- School: General Information and Academic Administration
After observation, please write a report about school general information and its academic administration according to topics as follows:
1.1 School profile
Name of Institution: SD Islam P.B. Soedirman
NPSN: 20109146
Established in: 1966
Address: JI. Raya Bogor Km. 24 Cijantung, Jakarta Timur
Urban village (Kelurahan) : Cijantung
Sub-district (Kecamatan) : Pasar Rebo
City: Jakarta
Province: DKJ Jakarta
Phone number: (021) 8400387 Ext. 115
Fax: (021) 8400387
Website: Sdipbsoedirman-jkt.sch.id
School status: Private
DESIGN OF DEVELOPMENT AND REVISION TEAMS
SD ISLAMIC CURRICULUM PB SOEDIRMAN
| NO | Name | Position | Task |
| 1 | Drs.R. Sudarmaji,M.M.Pd | Supervisor | Developer |
| 2 | H.Abdul Kadir, SE | Chair of the Committee | Developer |
| 3 | H.Drs.Nur Alam,MA | Ka Dikdasmen Council | Developer |
| 4 | Ramdoni,M.Pd | Headmaster | Developer |
| 5 | Edhy Sumarno,S.Pd | Curriculum Section | Developers and Compilers |
| 6 | Yeni Asmaria,M.Pd | Student Affairs Section | Compiler and Revision |
| 7 | Dede Yaya,M.Pd | Waka Sarpras and Public Relations | Compiler and Revision |
| 8 | Hj.Umi Ardiyah,S.PdI | Waka Field of Religion | Compiler and Revision |
| 9 | Hj.Nurhikmat,M.Pd | Waka Curriculum Staff | Compiler and Revision |
| 10 | Pujianingsih,S.Pd | Waka Curriculum Staff | Compiler and Revision |
| 11 | Titik Purwaningsih,S.Pd | Waka Curriculum Staff | Compiler and Revision |
| 12 | Wendi Ashari,S.Pd | Student Waka Staff | Compiler and Revision |
| 13. | H.Bai Nursabani,S.Pd | Student Waka Staff | Compiler and Revision |
| 14 | Haryono,M.Pd | Student Waka Staff | Compiler and Revision |
| 15 | Suparmo,M.Pd | Sarpras Waka Staff | Compiler and Revision |
| 16 | Titik Wulandari,S.Ag | Waka Religion Staff | Compiler and Revision |
| 17 | Sultansayah,S.PdI | Waka Religion Staff | Compiler and Revision |
| 18 | As’adi,M.PdI | Waka Religion Staff | Compiler and Revision |
| 19 | Nurkholifah,S.Pd | Class I Coordinator | Compiler and Revision |
| 20 | Ratna Winarti,S.Pd | Class II Coordinator | Compiler and Revision |
| 21 | Edri Vieni,SH | Class III Coordinator | Compiler and Revision |
| 22 | Eti Suryani,S.Pd | Class IV Coordinator | Compiler and Revision |
| 23 | Heni Widiastuti,S.Pd | Class V Coordinator | Compiler and Revision |
| 24 | A. Faisal,S.Ag | Class VI Coordinator | Compiler and Revision |
| 25 | Muhammad Ansor Awaludin,S.Pd | Coordinator. English | Compiler and Revision |
VISION
Priority, service to students partnering with the community in shaping human beings who have superior strength of faith and piety in science and technology, exemplary behavior leading in achievement and global insight.
MISSION
1.Produce graduates who have moral virtues.
2. Implement a dynamic KTSP curriculum.
3. Produce excellent graduates in the academic and non-academic fields at national and international levels.
4. Increase teacher professionalism.
5. Optimize the use of IT in learning.
6. Increase the potential of students through academic and non-academic competitions at national and international levels.
7. Improve the partnership relationship of parents and community students.
8. Make the school as a second place.
AIMS
- Form a faithful person, devoted to Allah SWT and obey worship.
- Form a commendable morality and character through school culture and habituation.
- Providing basic knowledge in the form of academic and non-academic skills to students to move on to the next level
- Providing basic knowledge in the form of skills, skills to be able to live independently.
- Form students who are intelligent, capable, skilled, honest and confident and sensitive to the surrounding environment
- Equip students to be able to compete in the era of globalization and master communication and technology information
- Principals, teachers, employees and students are aware of their responsibilities according to their duties and functions
- Excellence in the academic field shows increasing and satisfying achievements, in line with expectations
- Structuring the classroom and comfortable environment in accordance with its utilization.
- Improvement of achievements in non-academic fields (sports and arts) in accordance with optimal coaching
SCHOOL EXCELLENCE
- School of ASEAN Regional Coalition Members (SEAMEO).
- APEC Member Schools – ICT – Model School Network
- Acceleration Service Program Program School
4. The school has Bilingual Class service
5. Islamic Based Private Schools
6. Has teaching staff / teachers with qualifications of undergraduate (S1) and 9 s2 educators.
7. Educators have optimal ICT capabilities to support the learning process
8. Facilities and infrastructure to support learning are available on a standard basis.
9. Having students with quite a lot of 1,409 students
TARGET/ GOALS
- Activities return to SEAMEO and APEC Regional Coalition Schools
2.Develop a curriculum and learning process that is distinctive based on the national curriculum enriched with an international curriculum that is in line with the vision and mission of PB Soedirman Islamic Elementary School by taking into account the unique conditions of each child.
3. Implement and strengthen bilingual programs in acceleration and class III programs that have been prepared to lead to the breakdown of International Standard Schools.
4. Development of Learning Process based on IT and ICT
5. Develop assessment by emphasizing Authentic Assessment. That is more focused on the assessment process (qualitative) besides quantitative assessment; obtained through a more oriented assessment technique for portfolio research (collection of works and student achievements throughout the learning process)
6. The development of the values of cultural education and national character that are integrated in each of the Competency Standards and Basic Competencies of each subject. And these values are integrated in the syllabus and lesson plans.
7. Development of Graduates’ Competency Standards based on the National Education Standards and Standards from one of the OECD member countries that has become a reference
8. Pioneering Partnerships with schools or educational institutions both national and international
9. Optimize service
10. Condition an orderly atmosphere in worship
11. Successful school accreditation in 2017
12. achieve maximum results in academic and non-academic competitions
13. Success of Examination 2017-2018
14. Creating a clean, healthy, green and conducive school atmosphere
15. implemented International Class program
16. Orderly school administration
1.2. Academic support system
These are the facilities that the school is offering. First is an air conditioned room. Second is slide projector each class. Third is installed CCTV each class. Fourth is school TV. Fifth is internet network each class. Lastly, an audio visual every class.
They also have infrastructures such as Science Laboratory, The Laboratory Language, Computer Laboratory, ICT space, Library, Sports Facilities, Canteen, Shuttle car, Polyclinic and Mosque.
1.3. Teaching System
SD Islam PB Soedirman is a private school for preschool , kindergarten, elementary, and high school.This school believes on the theory of John Dewey which is “Learning by Doing” so that means it is a Progressivist school. There are more than 6,000 students who are studying here.They divided it by two, first: normal class and second : the so called the acceleration in which this is a combination of two grades like 3/4 AKS or 4/5 AKS (they are more advance than the normal class. Every grade level is divided into three. They also have workplace for the children for them to develop their talents and skill. This table shows about the burden of learning face-to-face.
| Class | One hourface-to-face learning / minute | Number of learning hours per Week | Effective Week per school year | Learning time per year |
| 1 | 35 | 30 | 38 | 1140 learning hours (39900 minutes) |
| 2 | 35 | 32 | 38 | 1216 hours of learning (41230 minutes) |
| 3 | 35 | 34 | 38 | 1292 learning hours (42560 minutes) |
| 4 | 35 | 36 | 38 | 1368 learning hours (47880 minutes) |
| 5 | 35 | 36 | 38 | 1368 learning hours (47880 minutes) |
| 6 | 35 | 36 | 38 | 1368 learning hours (47880 minutes) |
The structured assignment learning and structured independent activities are a maximum of 40% of the total time of face-to-face activities of the subjects concerned.
Examples of science subjects in one week 4 hours of lessons for face to face 60%
Examples of assignment calculations.
4 x 35 minutes = 140 minutes, then 40% assignment is 40% x 140 minutes = 56 minutes so the assignment is only 56 minutes per week.
Time allocation for practice, two hours of practice at the high school with one hour face to face. Four hours of practice outside the stara school with two hours face to face.
Allocation for the development of expressions and potential is adjusted to the type of development chosen.
