WHO WE ARE - Sekolahku-MySchool
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We are a community of educators working together with children to create a positive future through global, dynamic and innovative programs.
Our services are delivered by professional Indonesian teaching and support staff as part of our commitment to capability and capacity growing.
Operating in a semirural Indonesian community, we focus on integrating, supporting and enabling the local communities that we interact with as well as our wider school community.


Yayasan Tunas Cerdas Gemilang offers individualised, supporting, challenging and caring environments and services for each child’s educational development. Our programs are an exciting, joyful and rewarding educational experience that helps children learn how to create a better world for all. Through our programs each child develops positive human aspects and attributes.


To actively participate in the Indonesian Government effort to provide and develop the highest quality education for every child without discrimination. To continue to be a leading model of Playgroup to Year 6 education through a continuous learning curriculum for all children up to 12 years old that adapts to each child’s needs as they evolve.


A community of non-biased, creative children curious to discover new horizons, be self disciplined, responsible and flexible.


The creation of learners who have creativity and high curiosity, are independent, responsible, flexible and are unbiased.


We provide Playgroup to Year 6 education services through different organisational units that focus on specific aspects of our continuous learning curriculum:

  • Education through Sekolahku-MySchool
  • Library services through Natsuko Shioya library which has served the local community since 2000. The Board has committed to maintaining and growing its services
  • Training and Research based on our programs and themes.

These different units interlink and support one another. The need for the separate units reflects the diversity of our work and the different focus that each one brings to achieving our vision and mission.

Our Foundation, Yayasan Tunas Cerdas Gemilang (YTCG)

Our legal status as a Yayasan organisation was granted by Law Department 2011. We are governed by a Board. Changes to the Yayasan are carried out in accordance with the government requirements.

  • YTCG is registered and has permission to work in the field of education. This was granted by Dinas Pendidikan, Pemuda dan Olahraga, Kabupaten Sleman, DIY for playgroup (2017) and kindergarten (2016). YTCG operates within the concept of home school compound in accordance with Article 27 of Law No. 20/2003 of the Indonesian National Education System.
  • YTCG balances the needs of its three different units to support the achievement of its vision, mission and goals.
  • Consultants and advisers in specialised fields assist in the development and delivery of our programs
  • Every year a budget is prepared based on estimated work of each unit. Each of these units has its own budget which is managed within the overall YTCG budget by the Board. The Board is responsible for ensuring the budgets cover operations—now and future.

Our Yayasan Board

Board members qualifications and expertise include the following:

  • PhD, Masters, Graduate Diploma, Graduate Certificate and Bachelor degrees in disciplines as varied as: Education, Engineering, International Relations, Finance, Business Administration, Psychology, Information Technology
  • Education-focussed experience and expertise as well as wide-ranging experience operating at senior Government levels and C-level positions (Chief Executive, Operating Officer, and Board) internationally.
  • International experience including with NGOs and Governments

The History of The School

In 2004, four Indonesians and one Australian together created the concept for the school now known as Sekolahku MySchool. The name reflects the concern about the development of early childhood education services in Yogyakarta at that time.The founders saw that the ‘traditional style’ of learning experienced by children at an early age indirectly curbed the creativity of children, forcing children to master skills that are not appropriate to the age and their needs as children. There were reports of teachers scaring children to obey adults, calling children “naughty“ if they did not behave according to the willingness of adults, and many others actions that did not support positive children’s development.


They also were concerned about the trend for early childhood education becoming a business proposition generating money without regard to providing quality early childhood education. The rapid demand from parents, and the concurrent growth of these services, meant that many commercial centres were employing untrained staff who had not developed a sound philosophy or understanding of good early childhood education practices.


