ach step in the procedures of practicum served as a building block in my acquired knowledge and development. It was systematically organized, from the initial orientation, observation up to the creation of lesson plans, teaching and reflection.  The structured approach allowed for a seamless transition into the teaching environment, ensuring a supportive framework for learning and growth.

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       Before we started, we were first oriented the details of our practicum such as our schedule, the class that we will be observing and handling after, the process of our teaching and among others. After that, my initial phase of practicum involved keen observation where I spent days in the back of the classroom, carefully watching my cooperating teacher, Miss Nurbiyatun, S. Pd. From the dynamics of the classroom to the individual learning styles of students, I absorbed valuable insights. The art of observation became my guide, offering a foundation for understanding the intricacies of their ways of teaching and learning.

 

        As I became aware through my observations, I immediately crafted my own lesson plan—a daunting yet exhilarating prospect. Armed with the knowledge gained through observation and hands-on experience, I created a lesson that aimed to not only teach but also to engage and intensify my students’ love for learning. The process of planning required creativity, adaptability, and a deep understanding of the subject matter and of my students. 

 

 

 

 

 

 

 

 

 

 

 

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         After it, the day arrived when I finally stood at the front of the classroom, lesson plan in hand, ready to take on the role of the teacher. I seamlessly transitioned from observer to active participant. Nervous energy pulsed through my veins, but as I began to teach, I felt a sense of purpose. The interaction with my students, the dynamic exchange of ideas, and the challenges of managing a classroom all contributed to my growth. The transition from observer to teacher marked a significant milestone in my practicum journey.

 

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      As the practicum neared its end after my final teaching, reflection became the final step in the process. With the presence of my cooperating teacher and with Dr. Sudarsono M. I., M.A. who observed and evaluated my final teaching, they shared their time with me to evaluate and provide feedback on practice and experiences, considering both successes and areas for improvement. Reflecting on my journey allowed me to refine my teaching techniques and solidify my commitment to lifelong learning. The reflective process was a bridge between the practical experiences of the classroom and the theoretical knowledge acquired through coursework.

 

In the end, the procedures of practicum proved to be a transformative experience. Orientation, observation, creation of lesson plans, teaching, and reflection were not just isolated steps;

 

 

they were interconnected phases that sculpted me into an educator with a deep understanding of the art and science of teaching.

 

 

          As I bid farewell to the classroom, I carried with me not only a certificate of completion but a newfound confidence and passion for the noble profession of education.