October 22, 2025. The first curriculum seminar series was led by Ms. Swanti, who delivered an insightful introduction to the International Baccalaureate (IB) Curriculum. The discussion drew strong interest from participants, especially as she unpacked how IB’s holistic and inquiry-based approach fosters critical thinking, creativity, and global-mindedness among learners.

“IB is not only about mastering content or passing exams,” Ms. Swanti began. “It’s about helping students connect what they learn to real-world issues. We want them to think globally and act locally.” She explained that IB’s design encourages students to ask thoughtful questions, analyze problems from multiple perspectives, and articulate their ideas with confidence.

Throughout the session, students were guided through IB’s three core elements—the Learner Profile, Theory of Knowledge (TOK), and Extended Essay—which together nurture self-awareness and intellectual curiosity. “The IB framework trains students to become inquirers and reflective learners,” she said. “They are taught to see knowledge not as fixed truths but as something dynamic and open to interpretation.”

For many attendees, this perspective was refreshing. Kariton, one of the students, shared his reflection:

“Students can choose the subjects they’re passionate about, and teachers provide the necessary materials to support their learning. By the end of the period, students present what they have learned in various ways, such as through miniatures, videos, or presentations.”

Similarly, Dian appreciated the emphasis on open-mindedness.

“... the YIS is so multicultural, and the school celebrates some celebration events depending on where its students come from. What a unique and positive act from the school to respect students' real identity. I love their vision in school: "inquiry, knowledge, and caring to make a better and more peaceful world by doing intercultural understanding and respect." 

Ms. Swanti also touched upon assessment practices that value process and reflection, not just outcomes. “In IB, assessment is not the end—it’s part of the learning journey,” she explained. “Students continuously reflect on how they learn, not just what they learn.”



Participants responded positively to this learner-centered model. Andrea Rinjani, another attendee, noted,

“IB [in YIS] sounds like fun and enriching for me, I feel like I'm kinda interested to join the IB implementing school in the future...hehe. The students learn by doing and experiencing! Very practical.”

The session concluded with an engaging Q&A in which students asked how IB’s principles could be adapted to the Indonesian context. Ms. Swanti encouraged them to apply the spirit of inquiry in their own teaching practices, even within the framework of the national curriculum.

In her closing remarks, she said, “We may not all teach in IB schools, but we can all bring IB values—curiosity, reflection, and international-mindedness—into our classrooms.”

By the end of the session, the message was clear: education should not only inform minds but also transform perspectives. Students left inspired to imagine classrooms that nurture thinking beyond textbooks and empower learners to see themselves as global citizens.