Learning load is the whole activity that students must follow in one week, one semester, and one year of learning.
a. The study load at the Primary School / Madrasah Ibtidaiyah is stated in the learning hours per week.
b. The one week class I learning burden is 30 hours of learning.
c. One week’s learning burden Class II is 32 hours of learning.
d. One-week study load Class III is 34 hours of learning.
e. One week study load for Class IV, V, and VI is 36 hours of learning.
f.Duration of each learning hour is 35 minutes.
g. Students study in Class I, II, III, IV, and V in one semester at least 18 weeks and at most 20 weeks.
h. Load learning in class VI in odd semester at least 18 weeks and at most 20 weeks.
i. The burden of studying in class VI in the even semester is at least 14 weeks and at most 16 weeks.
j. Study load in one school year at least 36 weeks and at most 40 weeks.
- 4. Materials and other learning sources
Every class has its own book, projector, laptop and speaker that teachers use during class hours. Also, There are the materials and other learning sources offered in school like Air conditioned room, Slide projector each class, Installed CCTV each class, School TV, Internet Network each class and Audio visual every class. As well as infrastructures such as Science Laboratory, The Laboratory Language, Computer Laboratory, ICT space, Library, Sports Facilities, Canteen, Shuttle car, Polyclinic and the Mosque.
- 5. Measurement and evaluation system
Teachers evaluate the students through both Authentic and Traditional Assessment. They assess the students through their performances in class. They let the learners expose to the so called hands-on- minds-on activities. They also give formative test every end of the lesson or topic before they move on to other topics. They also give evaluation test every end of discussion to monitor the students if they can follow or understand the lesson. Every half of the semester, they give a summative test to evaluate the amount of knowledge that a student has.
1.6. General Curriculum (From KURIKULUM SD ISLAM PB SOEDIRMAN)
The curriculum used to fulfill all service programs classes include:
1. Ministry of National Education curriculum (KTSP)
The Ministry of National Education curriculum is used with the intention to meet national standards, but in its implementation modifications and development are carried out so that the effectiveness of the results can be guaranteed. Class I and Class IV use the 2013 curriculum
2. Typical Foundation curriculum
The Foundation’s distinctive curriculum is a self-compiled curriculum based on needs that is in line with the Foundation’s vision, mission and objectives that are not met from the national curriculum or others.
3. International curriculum (from OECD member countries)
The international curriculum is used for the development and deepening of the national curriculum. The application of the curriculum is for services in the Acceleration and International Class classes. It is expected that the development and deepening of the national curriculum with the international curriculum will have global competitiveness with a strong insight into nationalism. The curriculum used includes: Singapore Curriculum
STRUCTURE AND OBJECTIVES OF CURRICULUM
A. Curriculum Structure
Subjects are the smallest basic competency organizational unit. For the SD ISLAM PB SOEDIRMAN curriculum the basic curriculum competency organization is carried out through an integrated approach. Based on this approach, there was a reorganization of Basic Competencies subjects that integrated the content of science and social studies subjects in classes I, II, and III into the subjects of Religious Education and Character, PPKn, Indonesian Language, Mathematics, and Physical Education, Sports and Health . With this approach, the structure of the SD ISLAM PB SOEDIRMAN Curriculum becomes simpler because the number of subjects decreases.
The curriculum structure describes the conceptualization of curriculum content in the form of subjects, the position of content / subjects in the curriculum, the distribution of content / subjects in the semester or year, the burden of learning for subjects and the learning burden per week for each student. Curriculum structure is also an application of the concept of organizing content in a learning system and organizing the burden of learning in the learning system. Organizing content in the learning system that is used for the upcoming curriculum is the semester system while organizing the learning burden in the learning system based on class hours per semester. The curriculum structure is also an overview of the application of curriculum principles regarding the position of a student in completing learning in a unit or level of education. In the curriculum structure describes the idea of a curriculum regarding the learning position of a student, whether they have to complete all the subjects listed in the structure or the curriculum provides an opportunity for students to determine various choices. The curriculum structure consists of a number of subjects, and the burden of learning.
The principle of integrating science and social studies in classes I, II and III above can be applied in integrating local content. Basic competencies of local content relating to art, culture and skills, as well as regional languages are integrated into the subjects of Art and Craft. Local content basic competencies relating to sports and regional games are integrated into the subjects of Physical Education, Sports and Health.
In addition to simplifying the number of subjects, simplification is also done on Basic Competencies for each subject. Simplification is done by eliminating Basic Competencies that overlap in one subject and between subjects, and Basic Competencies which are considered not in accordance with the age of psychological development of students.
In classes IV, V, and VI the names of science and social studies subjects are listed and have their respective basic competencies. For the learning process of Basic Competence in Natural Sciences and Social Sciences, as with the Basic Competencies of other subjects, it is integrated into various themes. Therefore, the learning process of all Basic Competencies from all subjects is integrated in various themes.
Culture and Craft Arts subjects can include Regional Languages. In addition to the intracurric activities listed in the curriculum structure above, there are also extracurricular activities at SD ISLAM PB SOEDIRMAN, including Scouts (Obligatory), School Health Business, and Youth Red Cross. The subjects of Group A are subject groups whose content is developed by the center. Group B subjects consisting of Cultural Arts and Craft subjects as well as Physical, Sports and Health Education are subject groups whose content is developed by the center and equipped with local content developed by the local government. The education unit can add lesson hours per week according to the needs of students in the education unit
B. Curriculum content
The 2013 SD ISLAM PB SOEDIRMAN curriculum content covers a number of subjects whose depth is the learning burden for students in the education unit. Curriculum content contains a number of local subjects and content as well as self-development activities that are not included in the curriculum structure and are provided outside of face to face. In addition, local content material and self-development activities are included in the curriculum content.
Government Regulation Number 19 of 2005 concerning National Education Standard emphasizes that the depth of curriculum content in each education unit benefits in competence at each level and semester in accordance with the National Education Standards. The competencies in question consist of basic competencies and core competencies.
1. Subject
Teaching material is based on scientific foundation that will be taught to students as a burden of learning through certain methods and approaches. The learning burden on subjects is determined by the flexibility and depth of each level of the education unit. The methods and approaches to the subject depend on the characteristics and characteristics of each subject by adjusting to the conditions available in the school. A number of these subjects consist of compulsory subjects and electives on each education.
1. Islamic Education
Aim :
· Growing faith through giving, fertilizing, and developing knowledge, appreciation, experience, habituation, and experience of students about the Islamic religion so that it becomes a Muslim human who continues to develop his faith and devotion to Allah SWT;
· Realizing Indonesian people who are religious and noble, namely people who are knowledgeable, diligent in worshiping, intelligent, productive, honest, fair, ethical, disciplined, tolerant, maintaining personal and social harmony and developing a religious culture in the school community.
2. Citizenship Education
Aim:
· Think critically, rationally, and creatively in responding to the issue of citizenship
· Participating actively and responsibly, acting intelligently in community, national and state activities, as well as anti-corruption.
· Developing positively and democratically to shape themselves based on the characteristics of Indonesian society in order to live together with other nations.
· Interacting with other nations in the world arena directly or indirectly by utilizing information and communication technology.
Basic Competency and Competency Standards The subject of Citizenship Education can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
3. Indonesian
Aim
· Communicate effectively and efficiently in accordance with applicable ethics, both verbally and in writing.
· Respect and be proud to use Indonesian as the language of unity and language of the country
· Understand Indonesian and use it correctly and creatively for various purposes.
· Using Indonesian to improve intellectual abilities, as well as emotional and social maturity.
· Enjoy and utilize literary works to broaden horizons, refine character, and improve knowledge and language skills.
· Respect and boast Indonesian literature as a treasure of Indonesian human culture and intellectuals.
Basic Competency and Competency Standards in Indonesian Language subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
4. Mathematics
Aim:
· Understand mathematical concepts, explain inter-concept linkages and apply concepts or algorithms, flexibly, accurately, efficiently, and precisely, in solving problems.
· Using reasoning on patterns and traits, doing mathematical manipulations in making generalizations, compiling evidence, or explaining mathematical ideas and statements.
· Solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained.
· Communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem.
· Have an attitude of appreciating the usefulness of mathematics in life, namely having curiosity, attention, and interest in learning mathematics, as well as being tenacious and confident in problem solving.
Basic Competency and Competency Standards for Mathematics subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
5. Science of Natural Knowledge
Aim:
· Obtain confidence in the greatness of God Almighty based on the existence, life and regularity of His creation.
