From Classroom To Character : Bridging Australia and Indonesia

I am Annisa Zahra, an Indonesian student who recently joined an exchange program in Australia. This article is the final result of my reflection and analysis during my stay, based on my experiences and observations, as part of my civics assignment.

During a one-week stay with a host family in Australia, I didn't just return home with souvenirs and beautiful photos. More than that, I came back with a deeper understanding of values, character, and the importance of an education system that truly supports the future of its young generation. Living between two different cultures gave me a unique perspective on moral dilemmas. In Indonesia, I once faced a dilemma when I saw a classmate cheating during an exam. I felt torn, if I reported it, I'd be seen as disloyal. But if I stayed silent, I'd be supporting dishonesty.

In Australia, the moral dilemma I encountered was of a different kind. One day, I watched a student express disagreement with their teacher openly, yet respectfully. Coming from a culture where students are expected to "obey without questioning," I felt confused, was that courage, or was it considered disrespect? It made me realize that culture plays a huge role in shaping how we define right and wrong.

In Australia, I learned a character trait that I rarely saw encouraged in the Indonesian education system: assertiveness, or the ability to express opinions without fear of judgment. In class, students freely ask questions, give feedback, and even disagree with teachers, as long as it's done politely. At first, I felt awkward. But later, I found it empowering. It turns out, expressing opinions doesn't mean being rude, it shows maturity in thinking. This kind of character builds self-confidence and critical thinking, two things that are often still underdeveloped in our current system.

Based on what I observed, there are several things Indonesia could learn from Australia's education system:
a. Interactive Learning
In Australia, teachers act more like facilitators than one-way lecturers. Students are encouraged to discuss, work on projects, and explore solutions. In Indonesia, learning still focuses too much on memorization and exams. But the future needs problem-solvers, not just people who can recite facts.

b. Balance Between Academic and Emotional Needs
I noticed how schools in Australia pay great attention to students' mental well-being. There are counselors, proper break times, and structured arts or sports activities. Meanwhile in Indonesia, students are often overwhelmed with assignments, without enough care for their happiness or mental health.

After returning from Australia, I found myself reflecting: why do Indonesian students feel afraid to speak up in class? Why is our system so obsessed with scores rather than life values?
I don't mean to compare the two countries in black and white. But I believe there's room for us to grow. Education shouldn't just produce robots, it should shape human beings. People who dare to think, who dare to dream, and who have empathy.
I imagine a future where Indonesian students aren't afraid to ask questions. Where teachers don't just lecture, but also listen. Where schools aren't about chasing ranks, but about growing together.

Maybe that future still feels far away. But small steps can begin now, by creating space for discussion, appreciating different opinions, and ensuring that every child, whether in cities or villages, has equal chances to learn and dream.

Because education is not just about curriculum. It's about the courage to nurture humanity, starting from the classroom.