The personal statement should consist this requirements:
Why do you want to undertake the programme or research?
What are your academic interests?
Why do you wish to study at UCL?
What educational experience do you have?
Do you have any relevant work experience?
Have you completed any extracurricular or voluntary activities relevant to the programme?
What are your career aspirations?
Access to quality education remains a privilege for many children from low-income families in Indonesia. Technology integration is limited only in elite schools, leaving many children unprepared for the future. This disparity is my strongest motivation to pursue a master's degree in Education and Technology at University College London (UCL). My mission is to create an inclusive educational framework in Indonesia, using technology as a catalyst to empower underserved communities and prepare them for future challenges.
Researching about education and technology led me to come across a book, Artificial Intelligence in Education: Promise and Implications for Teaching and Learning (2019), by Dr. Wayne Holmes who is a module leader for Researching Digital Learning for Education and Technology, MA. The book envisions a future where AI enhances teaching by helping educators better understand and engage students. I tried to apply this method to create modules for Jendela Jakarta, an education community, where we teach math, history, and even religious study for children aged 4 to 10 in a low-income area in Jakarta, Indonesia. The book also emphasizes that in the future, most jobs will require upskilling as technological innovations become integrated into a wide range of careers. Students must develop confidence in using current technological tools. This has become my biggest concern, regarding children in low-income areas in Jakarta, where the schools do not even provide information about any current technology advancement, let alone use it.
Technology is a liberating tool in education allowing students to learn at their own pace and in ways suited to their needs. In Jendela Jakarta, I test learning methods suitable for the children. Methods like video animation learning and game-based learning captivate them. Driven by this method, I discovered a journal titled Games and Learning: What's the Connection? (2009) by Dr. Caroline Pelletier, who argues that games should be seen as a new paradigm of learning. I applied the game-based learning method to create learning modules for the Jendela Jakarta Community. As a result, more children are engaged in joining the session and finishing their worksheets because the fun elements of the games keep them motivated and engaged.
However, the method I applied lacked of technological aspect, as the games created were limited to worksheet paper. While many of the children have access to mobile phones and play games, it would be more impactful to integrate games into the Edtech platform. With games, children could foster valuable skills such as critical thinking through problem-solving challenges, digital literacy by familiarizing them with technology in a meaningful way, and creativity by encouraging them to explore and adapt to new ideas. By equipping Indonesian children with future-ready skills through the integration of technology in education, I aim to contribute to Indonesia's Vision 2045 of becoming a globally competitive region. Therefore I am eager to continue my journey with the help of the LPDP scholarship to take Education and Technology, MA at the University College London (UCL).
The MA in Education and Technology program at UCL, delivered within the renowned UCL Knowledge Lab, is led by experts in advancing fields such as learning design, human- and child-computer interaction, artificial intelligence, and learning analytics. The opportunity to study within the UCL Knowledge Lab is exciting to me as it is a hub for research and collaboration in education technology, perfectly aligning with my aspirations to bridge educational gaps in underserved communities. The lab will allow me to engage with leading scholars, while its partnerships with EdTech companies provide valuable opportunities to connect with industry leaders. These resources will not only enhance my understanding of the intersection between education and technology but also equip me with the tools to design innovative and impactful solutions that address Indonesia's educational challenges.
The program's three key modules align with my future commitment to advancing education in underserved communities in Indonesia. Firstly, Researching Digital Learning module will equip me with the critical skills to assess and improve the educational tools we develop. These skills include the ability to analyze existing research on digital learning, helping me identify best practices and gaps in the current approaches we use at Jendela Jakarta. The module's focus on ethical considerations in research will ensure that the solutions I create are both responsible and scalable, guiding me as I expand these tools to impact broader communities through Jendela Jakarta and Pijar Foundation.
Secondly, the Artificial Intelligence and Data Analytics in Education module is also vital to my goal of building an EdTech platform that personalizes learning for children. In my role at Pijar Foundation, I noticed that many communities lack access to structured educational resources. By understanding the application of AI and data analytics, I want to create a platform that adapts to the unique needs of each learner, providing tailored support to children with diverse academic abilities. Finally, the Digital Design Thinking and Making module has a project-based structure that aligns perfectly with my work in developing education in rural communities. I have seen the importance of co-designing solutions with local communities to address their specific needs. Through this module, I will gain the tools to prototype digital learning experiences, collaborate with community educators, and integrate their feedback into solutions that are both effective and sustainable.
Within the first year of returning to Indonesia, I will bring together community-focused education initiatives and Indonesia's top educators to create modules under the Futurist Hub by Pijar Foundation. In the second year, we will create a pilot project designed for children's education and development, as my experience has shown that many of these communities lack guidelines or digital platforms to deliver the learning materials to children. The Jendela Jakarta community will serve as the test ground for this pilot project to ensure its practicality and effectiveness in addressing the specific needs of children from middle to low-income areas. By the third year, I aim to secure strategic patrons from the government and private sector to fund the project, leveraging Pijar Foundation's strong relationships with global philanthropic institutions. Over five years, my goal is to establish a self-sustaining EdTech platform accessible to all Indonesian children, particularly those in rural and low-income areas. By 2045, I aspire to ensure that every Indonesian child from underserved areas gains access to personalized learning experiences through our EdTech platform.