· Develop knowledge and understanding of science concepts that are useful and applicable in everyday life.
· Develop curiosity, positive attitudes and awareness about the existence of mutually influential relationships between science, environment, technology and society.
· Develop process skills to investigate the environment, resolve problems and make decisions.
· Increase awareness to participate in maintaining, maintaining and preserving the natural environment.
· Increase awareness to respect nature and all its order as one of God’s creations.
· Obtain knowledge, concepts and skills for science as the basis for continuing education to SMP / MTs.
Basic Competency and Competency Standards for science subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
6. Social Sciences
Aim:
· Know concepts that are related to the lives of people and their environment.
· Have the basic ability to think logically and critically, curiosity, inquiry, problem solving, and skills in social life.
· Have commitment and awareness of social and humanitarian values.
· Have the ability to communicate, cooperate and compete in a pluralistic society, at the local, national and global levels.
Basic competency and competency standards for social studies subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
7. Art of Culture and Craft
Aim :
· Understand the concepts and importance of cultural arts and crafts.
· Display an attitude of appreciation for cultural arts and crafts.
· Display creativity through cultural arts and crafts.
· Display participation in cultural arts and crafts at the local, regional and global levels.
Basic Competency and Competency Standards for Cultural Arts and craft subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
8. Physical, Sports, and Health Education
Aim :
· Developing self-management skills in the effort to develop and maintain physical fitness and healthy lifestyle through selected physical and sporting activities.
· Increase physical growth and better psychological development.
· Increase basic movement skills and skills.
· Laying the foundation of a strong moral character through internalizing the values contained in physical education, sports and health.
· Developing sportsmanship, honesty, discipline, responsibility, cooperation, confidence and democracy.
· Develop skills to maintain the safety of yourself, others and the environment.
· Understand the concept of physical activity and exercise in a clean environment as information to achieve perfect physical growth, a healthy lifestyle and fitness, skilled, and have a positive attitude.
Basic Competency and Competency Standards Subjects in Physical Education, Sports, and Health can be seen in the appendix of Regulation of the Minister of National Education Number 22 Year 2006
1. Load of Learning
The 2013 Curriculum for SD / MI was carried out through learning with a thematic-integrated approach from Class I to Class VI. The subject of Religious Education and Characteristics was excluded from using thematic-integrated learning.
Integrated thematic learning is a learning approach that integrates various competencies from various subjects into various themes as found in the following table.
Transdisciplinary integration is carried out by linking various existing subjects with the problems found around them so that learning becomes contextual. The theme of knitting the meaning of various basic concepts so that students do not learn basic concepts partially. Thus, learning provides complete meaning to students as reflected in the various themes available. Thematic integrated is based on a combination of integration processes as described above so that it differs from thematic understanding as introduced in the previous curriculum.
In addition, this integrated thematic learning is also enriched by the placement of Indonesian Language Subjects in Class I, II, and III as an advocate for other subjects. Through the formulation of Core Competencies as a binder for various subjects in one class and theme as the subject matter, so that the placement of Indonesian Language Subjects as a conduit for other subjects becomes very possible.
Strengthening the role of Indonesian Language Subjects was carried out in full through the incorporation of Basic Competencies in Natural Sciences and Social Sciences into Indonesian Language Subjects. Both of these sciences caused Indonesian Language Subjects to be contextual, so that Indonesian language learning became more interesting.
Such a scientific approach, especially in Class I, II, and III, causes all the subjects taught to be colored by Natural Sciences and Social Sciences. For ease of organization, Basic Competence Competency The bases of these two subjects are integrated into other subjects (interdisciplinary integration).
Basic Competencies in Natural Sciences are integrated into Basic Indonesian Language Competencies and Basic Mathematics Subject Competencies.
Basic Competencies in Social Sciences are integrated into Basic Competencies in Indonesian Language subjects, to Basic Competencies in Pancasila and Citizenship Education Subjects, and to Basic Mathematics Subject Competencies.
While for classes IV, V, and VI, the Basic Competencies of Natural Sciences and Social Sciences are each independent, so the integration approach is multidisciplinary, although learning still uses integrated thematic.
The principle of interdisciplinary integration for Natural Sciences and Social Sciences as described above can also be applied in the integration of local content.
Basic competencies of local content relating to the arts, culture, skills, and regional languages are integrated into Cultural and Craft Art Subjects. Basic competencies of local content relating to sports and regional games are integrated into the Subjects of Physical Education, Sports and Health.
2. Self Development
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for students to develop and express themselves according to the needs, talents, and interests of each student in accordance with school conditions. Self-development activities are facilitated and / or guided by counselors , teachers, or education staff who can be carried out in the form of extracurricular activities. Self-development activities are carried out through counseling service activities relating to personal and social life problems of learning, and career development of students.
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for students to develop and express themselves according to the needs, talents, and interests of each student in accordance with school conditions. Self-development activities are facilitated and / or guided by counselors , teachers, or education staff that can be carried out in the form of extracurricular activities. Self-development activities are carried out through counseling services related to personal and social life, learning, and career development of students.
Includes a variety of extracurricular activities in accordance with the interests and talents of students, which consists of:
a
1. Plamuka
2. Paskibra
3.UKS / Little Doctor
b. Sports
1. Drumband 4. Chess
2.Footsal 5. Table Tennis
3. Ball volley 6. Basketball
c. Art
1. Painting Art
2. Dance Art
3. Art of music and vocals
4. Art of Qasidah
5. Art Marawis
6. Local and Global Excellence-Based Education
Local excellence-based education is integrated into extracurricular education while global excellence education at SD ISLAM PB SOEDIRMAN is integrated into activities that include science and technology mastery programs Students through extracurricular computers.
8. Habitual activities
a. Routine Habits
It is a process of moral formation and planting / practicing religious teachings. The habituation activities are integrated in 2013:
The habituation developed consists of:
Religious character
a. School permits, shake hands with parents and teachers at school.
b. Pray before and after learning or doing something.
c.Hapalan short letter or yasinan morning before learning and reflection for non-Muslim religion.
d.Do not cheat when repeating and doing homework at school.
e. Dhuha prayer at rest alternates according to schedule.
f. Dhohar prayer for students of class III – VI.
g. Friday shodaqoh or infaq.
h. Celebrate and respect religious holidays.
i. Smile, greet, greetings, polite and polite in speaking.
b. Environmental Care Character
a. Always tidy up the bed, alone.
b. Remove garbage in its place.
c. Breakfast early before leaving school.
d.Do not cross out, write on walls and benches.
e.Discipline using a school uniform.
f. Dress neatly to school: clothes are put on, tie is worn and neatly installed, the color of the shirt is always kept white and red, shoes are in accordance with the rules set, and shoes are always clean.
g. Enter and go home from school on time.
h. Use polite and polite language.
i. Thank you to anyone who gave something or some help.
j. Keep the class clean.
a. Healthy Saturday (Morning Gymnastics)
b. Clean Friday (Ant Operation)
c. Dispose of Trash in Its Place (Organic, Organic and B3)
d. Eradication of Mosquito Nest in Schools (PSN)
e. Height Measurement and Weight (Every Month)
f. Brush teeth at least 2 times a day.
g. Explore the Healthy Canteen
h. Wash hands before and after using soap.
i. First aid counseling
Programmed Habits
a. Class hygiene competition
b. Recycling program for paper and garbage
c.MABIT (Night Bina Faith and Taqwa)
d. Hajj Manasik Exercise
e.Pesantren Kilat
f. Commemoration of the Religion Day
g. Implementation of the National Day Commemoration.
h. Implementation of PORSENI
d. Exemplary activities
a. Development of Ordering Clothing for School Children.
b. Guidance for Polite, Greetings, Greetings and Honest
c. Honesty canteen activities
d. Clean and Healthy Life Behavior
e. Life Is Simple, Discipline, Affection, Responsibility, Fair and Wise.
e. Development of School Culture and Environment
a. Increased cleanliness, lighting, classroom air circulation
b. Increased cleanliness, lighting, other room air circulation
c. Addition to the number of restrooms for teachers and principals
d. Clean culture development
e. Creation of a healthy, beautiful, beautiful, shady, cool environment, etc. (tamanisasi)
f. Completion of sanitation / drainage systems
g. Creation of a culture of etiquette “in action”
h. Increased cooperation with other relevant institutions
i. Development of hygiene and health competitions
f. Creative Economy Education
Creative economic education is instilled through several activities that are integrated in activities that are tailored to the facilities and infrastructure that exist within the SD ISLAM PB SOEDIRMAN environment including:
a. Agriculture Activities.