The Founders

Yulius Drani Danu Wibowo, M.A.
Yulius Drani Danu Wibowo, M.A.
Tri Lestari Dewi Saraswati
Tri Lestari Dewi Saraswati
Riana Cahyani, S.Psi.
Riana Cahyani, S.Psi.
Aris Budi Prasetya
Aris Budi Prasetya
Dr. Margaret Ellen Shore, Phd
Dr. Margaret Ellen Shore, Phd

The Campus

Kampus Kami

The first school campus was at Jl. Prayan Wetan, No.31, Jogjakarta, Indonesia. Over the years, many Rupiah were invested to bring the facilities up to a good standard for early childhood education. However by 2008, in response to parent demand the managers of the school sought bigger premises in which to open a primary school campus as well as the Playgroup. Another site would also support the children being closer to nature, integrating the environment into the programs and build understanding of resource management. A suitable building (Tamaan Bacaan) was found that housed Natsuko Shioya library in Jl.Sumberan, Jl. Damai (Dayu), Sleman. This building had been purpose built in 2000 by an Australian in memory of his betrothed Japanese girlfriend who was unfortunately accidently killed in Japan. The library contained thousands of books in Indonesian, Japanese and English on wide-ranging topics. The local community were welcomed into the library and were the main users of its services. Utlising this existing facility provided SMS with many benefits as the foundations of the library were used to develop other programs. This included the formation of homeschooling, training for kindergarten teachers, training programs for parents as well as for caregivers of children, and programs for children after school. The demand for these services and income generated allows the book collection to continue to be enriched and expanded to include toys, games and videos. Consequently the storytelling program was expanded, and book discussions held.In January 2009, a small Playgroup class moved into Natsuko campus, this wonderful library building set in tranquil gardens. As enrolments grew and a demand for more classes emerged, additional premises were found close-by in the community. After renovation of one of the dilapidated school buildings, in July 2009 the Kindergarten and Class 1 moved into the Aula at Seruma campus. Again, growing enrolments drove the need for additional classrooms, so in 2014 a major refurbishment (including asbestos removal) was undertaken of the adjacent uninhabitable buildings.The recent purchase of a traditional Javanese Joglo will support learning in different environments—and be complemented by the significant refurbishment work of the outdoor grounds that is now underway. Relocation and erection of two Limasan, traditional Javanese houses, is underway. These timber buildings will serve as classrooms for more senior primary students and special purpose activities, such as science and creative arts.


Every year a budget is prepared based on estimated enrolments of students— both current students moving into the next Grade, as well as students new to the school.

This allows us to anticipate the number of classes, teachers, resources, meals, facilities, and operating expenses. The Board oversees the projections of expected income, anticipated expenditure, contingency allowance in case something unanticipated happens. Historical records show that nearly 50% of income will come from tuition fees, with staff salaries and allowances over 50% of expenditure. Staff development and yearly retreat are also funded from surplus funds. We also operate some services at a loss or on a cost recovery basis (such as Shuttle bus, meals, excursions). More information on SPP tuition and Annual fees is available by contacting us.

Support through donations and volunteers

We thank the outstanding parents and carers of our students who have supported the growth and development of our unique school with so much equipment, teaching aids, ground maintenance, books and labour. Other supporters continue to assist us in many ways as well as make major donations that have, and continue to, contribute to our growth. We have also sought and received much support from other people. Our list of supporters includes Governments and friends as well as independent organisations and people spanning many countries. We are very grateful for their contributions and what they did to help achieve our goals. Our heartfelt thanks go to Dr Shore and Bapak Danu Wibowo who wrote the proposals for over 17 volunteer assignments since 2004 which were sponsored by the Australian Government.


Our philosophy of integrated child-centred programs focuses on supporting all our children to:

  • Be kind, caring, concerned and possess the ability to be a leader or part of the group
  • Have an enquiring mind and be a focused learner who loves asking questions and finding out “why”
  • Be an innovative problem solver capable of working independently or in a group
  • Be able to express ideas, thoughts, feelings and attitudes clearly and accurately
  • Know and develop the abilities and limitations of their own body through a clearly structured developmentally planned program of physical development
  • Understand the need to care for, and respect their own bodies and those of other people, our environment and all our natural resources
  • Internalise many mathematical, architectural, and scientific concepts as part of their everyday experiences and activities
  • Develop aesthetic appreciation through painting, drawing, designing, gardening, collage and clay, and
  • Value and participate in learning activities that contribute to being a worthwhile and fulfilled adult.


