniquely, although its members are spread across various regions with a master trainer located in Jakarta and local trainers in the regions, this community remains solid without having to work together day by day. This flexibility also suits my health condition, which prevents me from working full-time.

Ultimately, Gernas is a kind of evidence that communities of practice can be a platform for learning, collaboration, and real action. With a spirit of volunteerism and a commitment to quality education, we continue to move, often without formal scrutiny, to make a direct impact on the ground.

What Gernas Have Done So Far

Since its founding on November 10, 2018, Gernas, under the Penggerak Indonesia Cerdas (Empowering an Enlightened Indonesia) Foundation, has not only focused on training elementary school teachers in mathematics and literacy but also developed various engaging supporting programs. For example, the “Bincang Gernas” or Gernas Talks are held online at the end of each month. This kind of talk show actually discuss basic concepts of elementary school mathematics and literacy, share good practices from teachers across Indonesia, and hear the opinions of practitioners and academics.

My experience visiting a district in Sumatra with Gernas opened my eyes to a bitter reality: the math skills of the majority of teachers there are still in the procedural stage. They likely memorize the steps to solve problems. There was no reasoning behind those procedures. Nevertheless, these teachers aware of their weakness and what was truly inspiring was their extraordinary enthusiasm for learning. Despite their limitations, these teachers displayed an enthusiasm I rarely see in big cities. They were willing to leave the training late, even though that mean they had to navigate dark, unlit streets after sunset, just to keep learning together in the training location. In fact, the Gernas team often had to end training sessions early for their safety, even though the teachers' enthusiasm was still burning.

Gernas also established the Penggerak Indonesia Cerdas Research Center (PRPIC), which collects various educational research. It was at PRPIC that I learned many new things, from research methodology, learning and education theories, to a bit of statistics that of course in the beginning gave me a headache! In 2024, shortly before I was accepted as a master student at UIII, I shared the results of our research on elementary school teachers' mathematics competencies in the UIII theatre room. So, it's possible that one or two lecturers from the UIII Faculty of Education already recognise me which made me even more nervous during the entrance exam interview.

Equally transformative was my involvement with BAJIK (short for Barisan Pengkajian Pendidikan), a dedicated forum for discussing contemporary educational issues. The scope of our dialogues was remarkably broad, mirroring the discussion on Education and Society course. Through BAJIK, I understood the complexity of Indonesian education. One conversation that remains vividly with me explored the world of alternative education. It is a concept entirely outside the conventional school system. This perspective was a profound revelation, gifted to us through the insights of Mbak Anyi, one of the Gernas member, and her extensive network. The experience has ignited a keen desire within me to share these discoveries about alternative learning pathways with my colleagues at UIII's Faculty of Education probably through Estudia.

After more than four years of engagement with Gernas, I realize that this movement has been an invaluable growth platform. As a community of practice, Gernas not only honed my technical competency in teacher training and research, but also shaped my critical thinking through substantive discussions within BAJIK. My direct experience in few districts in Sumatra, witnessing how teachers with limited resources possessed an inspiring passion for learning, further strengthened my belief: real change begins with the commitment of caring individuals.

Upon my reflection, Gernas demonstrates that its success lies in something intangible, usually called as a social capital. As James Coleman (1997) points out, social capital in the form of networks, trust, and collective norms within a community can be a more powerful driver of change than mere funds or facilities. Gernas to my knowledge proves this. Through the dedication of volunteers, the trust built with educators across regions, and a spirit of mutual collaboration, Gernas has managed to deliver training, research, and policy dialogue that reach even the most remote communities. It is the commitment of volunteers that is the backbone of this movement, demonstrating that when people come together around a shared vision, non-material resources can be a transformative force.

Now, as a member of the UIII academic community, I would like to invite lecturers and students to experience the organic learning experience of Gernas. Here, the educational theories we study in class can find practical application. For those interested in research, PRPIC offers a real-life laboratory for examining the challenges of primary education. For those who want to contribute directly, our teacher training program provides opportunities for real impact. We can make Gernas as a bridge between academics and practitioners, because truly, the greatest social capital for advancing Indonesian education already exists among us: collaboration.

by Bambang Sumintono