Available agricultural land is used for:
1) Family Medicinal Plants (TOGA) including: (Ginger, Betel, Turmeric, Galangal, etc.)
2) Life Stalls including: Chili, Spinach, and others
3) Living barns including: Cassava, Banana, Papaya, and others
4) Oyster Mushroom cultivation
5) Vertukultur including: Mustard, kale and others
b. Canteen Activities
1) The school canteen consists of a healthy canteen and honesty canteen consisting of 6 canteen vendors including the honesty canteen.
2) School canteens are quite adequate, canteen vendors always wear aprons and gloves and masks.
3) Student snacks are provided in the canteen and always checked by the DKI Jakarta POM
4) The food menu is managed by the canteen coordinator so that it is not boring for students.
c. Fisheries Activities.
Fish that are kept include Catfish, Pomfret, Turtles, Gurame, maintenance by students who work in the fisheries working group.
d. Animal Husbandry Activities
Farm activities maintain chickens, fan pigeons who routinely get free plu bird certification from the livestock service.
e. Gardening Activities
The school park consists of the Pond Vision garden and Pond Mission and the UKS Monument as well as ornamental plants and hanging pots on the terrace and school yard. Park maintenance and the implementation of success activities cover the entire school yard.
f. Activity 3 R
Reuse, namely: We reuse garbage that is still used for both the same function and other functions for example:
· Reuse containers / packaging for the same function or other functions
· Using electronic storage devices that can be erased and rewritten
· Use the blank side of the paper to write
· For example used beverage bottles are used again to become the skills of students.
· Using a container / bag that can be used repeatedly
· Sell or give disaggregated rubbish to those who need it
Reuse Reduce Recycle, namely: We try to reduce everything that causes garbage to occur, for example:
· Use both sides of paper for writing and photocopying
· Using a stationery that can be refilled again
· Provide information networks with computers (paperless)
· Maximize the use of electronic storage devices that can be deleted and rewritten
· Using a product that can be refilled (refill)
· Reducing the use of materials once used Recycle, namely we process waste into new products for example:
· Choose products and packaging that can be recycled and biodegradable
· Process paper waste into paper / carton again
· Bends processing organic waste into compost (Composting)
· The frozen processing of non-organic waste is a useful item
The self-development assessment is carried out qualitatively, not quantitatively as in the subjects. Stages of Self Development Activities carried out by:
a. Identification
· Can support and potential
· Student gifts and interests.
b. Mapping
· Types of self-development services
· The serving officer
· Students are served
c. Program lover subjects are carried out by way of program preparation (competency standards and basic competencies developed, main material, indicators, learning activities, time allocation, assessment, and learning resources).
· Implementation (presentation, stabilization, development)
· Monitoring Implementation
· Assessment (scheduled, structured, qualitative)
· Analysis of assessment results (data based, professional, realistic, valid, transparent and accountable)
· Reporting: General in the format of report cards
Detailed in the self-development report book.
As for self-development activities such as:
1. Ektrakurikurer Activities
The self-development chosen in the form of extracurricular activities includes a variety of activities that are in accordance with the interests and talents of students, consisting of:
a.Pramuka
b.Pencak Silat
c. Taekwondo
d. School Health Unit
e. Leadership
2. Habitual activities
In order to develop religious values, the values of sportsmanship of the nation and state of character formation of students are carried out through:
a. Routine Habits
The activities are carried out on a regular basis, both in class and in school. The formation of characters through habituation in routine activities at SD ISLAM PB SOEDIRMAN is as follows:
§ Prayer in congregation
§ Prayer formation at the mosque
§ Ceremony flags every Monday
§ Prayers before and after learning
§ Study every Friday and listen to the short letter reading in the Qur’an
§ Examination of body hygiene and clothing before entering class
§ Clean the class and pages before and after learning
§ Read books in the library
b. Program
It is an activity programmed and planned both at the class level and at the school level.
§ The Pesantren flash religious activity
§ Press Creativity and sports
§ Commemoration of National Holidays
§ Field trips, excursions, study tours
§ Exercise between classes
§Bina MIPA Olympiad
c.Spontan
It is an activity that can be carried out at any time, without being limited by space.
§ Familiarize greetings
§ Make it a habit to throw garbage in its place
§ Getting used to queuing up
§ Getting used to helping friends who get hit
§ Discussion properly and correctly
§ Operations of Ants
3. Exemplary activities
It is activities that can be carried out anytime and anywhere that prioritize giving examples from teachers and other education managers to their students.
a. Cultivate hygiene and health for all school members
b. Obedience that applies in school
c. Give an example of dressing neatly and cleanly
d. Give timely examples in everything
e. Give an example of a simple appearance
f. Embed reading culture
g. Give an example of not smoking in the school environment
h. Praise the results of good student work
4. Nationalism and Patriotism activities
a. Remembrance of Indonesian Independence Day
b. Heroes’ Day Commemoration
c. Commemoration of National Education Day
· Educational Education
· Book surgery
5. Potential Development and Self Expression
Development and Potential and Self Expression developed in SD ISLAM PB SOEDIRMAN is a skill in operating computers in everyday life using software that is adapted to the ability of potential school resources such as:
a. Educational Game Program
b. Draw Program
c. Microsoft Office program.
3. Learning Load
Learning expenses are expressed in study hours every week for a semester of study. The burden of studying at SD ISLAM PB SOEDIRMAN class I, II, and III respectively 30, 32, 34 while for classes IV, V, and VI each 36 hours each week. The learning hours of SD ISLAM PB SOEDIRMAN are 35 minutes. Elementary School (SD) / Madrasah Ibtidaiyah (MI) Basic Competence 3 With the addition of these study hours and a reduction in the number of Basic Competencies, teachers have the flexibility to develop active learning-oriented learning processes. The learning process of active students requires a longer time than the learning process of delivering information because students need practice to observe, ask, associate, and communicate. The learning process developed requires the patience of the teacher in educating students so that they become aware, capable and willing to learn and apply what they have learned in the school environment and the surrounding community. In addition, increasing hours of learning allows teachers to assess the process and learning outcomes.
The structured assignment learning and structured independent activities are a maximum of 40% of the total time of face-to-face activities of the subjects concerned.
seeExamples of science subjects in one week 4 hours of lessons for face to face 60%
Examples of assignment calculations.
4 x 35 minutes = 140 minutes, then 40% assignment is 40% x 140 minutes = 56 minutes so the assignment is only 56 minutes per week.
Time allocation for practice, two hours of practice at the high school with one hour face to face. Four hours of practice outside the stara school with two hours face to face.
Allocation for the development of expressions and potential is adjusted to the type of development chosen.
Learning load is the whole activity that students must follow in one week, one semester, and one year of learning.
a. The study load at the Primary School / Madrasah Ibtidaiyah is stated in the learning hours per week.
b. The one week class I learning burden is 30 hours of learning.
c. One week’s learning burden Class II is 32 hours of learning.
d. One-week study load Class III is 34 hours of learning.
e. One week study load for Class IV, V, and VI is 36 hours of learning.
f.Duration of each learning hour is 35 minutes.
g. Students study in Class I, II, III, IV, and V in one semester at least 18 weeks and at most 20 weeks.
h. Load learning in class VI in odd semester at least 18 weeks and at most 20 weeks.
i. The burden of studying in class VI in the even semester is at least 14 weeks and at most 16 weeks.
j. Study load in one school year at least 36 weeks and at most 40 weeks.
Life Skills Education
1. Curriculum for SD ISLAM PB SOEDIRMAN / SDLB, includes life skills education, which includes personal skills, social skills, academic skills and / or vocational skills.
2. Life skills education can be an integral part of education for all subjects and / or in the form of specially planned packages / modules.
3. Life skills education can be obtained by students from the relevant education unit and / or from other formal and / or non-formal education units.
7. Education based on local and global excellence
1. Education based on local and global excellence is education that utilizes local excellence and the need for global competitiveness in aspects of economics, culture, language, information technology and communication, ecology, etc., all of which are beneficial for the development of student competencies.
