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A school where learners are not pushed by pressure, but guided and encouraged to grow with joy and passion.
SMAN 4 Kendari is a public senior high school catering to students from Grades 10 to 12. Situated at Jalan Ahmad Yani No. 13, Bende, Kadia District, Kendari City, Southeast Sulawesi, Indonesia, the school serves as one of the established institutions for secondary education in the region. Known for its commitment to academic excellence and student development, SMAN 4 Kendari provides a learning environment that nurtures knowledge, discipline, leadership, and character formation.
Founded in 1975 and recognized with an A accreditation, the school continues to uphold quality education through dedicated teachers, diverse learning opportunities, and extracurricular activities that support students’ holistic growth. Beyond academics, SMAN 4 Kendari fosters a welcoming and engaging atmosphere where learners are encouraged to develop their skills, pursue their passions, and prepare for future academic and professional journeys.
ACADEMIC SUPPORT SYSTEM
The campus is equipped with essential learning facilities such as classrooms, laboratories, a library, sports grounds, and other learning spaces that cater to different academic and extracurricular needs. In particular, the school’s spacious field plays an important role in conducting Physical Education classes and school activities, emphasizing active participation and skill development among students.
TEACHING GRADING SYSTEM
Teaching in another country allowed me to witness firsthand how educational systems differ while still aiming for the same goal—to help learners grow and succeed. During my SEA Teacher internship, I was assigned to teach Grade 10-A Physical Education at SMAN 4 Kendari, consisting of 36 students. This experience exposed me not only to a different classroom environment but also to a unique teaching culture that broadened my perspective as a future educator.
The teaching system in SMAN 4 Kendari highly emphasizes student-centered, activity-based, and collaborative learning. Students are encouraged to actively participate in learning rather than simply receiving information from the teacher. In Physical Education classes, students learn primarily through direct experience, movement, teamwork, and practical application. This approach creates an environment where learners become more engaged, confident, and participative during class activities.
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Unlike in the Philippines where Physical Education classes often begin with several classroom discussions before practical assessment, PE classes in SMAN 4 Kendari are conducted directly in the field. For my handled class, Grade 10-A, classes were held every Monday morning for approximately 135 minutes. The lessons usually began with a short discussion or background about the topic, followed immediately by live demonstrations and practical application in the field. This setup allowed students to instantly apply what they learned, making the learning process more experiential and engaging.
Teaching strategies and resources in the school were also diverse and supportive of student learning. Teachers utilized projectors, smart televisions, videos, outdoor learning, and live demonstrations to help students understand concepts effectively. Since Physical Education is skill-based, most lessons happened outdoors where students could perform activities directly rather than relying heavily on theoretical discussions.
One practice that stood out to me was how Physical Education was given a fixed time every morning, allowing students to consistently engage in physical activity and sports. Moreover, every Friday, some classes participated in joint assessments, mini tournaments, or friendly competitions handled by different teachers. I found this approach both exciting and meaningful because it created a fun and motivating environment for learners. In many ways, it felt like a mini intramurals held weekly—something that is usually experienced only once a year in the Philippines. This practice encouraged participation, teamwork, enjoyment, and active involvement among students while promoting physical fitness in a more enjoyable way.
Another remarkable observation was the behavior and classroom culture of students. The students in SMAN 4 Kendari were generally respectful, participative, and confident. They were willing to engage in activities and communicate openly during lessons. Classroom management during Physical Education classes was usually maintained through the use of whistles and direct correction from teachers during activities. Teachers would immediately guide students whenever mistakes occurred, helping them improve their performance in real time.
At the same time, observing the teaching environment also made me reflect on some challenges within the system. Compared to the Philippines, the learning environment felt lighter and less academically pressured. Students were given a great amount of care and understanding, especially in terms of participation and performance. While this created a supportive and enjoyable environment, I noticed that some students did not always give their full effort during activities because they knew they would still receive favorable grades regardless of performance quality.
One aspect that particularly surprised me was the way students’ performance was assessed during Physical Education activities. Based on my observation, students were often graded generally using a simple scoring approach, where students received a score if they performed the task and none if they did not participate. While this system encouraged participation, I personally reflected on how assessment could be improved to measure skill performance more accurately and reliably, especially in Physical Education where individual abilities and effort vary among students.
Despite these differences, my teaching experience in Indonesia taught me an important lesson: there is no single perfect educational system. Every approach carries strengths and areas for improvement. What matters most is how teachers continuously adapt and choose practices that truly benefit learners. From this experience, I realized that education goes beyond content delivery—it is about creating an environment where students feel motivated to learn, participate, and grow.
As a future educator, this opportunity allowed me to appreciate different educational practices and reflect on how I can someday create a learning environment that balances student enjoyment, meaningful participation, skill development, and quality learning outcomes.
CULTURAL PROFILE
During my stay and teaching experience at SMAN 4 Kendari, I had the opportunity to observe the school’s unique culture, practices, and learning environment. Beyond academics, the school reflects values of collaboration, student well-being, cultural appreciation, and practical learning. Below are some of my observations regarding the school’s cultural profile:
1. Weekly Friday School Activities
The school implements regular activities every Friday, which vary depending on the schedule or occasion. These may include examinations, performance tasks, general cleaning activities, or other school-related events. This practice promotes flexibility and allows students to engage in both academic and non-academic responsibilities.
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2. A Student-Centered and Less Pressuring Academic Environment
One of the most noticeable aspects of the school culture is its supportive approach to learning. Teachers prioritize students’ enjoyment and comfort in school rather than putting excessive academic pressure on them. Learners are encouraged to participate and improve at their own pace, creating a more relaxed and positive classroom atmosphere.
3. Government-Supported Nutritious Meals (MBG)
Students are provided with free nutritious meals called MBG (pronounced as em-be-ge) every weekday through a government-supported program . This initiative helps ensure that students receive proper nutrition during school hours, supporting both their health and academic participation.
4. Practical and Field-Based Physical Education Classes
Physical Education (PE) classes are consistently conducted in the field, emphasizing hands-on learning and skill application. Rather than focusing heavily on theoretical content, the classes prioritize the practical development of movement skills and participation in various PE-related activities, allowing students to learn through actual experience.
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5. Preservation of Indonesian Culture Through Dance
The school actively promotes cultural appreciation by organizing events where students perform traditional Indonesian dances. One of the cultural performances observed was the Lulo Dance, a traditional communal dance that highlights unity, celebration, and regional identity.
6. Social Connection Through Digital Platforms
Based on my observation, most students commonly use Instagram as their primary social media platform for communication and connection. It serves as an important space for interaction, self-expression, and maintaining friendships.
7. Structured and Well-Supervised Examination System
Examinations are conducted over an extended period, usually around two hours per subject, giving students sufficient time to complete their assessments. The testing environment is also well-managed, often facilitated by two teachers—one supervising classroom behavior and the other assisting in the examination process to ensure smooth implementation.
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8. Collaborative Teaching Among Teachers
Another admirable practice observed was the strong collaboration among teachers, particularly during PE activities. Teachers work together in facilitating activities simultaneously, which helps maximize time, improve organization, and provide better supervision and support for students.
Overall, the culture of SMAN 4 Kendari reflects a balanced approach to education—one that values academic learning, student well-being, cultural identity, collaboration, and meaningful learning experiences. Through these practices, the school creates an environment where students are encouraged not only to learn but also to enjoy and grow throughout their educational journey.