After five years of dedicating myself as a lecturer at a state university, I am finally certified as a professional lecturer. It feels like stepping into a new phase in my career journey. Along with 63 other colleagues, I became part of the third cohort of certified lecturers at our university. Compared to some colleagues who achieved their certification earlier, my progress might seem slower. However, I believe that everyone has their own timeline. This gradual process has provided me with valuable lessons and moments for reflection.
Universities in Indonesia have unique characteristics, not only distinguished by whether they are public or private but also by the ministry under which they operate. For instance, my university is under the Ministry of Religious Affairs. As a result, the procedures and regulations we follow differ from those of universities under the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek). From administrative processes and academic policies to the certification program I recently completed, everything has its own distinctive features.
Before proceeding to the certification process, there was one prerequisite: passing the PKDP (Professional Development Program for New Lecturers). This program serves as a foundation to better prepare us, as lecturers, to understand and fulfill our roles effectively. PKDP is an intensive training program designed with materials highly relevant to our duties as educators. It covers topics such as curriculum development, academic writing, and a key focus under the Ministry of Religious Affairs: promoting religious moderation.
The training lasted three days and was packed with intensive activities. Afterward, we had to complete a series of assignments, including developing creative and relevant teaching materials, creating a teaching video that reflects effective learning methods, and drafting an academic paper ready for publication. Additionally, we were tasked with campaigning for religious moderation through social media.
I approached each assignment with enthusiasm, even though the limited time felt quite challenging. For me, enthusiasm doesn’t mean being free from pressure but reflects how I viewed these tasks as an integral part of an important journey I needed to undertake. I didn’t see them as burdens because, in my mind, each task brought me closer to a significant milestone in my career. Once I completed this phase, I could focus on pursuing other goals waiting to be achieved.
One of the most amusing yet memorable moments during this process was recording my teaching video. Honestly, I had never consciously or intentionally recorded myself teaching in class before. It felt awkward, like being on stage under the constant spotlight of a camera tracking my every move.
My students’ reactions weren’t too different. At first, they looked stiff, and some even found the situation amusingly unusual. However, after a bit of briefing and allowing them time to adjust, the atmosphere began to relax. Eventually, we managed to record a video that looked more natural and spontaneous, though there were still funny moments that made us laugh when we watched it back.
For the religious moderation campaign task, I decided to use Canva as a design tool. This platform made it easier for me to create engaging visuals while effectively delivering my message. The message I aimed to convey was simple yet crucial: living peacefully amidst diversity is key to maintaining harmony in Indonesia. I hoped that this campaign would not only be informative but also resonate with those who saw it, especially young people familiar with social media.
Once I passed the PKDP, the next step was completing the certification application. This part felt like a lengthy administrative journey, as there were many documents and pieces of information to prepare—personal data, records of contributions to the Tri Dharma of higher education, and English proficiency certificates, among others.
The most challenging and time-consuming part was writing the personal statement. In this section, we were asked to describe our experiences and contributions in three main areas: education and teaching, research, and community service. It felt like reflecting on years of my career and transforming it into a clear, structured narrative.
Additionally, there was a perception evaluation conducted by five students and three colleagues. This part made me a bit nervous because it felt like opening myself up to be assessed—not just for academic achievements but also for how they perceived me as a lecturer. Despite the initial anxiety, I saw this as an essential part of the learning process. It offered me fresh perspectives on how others viewed my work and contributions. More importantly, it became a motivation for me to continue improving the quality of my role as an educator.
This journey has been both challenging and rewarding, filled with lessons that have shaped me not only as a lecturer but also as an individual. While this certification marks an important milestone, I see it as a stepping stone toward greater contributions and continuous growth. Here's to embracing every phase of the journey with gratitude and purpose.
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