2. Curricula for all levels of educational units can include local and global excellence-based education.
3. Local and global excellence-based education can be part of all subjects and can also be subjects of local content.
4. Education based on local excellence can be obtained by students from other formal education units and / or non-formal education units.
| No | No Subjects Allocated for Week Study Time | Alokasi Waktu Belajar Perminggu | |||||
| I | II | III | IV | V | VI | ||
| Group A | |||||||
| 1 | Religious Education and Character | 4 | 4 | 4 | 4 | 4 | 4 |
| 2 | Pancasila and Citizenship Education | 5 | 5 | 6 | 5 | 5 | 5 |
| 3 | Indonesian | 8 | 9 | 10 | 7 | 7 | 7 |
| 4 | Mathematics | 5 | 6 | 6 | 6 | 6 | 6 |
| 5 | Natural Sciences | – | – | – | 3 | 3 | 3 |
| 6 | Social Sciences | – | – | – | 3 | 3 | 3 |
| Group B | |||||||
| 1 | Arts and Crafts | 4 | 4 | 4 | 4 | 4 | 4 |
| 2 | Physical and Physical Education | 4 | 4 | 4 | 4 | 4 | 4 |
| No Subjects Allocated for Week Study Time | 30 | 32 | 34 | 36 | 36 | 36 |
- 7. Teaching plan (of your major)
There are several things to be included in making an activity plan. First is the concept or topic. Second, of course the title of the activity should be stated. Third, the place or venue where to teach. Fourth, the skills needed to be developed such as the cognitive, affective, psycho motor and moral skills. Fifth, the materials needed in the activity. Sixth, the step by step procedure in doing the activity. Lastly, the ways on how to assess the student’s performance.
TIME ACTIVITIES
6: 45- 7:00 Students Arrival
7:00- 7:35 Prayer
7:35- 8:10 Discussion
8:10- 8:45 Discussion
8:45- 9:20 Discussion
9:20- 9:35 Prayer
9:35- 10:10 Break Time
10:45- 11:20 Discussion
11:20- 11:55 Discussion
11: 55- 1:00 Prayer and Lunch Time
1:00- 1:35 Discussion
1: 35- 2:10 Discussion
2:10- 2: 45 Discussion
- 8. Others (fROM)
Assessment Procedure
Assessment of learning outcomes by educators is used to (a) assess student achievement of competencies, (b) materials for preparing learning outcomes reports, and (c) improve the learning process. Assessment is carried out using various instruments both tests and non-tests or assignments that are developed in accordance with the characteristics of the subject groups.
Assessment carried out by educators must be planned, integrated, comprehensive, and sustainable. With this assessment, it is expected that educators can (a) know the competencies that have been achieved by students, (b) increase students’ learning motivation, (c) deliver students to achieve predetermined competencies, (d) improve learning strategies, and (e) improve school accountability
CALENDAR OF EDUCATION
The education calendar is a time setting for learning activities of students for one school year which includes the beginning of the year of study, effective weeks of learning, effective learning time and holidays.
Every beginning of the school year, the program development team in the school prepares an educational calendar to set the time for learning activities, effective weeks of learning, effective learning time and holidays. School / madrasah time learning arrangements refer to the Standard content and are tailored to regional needs, the characteristics of the school / madrasah, the needs of student and community participants, and the provisions of the local government.
Some important aspects that are taken into consideration in preparing the education calendar are as follows:
a. the beginning of the school year is the time the learning activities begin at the beginning of the school year in each education unit. The beginning of the school year has been determined by the Government, namely July every year and ends in June of the following year.
b. Effective week of learning is the number of weeks of learning activities for each school year. Schools / madrasas can allocate effective weeks of learning according to their circumstances and needs.
c. Effective learning time is the number of learning hours for each week, including the number of learning hours for all subjects including local content, plus the number of hours for self-development activities.
d. Holiday time is the time set for no scheduled learning activities. School / madrasah days are determined based on the Decree of the Minister of National Education, and / or Minister of Religion in matters relating to religious holidays, District / City Level Regional Heads, and / or educational organizing organizations can specify special holidays.
e. Holiday times can take the form of midterm breaks, inter-semester breaks, end of school year holidays, religious holidays, public holidays including national holidays, and special holidays.
f. Midterm breaks, intermester breaks, the end of the school year is used for preparation of activities and administration at the end and beginning of the year.
g. Schools in certain areas that require longer religious holidays can arrange their own religious holidays without reducing the number of effective weeks of learning and effective learning time.
h. For schools that need special activities can allocate time specifically without reducing the number of effective weeks of learning and effective learning time.
i. Day of public / national holidays or simultaneous day stipulations for each level and type of education adjusted to the Central / Provincial / District / City Government Regulations
The Educational Calendar of SD ISLAM PB SOEDIRMAN is prepared by referring to the National Education calendar which is tailored to the school program. The education calendar is a time setting for learning activities of students for one school year which includes the beginning of the year of study, effective weeks of learning, effective learning time and holidays.
1. Beginning of Study Time
The beginning of the lesson time in each education unit begins at the beginning of each school year.
2. Effective Learning Time Settings
a. Effective learning week is the number of weeks of learning activities outside of the holiday period for each school year in each education unit.
b. Effective learning time is the number of learning hours per week which includes the number of learning hours for all subjects including local content (curriculum at the regional level), plus the number of hours for other activities considered important by the education unit.
3. Holiday Time Settings
Determination of time off is carried out by referring to the provisions that apply to holidays, both national and regional. Holiday times can take the form of midterm breaks, inter-semester breaks, end of school year holidays, religious holidays, public holidays including national holidays, and special holidays.
The allocation of effective weeks of study, time off, and other activities is listed in the following Table.
Table 1: Time Allocation in the Educational Calendar
| NO | ACTIVITIES | TIME ALLOCATION | INFORMATION |
| 1. | Effective week of learning | Minimum 34 weeks and maximum 38 weeks | Used for effective learning activities in each educational unit |
| 2. | Midterm pause | Maximum 2 weeks | One week every semester |
| 3. | Inter-semester break | Maximum 2 weeks | Between semester I and II |
| 4. | End of school year holiday | Maximum 3 weeks | Used for preparation of activities and administration at the end and beginning of the school year |
| 5. | Religious holidays | 2-4 weeks | Special areas that require longer religious holidays can arrange it themselves without reducing the number of effective weeks of learning and effective learning time |
A. Learning Activity Process
1. In active learning students become Eastern Learning (Student Center) so that each student can act and act in accordance with their individual desires and creativity. It does not have to be limited by rules that are very binding on students, thus limiting the space for learning. Even so, it still needs to be instilled discipline, mutual respect, courtesy, responsibility, honesty, and other positive attitudes. In essence, each activity takes place at reasonable and controlled limits of the teacher.
2. The principles in PAKEM are applied by the teacher when implementing learning in / outside the classroom. This is one way to make children active, able to get along, and communicate with their environment because the teacher uses learning resources from the local environment as a source of learning.
Utilizing the surrounding environment as a learning resource is one of the strategies that can be utilized by the teacher so that learning is implemented really active and can be followed by students. Learners can research, analyze, practice, conclude and report what is learned. Eventually learning produces a work that can be displayed. The environment (physical, social, or cultural) is a very rich source for children’s learning materials. The environment can act as a learning medium, but also as an object of study (learning resources). The use of the environment as a source of learning often makes children feel happy in learning. Learning by using the environment does not always have to be out of class. Materials from the environment can be brought to the classroom to save costs and time. The use of the environment can develop a number of skills such as observing (with all senses), taking notes, formulating questions, hypothesizing (making guesses), classifying, writing, and making drawings / diagrams.
1. Display. The presence of the work of students in the form of posters or other works that can inspire all school people to consistently carry out the noble values of Pajangan is not something that must be present in every learning that uses the PAKEM approach if the display is only a mere display without specific meaning (eg as a learning resource, as a problem solving material, source, or as a confirmation material for students in matching the concepts learned).
2. How to ask which motivates students to think and develop higher thinking creativity.
3. The way learning varies must be created by many teachers. We recommend that the learning model that has been implemented is not repeated too often even with different material. This is done to avoid the boredom of students by learning.
4. Use of test models that vary. We recommend that the test model that has been implemented wherever possible does not repeat the test to see the ability of students to understand a concept.
5. In learning, problem solving is used as often as possible so students are familiar with problem solving problems. This will become a habit and students will always be critical in responding to various problems that occur in their environment so as to make students more creative thinking.
6. Develop classrooms as a fun learning environment. Pleasant classrooms are an integral element of social studies learning using the PAKEM approach. In classes that implement PAKEM, children learn a lot through working and doing so that they produce a lot of products. The results of the work of the students should be displayed to make the class alive and interesting. In addition, the results of the work on display can motivate students to work better and inspire other students. Displays can be in the form of pictures, maps, diagrams, models, original objects, poems, essays, etc. that come from the work of individuals, couples, or groups. 7. The teacher needs to ensure that each student has the work displayed. Classrooms that are full of displays of students’ work and are well organized, can be used by teachers in teaching and learning as a reference when discussing a problem.
