● Why do you want to undertake the programme or research?

- to help me strengthen my knowledge in order to become a great actor in

policy-making in the education sector.
● What are your academic interests?
- The equity of quality education in rural area
● Why do you wish to study at UCL?
- Because Prof. Stephen Ball, “What is Policy: …”
- Because Dr. Tiffany Page, every research of hers especially in
professional boundary definition
- Because the CSEE, home for scholars that concern in education justice
with sociological approach
● What educational experience do you have?
- My final thesis about a thorough critique in Islamic education system
● Do you have any relevant work experience?
- IELTS Tutor in Pare village
● Have you completed any extracurricular or voluntary activities relevant to the
programme?
- A treasurer in a student community of SPBA
- volunteering in providing books in the village of Pengempon
● What are your career aspirations?
- Researcher at Think Tank (CIPS)
- Education Policy Consultant in UNESCO
● Note: Restrictions no more than 3,000 characters including space. I can go
over 3,000 characters but it cannot be longer than two sides of A4, font 12
Times New Roman, single spaced

PERSONAL STATEMENT UCL (BUKAN CHAMPIONS LEAGUE)

Teaching IELTS in the rural area makes me realize that quality education potentially
can be even-handed all over the regions in my country, regardless of geographical
constraints. My full-time job as an IELTS tutor for six months in Pare (Kemajuan di
Pare, pakai data, bisa ditekankan lagi aspek kewilayahan di sini) has opened my eyes
to draw problem-solving and communication feats. I initiated a supererogatory action
to listen to my pupils’ struggles in learning, while it also led me to create reciprocal
study groups, helping them enhance both knowledge and friendship.
My ethical awareness for villagers’ education prompted me to provide books for
school minors in the countryside of Pengempon when I was involved in volunteering.
It drove me to recognize that apparently not all children in my country are lucky
enough to have better literacy.

Not only that, during my last undergraduate years, I was working with a meticulous
critique of traditional Islamic schooling on my final thesis where I apprehended that
there is a rigid barrier within pupils and teachers, concluding a socio-religious factor
as the main challenge in creating comfortable learning environments – this case is
even exacerbated in the rural community. As well as this, in my college life, I honed
leadership skills as a treasurer in a student organization whose concern is in foreign
language education, introducing me to a small scale of policy-making through a
budget plan.

These diverse experiences have fueled me (mungkin bisa lebih dipermulus lagi nih
transisinya) to pursue my graduate study in University College London’s Policy
Studies in Education program. My clear objective here is to learn more about how
sociological value can influence education and policy. I am enthused by one of the
lecturer's works there, Dr. Tiffany Page whose research focuses on defining
professional boundaries in educational institutions. I think this engagement will play a
crucial role in forming a comprehensive understanding about why teacher-student
relationships in rural schools are cumbersome. Also, Prof. Stephen Ball from The
Centre for Sociology of Education and Equity (CSEE) captivates me through his work
in ‘What is policy: Texts, Trajectories, and Toolboxes’, endowing me with some
insight to fathom how to produce policies for rural schooling by considering a
discourse from every actor and power dynamic.

Looking ahead, my goal after graduating from UCL is to leverage my education to join
the Centre for Indonesian Policy Studies (CIPS). This aligns with my immediate goal
of addressing the scarcity of education institutes in villages through policy brief
creation (Cari action yang lebih terarah lagi, lebih kuat lagi pokoknya buat menangani
masalahnya). Afterwards, I aspire to collaborate with UNESCO to advocate for the
convergence of formal and non-formal education in Indonesia, ensuring accessibility
for all children particularly in the countryside.

In conclusion, my diverse backgrounds in education, connected with the insights

obtained from UCL's master program, position me as a dedicated candidate ready to
contribute to the field of education policy. I am eager to embark on this intellectual
odyssey at UCL and then make a lasting and meaningful impact on educational
accessibility in Indonesia.