Our continuous learning curriculum provides the same opportunities and experiences for all children without discrimination in an environment where each child can develop emotional intelligence accompanied by social, moral, spiritual and physical motor skills. By integrating all aspects of each child’s development, their knowledge and skills, we are preparing the future leaders of our world.

Fostering creativity, independence, self-confidence and respect

Educational research tells us that children learn best through exploring their environment and discovering their abilities through physical activity. Our education program builds exploration of the indoor and outdoor environments into daily activities.


Play is a mechanism to encourage children to explore things and phenomena around them in their built and natural environment.


We encourage children to test out things (safely of course!), try different ways of doing things, and experiment with colour, textures and their senses. By playing, children can learn many things. The word ‘play’ in our philosophy, is not about playing games without a program or intent.

As part of more structured activities, our IndoGym program is incorporated into daily life at SekolahkuMySchool. IndoGym is based on the essential movements required for proficiency in gymnastics. It is safe, stimulating and provides endless movement opportunities for each child to play and learn. The program supports each child to develop physical and cognitive development and co-ordination, confidence and self-esteem. Through integrating music and equipment into fun gymnastics-based activities, IndoGym programs encourage children to explore, learn and grow.


IndoGym assists and promotes the holistic development of skills and knowledge recommended by educational theorists for young children under the age of 12 years. It is safe, stimulating and provides endless movement opportunities for each child to play and learn.

Promoting acceptance and inclusion

Integrating children with special needs has been integral to the philosophy of Sekolahku MySchool since its inception. Our team have experience with, and strategies to work with, children with special needs. These strategies, combined with our philosophy and attitude that our role is to maximise the abilities of all children, is assisting children cope with, and master their individual differences whilst working cooperatively with others at a high level of functioning. A key achievement is their active participation within group situations. Our integrated program is demonstrating outstanding results with children suffering from autism and other physical difficulties.

To support Dr Margaret Shore, who has been guiding the curriculum development at Sekolahku MySchool since its inception, we have sourced professional advisers from within Indonesia and overseas to provide guidance on specific areas of need: the majority of these people have assisted us in a voluntary capacity. We are now recognised as providing the highest quality education in Java for children with extra needs including the gifted and talented.

Integrating and engaging with our community

Our philosophy and operations integrate and align to support each child, their family and the community in the best way possible. We accept every opportunity to collaborate with our local community on projects of educational benefit to the children and the community. We benefit from community knowledge and expertise, resources and services. We advocate good corporate citizenship and demonstrate this by making informed choices and supporting the local community. We encourage our school community to support their local community and be an integral part of the wider Indonesian and world community.

Being based in a rural environment in the shadow of Mt Merapi, agriculture is an important part of our local community and therefore, our programs. The integration between the school and local community is reflected in the Children participate in outdoor activities in nature through gardening, fishing, and observing as our class work often involves nature.

Our Integrated Learning Program

With curricula drawing on the entire range of international educational perspectives, we offer all children the opportunity of world class learning and preparing the next generations for life in the global village. Regular indoor and outdoor activities encourage each child to explore with all their senses. Integration with the built and natural environment, and respect for nature is a core part of our philosophy and programs.

Specific emphases guide the development of our programs and activities:

Personal Development

  • Anti-bullying and teasing program
  • Living values (universal humanity)
  • Children’s Parliament (learning democracy)
  • Working together within the school and community
  • Learning about and participating in the world
  • Environmental education
  • Brain Gym daily activities
  • Self sufficiency and sustainability

Focused Development

  • Gifted and Talented programs
  • Integrating children with special needs with specific programs to support their development
  • Developing physical abilities and skills through combining IndoGym, music and movement with everyday experiences
  • Understanding international cultures and customs with a deep focus on Indonesia (especially Java)
  • Project based integrated learning
  • Library classes
  • Building appreciation of literature, books and resources through our extensive library
  • Extra-curricula classes to develop specific knowledge and skills