8.Provide good feedback to improve learning activities. Quality of learning outcomes will increase if there is interaction in learning. Giving feedback from teachers to students is one form of interaction between teachers and students. Feedback should reveal more strengths than the weaknesses of students. In addition, the way to provide feedback must also be polite. This is so that students are more confident in facing the next learning tasks. Teachers must consistently check the work results of students and provide comments and notes. Teachers ‘notes relating to the work of students are more meaningful for students’ self-development than just an assessment in the form of numbers.
9. Teachers’ attitudes with all their attitudes and behavior in learning activities inside and outside the classroom are very important.
10. Giving pressure on certain subject matter related to noble values that want to be internalized, trained, and accustomed.
11. Activities that are in accordance with the material being discussed should support the planting of noble values in character education. For example, group discussions, simulations, role playing, simple experiments, and other tasks.
12. Create a classroom environment that supports character education. For example, class displays, proverbs, slogans that can motivate students to behave positively.
13. Do other activities that can motivate students to behave positively, such as stories, advice and motivation of the teacher at the beginning and end of the lesson, singing songs and film screenings.
14. The existence of school programs that condition teachers, students, and other school residents carry out the noble values that they want to develop.
- Pedagogical Contents
After observation, please write a report on school pedagogical contents (where you were placed for practicum) according to topics as follows:
- 1. Teaching methods
In this school, they are using two teaching methods which are student-centered and teacher centered.
First is the learner-centered. They believed in the theory of John Dewey which is “Learning by doing.” Every learner has the chance to shine during the class discussion. They were engaged in different activities. They also integrated games and this made the students to become more active.
Second is the teacher-centered. In here, the teacher is the only source of information. Learners are just listening to the teacher. The teacher possesses the theory of perennialism. She is just depending on the books she is reading. No activity for children and all are discussions.
1.2. Learning materials and innovation
At Soedirman, they have workplace for the children for them to develop their talents and skills. They have Computer Laboratory, Language Laboratory, Science Laboratory, Sports Center, Music and Arts Room and a Mosque.
In every center, there are suited materials that can be seen and used. In the Computer Laboratory, the ratio of computer per student is 1:1. In here, the skills of every pupil will be able to enhance. In Language Laboratory, this is only for those learners who have English subjects. They will learn the different topics in this subject such as Subject- Verb Agreement, Spelling, Constructing sentences, Verbs, Adjectives, Nouns etc. In Science Laboratory, they can also do experimentation such as dissecting frogs. You can also see the laboratory equipments. Sports Center is a place for Physical Education teachers. There are lots of sports equipments such as balls for volleyball, basketball, soccer and others. In Music and Arts Room, you can also mesmerize with the beautiful sounds of instruments and amaze with the works of Art. Last but not the least is the Mosque. Pupils and teachers go here just to pray and worship Allah.
- 3. Sources of learning and technology
The sources of learning are the teachers, books, laptops, projectors, markers and white boards. There are teachers who serve as facilitators, mentors and evaluators. The sources of funds for the books are from the budget of the school and government. While the sources of funds for the technologies used are through the budget of the school and the budget comes from the students fee like the form which cost 500,000 rupiah per semester and registration fee for 15,000,000 rupiah for 6 years.
- 4. Authentic assessment
According to Richard J. Stiggins, Authentic Assessment is a performance assessment calls upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.
The teachers provide a hands-on-minds-on experience to the pupils to assess the student’s understanding. Some pupils did the activity in front and some did it in their sits. They also integrated games to make the discussion more interesting and more alive.
“Playing to passion when you can will keep students motivated and working toward mastery”, according to Starr Sackstein,
Some teachers uses the authentic assessment when they are teaching. During discussions, they gave games to every pupil and also a chance to answer on the board and checked by the teacher and pupils.
They also used written examination or quiz in which at the end of every discussion is an activity for them. This is one way of assessing the students understanding about the lesson.
They also checked students’ assignments before the class starts and give assignments before they leave the class.
- 5 Others
Planning in teaching
The teachers planned the activities based on the given curriculum. They need to make or plan activities into more exciting and engaging so what they did were they considered the strengths and weaknesses of individual, the level of pupils, their numbers, their interests and what attracts them most. They also gave attention to the place where to teach, the things they will be needing and their procedure in teaching and of course the skills and talents that should be developed.
Preparing lessons and materials
The teachers prepared all the things they will be needing before they will start the class. The things that they used were books, white board, white board markers, laptops and projectors because these are the most available things inside the classroom.. They did not used sharp objects that will harm their pupils.
4. Teaching Plan
After observation, please write a report about your teaching plan according to topics as follows:
- Curriculum related to your major
STRUCTURE AND OBJECTIVES OF CURRICULUM
A. Curriculum Structure
Subjects are the smallest basic competency organizational unit. For the SD ISLAM PB SOEDIRMAN curriculum the basic curriculum competency organization is carried out through an integrated approach. Based on this approach, there was a reorganization of Basic Competencies subjects that integrated the content of science and social studies subjects in classes I, II, and III into the subjects of Religious Education and Character, PPKn, Indonesian Language, Mathematics, and Physical Education, Sports and Health . With this approach, the structure of the SD ISLAM PB SOEDIRMAN Curriculum becomes simpler because the number of subjects decreases.
The curriculum structure describes the conceptualization of curriculum content in the form of subjects, the position of content / subjects in the curriculum, the distribution of content / subjects in the semester or year, the burden of learning for subjects and the learning burden per week for each student. Curriculum structure is also an application of the concept of organizing content in a learning system and organizing the burden of learning in the learning system. Organizing content in the learning system that is used for the upcoming curriculum is the semester system while organizing the learning burden in the learning system based on class hours per semester. The curriculum structure is also an overview of the application of curriculum principles regarding the position of a student in completing learning in a unit or level of education. In the curriculum structure describes the idea of a curriculum regarding the learning position of a student, whether they have to complete all the subjects listed in the structure or the curriculum provides an opportunity for students to determine various choices. The curriculum structure consists of a number of subjects, and the burden of learning.
The principle of integrating science and social studies in classes I, II and III above can be applied in integrating local content. Basic competencies of local content relating to art, culture and skills, as well as regional languages are integrated into the subjects of Art and Craft. Local content basic competencies relating to sports and regional games are integrated into the subjects of Physical Education, Sports and Health.
In addition to simplifying the number of subjects, simplification is also done on Basic Competencies for each subject. Simplification is done by eliminating Basic Competencies that overlap in one subject and between subjects, and Basic Competencies which are considered not in accordance with the age of psychological development of students.
In classes IV, V, and VI the names of science and social studies subjects are listed and have their respective basic competencies. For the learning process of Basic Competence in Natural Sciences and Social Sciences, as with the Basic Competencies of other subjects, it is integrated into various themes. Therefore, the learning process of all Basic Competencies from all subjects is integrated in various themes.
Culture and Craft Arts subjects can include Regional Languages. In addition to the intracurric activities listed in the curriculum structure above, there are also extracurricular activities at SD ISLAM PB SOEDIRMAN, including Scouts (Obligatory), School Health Business, and Youth Red Cross. The subjects of Group A are subject groups whose content is developed by the center. Group B subjects consisting of Cultural Arts and Craft subjects as well as Physical, Sports and Health Education are subject groups whose content is developed by the center and equipped with local content developed by the local government. The education unit can add lesson hours per week according to the needs of students in the education unit
B. Curriculum content
The 2013 SD ISLAM PB SOEDIRMAN curriculum content covers a number of subjects whose depth is the learning burden for students in the education unit. Curriculum content contains a number of local subjects and content as well as self-development activities that are not included in the curriculum structure and are provided outside of face to face. In addition, local content material and self-development activities are included in the curriculum content.
Government Regulation Number 19 of 2005 concerning National Education Standard emphasizes that the depth of curriculum content in each education unit benefits in competence at each level and semester in accordance with the National Education Standards. The competencies in question consist of basic competencies and core competencies.
1. Subject
Teaching material is based on scientific foundation that will be taught to students as a burden of learning through certain methods and approaches. The learning burden on subjects is determined by the flexibility and depth of each level of the education unit. The methods and approaches to the subject depend on the characteristics and characteristics of each subject by adjusting to the conditions available in the school. A number of these subjects consist of compulsory subjects and electives on each education.