Why do you want to undertake the programme or research?
What are your academic interests?
Why do you wish to study at UCL?
What educational experience do you have?
Do you have any relevant work experience?
Have you completed any extracurricular or voluntary activities relevant to the programme?
What are your career aspirations?
Access to quality education remains a privilege for many children from low-income families in Indonesia. Technology integration is limited only in elite schools, leaving many children unprepared for the future. This disparity is my strongest motivation to pursue a master's degree in Education and Technology at University College London (UCL). My mission is to create an inclusive educational framework in Indonesia, using technology as a catalyst to empower underserved communities and prepare them for future challenges.
Researching about education and technology led me to come across a book, Artificial Intelligence in Education: Promise and Implications for Teaching and Learning (2019), by Dr. Wayne Holmes who is a module leader for Researching Digital Learning for Education and Technology, MA. The book envisions a future where AI enhances teaching by helping educators better understand and engage students. I tried to apply this method to create modules for Jendela Jakarta, an education community, where we teach math, history, and even religious study for children aged 4 to 10 in a low-income area in Jakarta, Indonesia. The book also emphasizes that in the future, most jobs will require upskilling as technological innovations become integrated into a wide range of careers. Students must develop confidence in using current technological tools. This has become my biggest concern, regarding children in low-income areas in Jakarta, where the schools do not even provide information about any current technology advancement, let alone use it.
Technology is a liberating tool in education allowing students to learn at their own pace and in ways suited to their needs. In Jendela Jakarta, I test learning methods suitable for the children. Methods like video animation learning and game-based learning captivate them. Driven by this method, I discovered a journal titled Games and Learning: What's the Connection? (2009) by Dr. Caroline Pelletier, who argues that games should be seen as a new paradigm of learning. I applied the game-based learning method to create learning modules for the Jendela Jakarta Community. As a result, more children are engaged in joining the session and finishing their worksheets because the fun elements of the games keep them motivated and engaged.
However, the method I applied lacked of technological aspect, as the games created were limited to worksheet paper. While many of the children have access to mobile phones and play games, it would be more impactful to integrate games into the Edtech platform. With games, children could foster valuable skills such as critical thinking through problem-solving challenges, digital literacy by familiarizing them with technology in a meaningful way, and creativity by encouraging them to explore and adapt to new ideas. By equipping Indonesian children with future-ready skills through the integration of technology in education, I aim to contribute to Indonesia's Vision 2045 of becoming a globally competitive region. Therefore I am eager to continue my journey with the help of the LPDP scholarship to take Education and Technology, MA at the University College London (UCL).
The MA in Education and Technology program at UCL, delivered within the renowned UCL Knowledge Lab, is led by experts in advancing fields such as learning design, human- and child-computer interaction, artificial intelligence, and learning analytics. The opportunity to study within the UCL Knowledge Lab is exciting to me as it is a hub for research and collaboration in education technology, perfectly aligning with my aspirations to bridge educational gaps in underserved communities. The lab will allow me to engage with leading scholars, while its partnerships with EdTech companies provide valuable opportunities to connect with industry leaders. These resources will not only enhance my understanding of the intersection between education and technology but also equip me with the tools to design innovative and impactful solutions that address Indonesia's educational challenges.
The program's three key modules align with my future commitment to advancing education in underserved communities in Indonesia. Firstly, Researching Digital Learning module will equip me with the critical skills to assess and improve the educational tools we develop. These skills include the ability to analyze existing research on digital learning, helping me identify best practices and gaps in the current approaches we use at Jendela Jakarta. The module's focus on ethical considerations in research will ensure that the solutions I create are both responsible and scalable, guiding me as I expand these tools to impact broader communities through Jendela Jakarta and Pijar Foundation.
Secondly, the Artificial Intelligence and Data Analytics in Education module is also vital to my goal of building an EdTech platform that personalizes learning for children. In my role at Pijar Foundation, I noticed that many communities lack access to structured educational resources. By understanding the application of AI and data analytics, I want to create a platform that adapts to the unique needs of each learner, providing tailored support to children with diverse academic abilities. Finally, the Digital Design Thinking and Making module has a project-based structure that aligns perfectly with my work in developing education in rural communities. I have seen the importance of co-designing solutions with local communities to address their specific needs. Through this module, I will gain the tools to prototype digital learning experiences, collaborate with community educators, and integrate their feedback into solutions that are both effective and sustainable.
Within the first year of returning to Indonesia, I will bring together community-focused education initiatives and Indonesia's top educators to create modules under the Futurist Hub by Pijar Foundation. In the second year, we will create a pilot project designed for children's education and development, as my experience has shown that many of these communities lack guidelines or digital platforms to deliver the learning materials to children. The Jendela Jakarta community will serve as the test ground for this pilot project to ensure its practicality and effectiveness in addressing the specific needs of children from middle to low-income areas. By the third year, I aim to secure strategic patrons from the government and private sector to fund the project, leveraging Pijar Foundation's strong relationships with global philanthropic institutions. Over five years, my goal is to establish a self-sustaining EdTech platform accessible to all Indonesian children, particularly those in rural and low-income areas. By 2045, I aspire to ensure that every Indonesian child from underserved areas gains access to personalized learning experiences through our EdTech platform.