1. Islamic Education
Aim :
· Growing faith through giving, fertilizing, and developing knowledge, appreciation, experience, habituation, and experience of students about the Islamic religion so that it becomes a Muslim human who continues to develop his faith and devotion to Allah SWT;
· Realizing Indonesian people who are religious and noble, namely people who are knowledgeable, diligent in worshiping, intelligent, productive, honest, fair, ethical, disciplined, tolerant, maintaining personal and social harmony and developing a religious culture in the school community.
2. Citizenship Education
Aim:
· Think critically, rationally, and creatively in responding to the issue of citizenship
· Participating actively and responsibly, acting intelligently in community, national and state activities, as well as anti-corruption.
· Developing positively and democratically to shape themselves based on the characteristics of Indonesian society in order to live together with other nations.
· Interacting with other nations in the world arena directly or indirectly by utilizing information and communication technology.
Basic Competency and Competency Standards The subject of Citizenship Education can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
3. Indonesian
Aim
· Communicate effectively and efficiently in accordance with applicable ethics, both verbally and in writing.
· Respect and be proud to use Indonesian as the language of unity and language of the country
· Understand Indonesian and use it correctly and creatively for various purposes.
· Using Indonesian to improve intellectual abilities, as well as emotional and social maturity.
· Enjoy and utilize literary works to broaden horizons, refine character, and improve knowledge and language skills.
· Respect and boast Indonesian literature as a treasure of Indonesian human culture and intellectuals.
Basic Competency and Competency Standards in Indonesian Language subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
4. Mathematics
Aim:
· Understand mathematical concepts, explain inter-concept linkages and apply concepts or algorithms, flexibly, accurately, efficiently, and precisely, in solving problems.
· Using reasoning on patterns and traits, doing mathematical manipulations in making generalizations, compiling evidence, or explaining mathematical ideas and statements.
· Solve problems that include the ability to understand problems, design mathematical models, complete models and interpret solutions obtained.
· Communicate ideas with symbols, tables, diagrams, or other media to clarify the situation or problem.
· Have an attitude of appreciating the usefulness of mathematics in life, namely having curiosity, attention, and interest in learning mathematics, as well as being tenacious and confident in problem solving.
Basic Competency and Competency Standards for Mathematics subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
5. Science of Natural Knowledge
Aim:
· Obtain confidence in the greatness of God Almighty based on the existence, life and regularity of His creation.
· Develop knowledge and understanding of science concepts that are useful and applicable in everyday life.
· Develop curiosity, positive attitudes and awareness about the existence of mutually influential relationships between science, environment, technology and society.
· Develop process skills to investigate the environment, resolve problems and make decisions.
· Increase awareness to participate in maintaining, maintaining and preserving the natural environment.
· Increase awareness to respect nature and all its order as one of God’s creations.
· Obtain knowledge, concepts and skills for science as the basis for continuing education to SMP / MTs.
Basic Competency and Competency Standards for science subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
6. Social Sciences
Aim:
· Know concepts that are related to the lives of people and their environment.
· Have the basic ability to think logically and critically, curiosity, inquiry, problem solving, and skills in social life.
· Have commitment and awareness of social and humanitarian values.
· Have the ability to communicate, cooperate and compete in a pluralistic society, at the local, national and global levels.
Basic competency and competency standards for social studies subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
7. Art of Culture and Craft
Aim :
· Understand the concepts and importance of cultural arts and crafts.
· Display an attitude of appreciation for cultural arts and crafts.
· Display creativity through cultural arts and crafts.
· Display participation in cultural arts and crafts at the local, regional and global levels.
Basic Competency and Competency Standards for Cultural Arts and craft subjects can be seen in the appendix of Minister of National Education Regulation Number 22 Year 2006.
8. Physical, Sports, and Health Education
Aim :
· Developing self-management skills in the effort to develop and maintain physical fitness and healthy lifestyle through selected physical and sporting activities.
· Increase physical growth and better psychological development.
· Increase basic movement skills and skills.
· Laying the foundation of a strong moral character through internalizing the values contained in physical education, sports and health.
· Developing sportsmanship, honesty, discipline, responsibility, cooperation, confidence and democracy.
· Develop skills to maintain the safety of yourself, others and the environment.
· Understand the concept of physical activity and exercise in a clean environment as information to achieve perfect physical growth, a healthy lifestyle and fitness, skilled, and have a positive attitude.
Basic Competency and Competency Standards Subjects in Physical Education, Sports, and Health can be seen in the appendix of Regulation of the Minister of National Education Number 22 Year 2006
1. Load of Learning
The 2013 Curriculum for SD / MI was carried out through learning with a thematic-integrated approach from Class I to Class VI. The subject of Religious Education and Characteristics was excluded from using thematic-integrated learning.
Integrated thematic learning is a learning approach that integrates various competencies from various subjects into various themes as found in the following table.
Transdisciplinary integration is carried out by linking various existing subjects with the problems found around them so that learning becomes contextual. The theme of knitting the meaning of various basic concepts so that students do not learn basic concepts partially. Thus, learning provides complete meaning to students as reflected in the various themes available. Thematic integrated is based on a combination of integration processes as described above so that it differs from thematic understanding as introduced in the previous curriculum.
In addition, this integrated thematic learning is also enriched by the placement of Indonesian Language Subjects in Class I, II, and III as an advocate for other subjects. Through the formulation of Core Competencies as a binder for various subjects in one class and theme as the subject matter, so that the placement of Indonesian Language Subjects as a conduit for other subjects becomes very possible.
Strengthening the role of Indonesian Language Subjects was carried out in full through the incorporation of Basic Competencies in Natural Sciences and Social Sciences into Indonesian Language Subjects. Both of these sciences caused Indonesian Language Subjects to be contextual, so that Indonesian language learning became more interesting.
Such a scientific approach, especially in Class I, II, and III, causes all the subjects taught to be colored by Natural Sciences and Social Sciences. For ease of organization, Basic Competence Competency The bases of these two subjects are integrated into other subjects (interdisciplinary integration).
Basic Competencies in Natural Sciences are integrated into Basic Indonesian Language Competencies and Basic Mathematics Subject Competencies.
Basic Competencies in Social Sciences are integrated into Basic Competencies in Indonesian Language subjects, to Basic Competencies in Pancasila and Citizenship Education Subjects, and to Basic Mathematics Subject Competencies.
While for classes IV, V, and VI, the Basic Competencies of Natural Sciences and Social Sciences are each independent, so the integration approach is multidisciplinary, although learning still uses integrated thematic.
The principle of interdisciplinary integration for Natural Sciences and Social Sciences as described above can also be applied in the integration of local content.
Basic competencies of local content relating to the arts, culture, skills, and regional languages are integrated into Cultural and Craft Art Subjects. Basic competencies of local content relating to sports and regional games are integrated into the Subjects of Physical Education, Sports and Health.
2. Self Development
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for students to develop and express themselves according to the needs, talents, and interests of each student in accordance with school conditions. Self-development activities are facilitated and / or guided by counselors , teachers, or education staff who can be carried out in the form of extracurricular activities. Self-development activities are carried out through counseling service activities relating to personal and social life problems of learning, and career development of students.
Self-development is not a subject that must be nurtured by the teacher. Self-development aims to provide opportunities for students to develop and express themselves according to the needs, talents, and interests of each student in accordance with school conditions. Self-development activities are facilitated and / or guided by counselors , teachers, or education staff that can be carried out in the form of extracurricular activities. Self-development activities are carried out through counseling services related to personal and social life, learning, and career development of students.
Includes a variety of extracurricular activities in accordance with the interests and talents of students, which consists of:
a
1. Plamuka
2. Paskibra
3.UKS / Little Doctor
b. Sports
1. Drumband 4. Chess
2.Footsal 5. Table Tennis
3. Ball volley 6. Basketball
c. Art
1. Painting Art
2. Dance Art
3. Art of music and vocals
4. Art of Qasidah
5. Art Marawis
6. Local and Global Excellence-Based Education
Local excellence-based education is integrated into extracurricular education while global excellence education at SD ISLAM PB SOEDIRMAN is integrated into activities that include science and technology mastery programs Students through extracurricular computers.
8. Habitual activities
a. Routine Habits
It is a process of moral formation and planting / practicing religious teachings. The habituation activities are integrated in 2013:
The habituation developed consists of:
Religious character
a. School permits, shake hands with parents and teachers at school.
b. Pray before and after learning or doing something.
c.Hapalan short letter or yasinan morning before learning and reflection for non-Muslim religion.
d.Do not cheat when repeating and doing homework at school.
e. Dhuha prayer at rest alternates according to schedule.
f. Dhohar prayer for students of class III – VI.
g. Friday shodaqoh or infaq.
h. Celebrate and respect religious holidays.
i. Smile, greet, greetings, polite and polite in speaking.
b. Environmental Care Character
a. Always tidy up the bed, alone.
b. Remove garbage in its place.
c. Breakfast early before leaving school.
d.Do not cross out, write on walls and benches.
e.Discipline using a school uniform.
f. Dress neatly to school: clothes are put on, tie is worn and neatly installed, the color of the shirt is always kept white and red, shoes are in accordance with the rules set, and shoes are always clean.
g. Enter and go home from school on time.
h. Use polite and polite language.
i. Thank you to anyone who gave something or some help.
j. Keep the class clean.
a. Healthy Saturday (Morning Gymnastics)
b. Clean Friday (Ant Operation)
c. Dispose of Trash in Its Place (Organic, Organic and B3)
d. Eradication of Mosquito Nest in Schools (PSN)
e. Height Measurement and Weight (Every Month)
f. Brush teeth at least 2 times a day.
g. Explore the Healthy Canteen
h. Wash hands before and after using soap.
i. First aid counseling
Programmed Habits
a. Class hygiene competition
b. Recycling program for paper and garbage
c.MABIT (Night Bina Faith and Taqwa)
d. Hajj Manasik Exercise
e.Pesantren Kilat
f. Commemoration of the Religion Day
g. Implementation of the National Day Commemoration.
h. Implementation of PORSENI
d. Exemplary activities
a. Development of Ordering Clothing for School Children.
b. Guidance for Polite, Greetings, Greetings and Honest
c. Honesty canteen activities
d. Clean and Healthy Life Behavior
e. Life Is Simple, Discipline, Affection, Responsibility, Fair and Wise.
e. Development of School Culture and Environment
a. Increased cleanliness, lighting, classroom air circulation
b. Increased cleanliness, lighting, other room air circulation
c. Addition to the number of restrooms for teachers and principals
d. Clean culture development
e. Creation of a healthy, beautiful, beautiful, shady, cool environment, etc. (tamanisasi)
f. Completion of sanitation / drainage systems
g. Creation of a culture of etiquette “in action”
h. Increased cooperation with other relevant institutions
i. Development of hygiene and health competitions
f. Creative Economy Education
Creative economic education is instilled through several activities that are integrated in activities that are tailored to the facilities and infrastructure that exist within the SD ISLAM PB SOEDIRMAN environment including:
a. Agriculture Activities.
Available agricultural land is used for:
1) Family Medicinal Plants (TOGA) including: (Ginger, Betel, Turmeric, Galangal, etc.)
2) Life Stalls including: Chili, Spinach, and others
3) Living barns including: Cassava, Banana, Papaya, and others
4) Oyster Mushroom cultivation
5) Vertukultur including: Mustard, kale and others
b. Canteen Activities
1) The school canteen consists of a healthy canteen and honesty canteen consisting of 6 canteen vendors including the honesty canteen.
2) School canteens are quite adequate, canteen vendors always wear aprons and gloves and masks.
3) Student snacks are provided in the canteen and always checked by the DKI Jakarta POM
4) The food menu is managed by the canteen coordinator so that it is not boring for students.
c. Fisheries Activities.
Fish that are kept include Catfish, Pomfret, Turtles, Gurame, maintenance by students who work in the fisheries working group.
d. Animal Husbandry Activities
Farm activities maintain chickens, fan pigeons who routinely get free plu bird certification from the livestock service.
e. Gardening Activities
The school park consists of the Pond Vision garden and Pond Mission and the UKS Monument as well as ornamental plants and hanging pots on the terrace and school yard. Park maintenance and the implementation of success activities cover the entire school yard.
f. Activity 3 R
Reuse, namely: We reuse garbage that is still used for both the same function and other functions for example:
· Reuse containers / packaging for the same function or other functions
· Using electronic storage devices that can be erased and rewritten
· Use the blank side of the paper to write
· For example used beverage bottles are used again to become the skills of students.
· Using a container / bag that can be used repeatedly
· Sell or give disaggregated rubbish to those who need it
Reuse Reduce Recycle, namely: We try to reduce everything that causes garbage to occur, for example:
· Use both sides of paper for writing and photocopying
· Using a stationery that can be refilled again
· Provide information networks with computers (paperless)
· Maximize the use of electronic storage devices that can be deleted and rewritten
· Using a product that can be refilled (refill)
· Reducing the use of materials once used Recycle, namely we process waste into new products for example:
· Choose products and packaging that can be recycled and biodegradable
· Process paper waste into paper / carton again
· Bends processing organic waste into compost (Composting)
· The frozen processing of non-organic waste is a useful item
The self-development assessment is carried out qualitatively, not quantitatively as in the subjects. Stages of Self Development Activities carried out by:
a. Identification
· Can support and potential
· Student gifts and interests.
b. Mapping
· Types of self-development services
· The serving officer
· Students are served
c. Program lover subjects are carried out by way of program preparation (competency standards and basic competencies developed, main material, indicators, learning activities, time allocation, assessment, and learning resources).
· Implementation (presentation, stabilization, development)
· Monitoring Implementation
· Assessment (scheduled, structured, qualitative)
· Analysis of assessment results (data based, professional, realistic, valid, transparent and accountable)
· Reporting: General in the format of report cards
Detailed in the self-development report book.
As for self-development activities such as:
1. Ektrakurikurer Activities
The self-development chosen in the form of extracurricular activities includes a variety of activities that are in accordance with the interests and talents of students, consisting of:
a.Pramuka
b.Pencak Silat
c. Taekwondo
d. School Health Unit
e. Leadership
2. Habitual activities
In order to develop religious values, the values of sportsmanship of the nation and state of character formation of students are carried out through:
a. Routine Habits
The activities are carried out on a regular basis, both in class and in school. The formation of characters through habituation in routine activities at SD ISLAM PB SOEDIRMAN is as follows:
§ Prayer in congregation
§ Prayer formation at the mosque
§ Ceremony flags every Monday
§ Prayers before and after learning
§ Study every Friday and listen to the short letter reading in the Qur’an
§ Examination of body hygiene and clothing before entering class
§ Clean the class and pages before and after learning
§ Read books in the library
b. Program
It is an activity programmed and planned both at the class level and at the school level.
§ The Pesantren flash religious activity
§ Press Creativity and sports
§ Commemoration of National Holidays
§ Field trips, excursions, study tours
§ Exercise between classes
§Bina MIPA Olympiad
c.Spontan
It is an activity that can be carried out at any time, without being limited by space.
§ Familiarize greetings
§ Make it a habit to throw garbage in its place
§ Getting used to queuing up
§ Getting used to helping friends who get hit
§ Discussion properly and correctly
§ Operations of Ants
3. Exemplary activities
It is activities that can be carried out anytime and anywhere that prioritize giving examples from teachers and other education managers to their students.
a. Cultivate hygiene and health for all school members
b. Obedience that applies in school
c. Give an example of dressing neatly and cleanly
d. Give timely examples in everything
e. Give an example of a simple appearance
f. Embed reading culture
g. Give an example of not smoking in the school environment
h. Praise the results of good student work
4. Nationalism and Patriotism activities
a. Remembrance of Indonesian Independence Day
b. Heroes’ Day Commemoration
c. Commemoration of National Education Day
· Educational Education
· Book surgery
5. Potential Development and Self Expression
Development and Potential and Self Expression developed in SD ISLAM PB SOEDIRMAN is a skill in operating computers in everyday life using software that is adapted to the ability of potential school resources such as:
a. Educational Game Program
b. Draw Program
c. Microsoft Office program.
3. Learning Load
Learning expenses are expressed in study hours every week for a semester of study. The burden of studying at SD ISLAM PB SOEDIRMAN class I, II, and III respectively 30, 32, 34 while for classes IV, V, and VI each 36 hours each week. The learning hours of SD ISLAM PB SOEDIRMAN are 35 minutes. Elementary School (SD) / Madrasah Ibtidaiyah (MI) Basic Competence 3 With the addition of these study hours and a reduction in the number of Basic Competencies, teachers have the flexibility to develop active learning-oriented learning processes. The learning process of active students requires a longer time than the learning process of delivering information because students need practice to observe, ask, associate, and communicate. The learning process developed requires the patience of the teacher in educating students so that they become aware, capable and willing to learn and apply what they have learned in the school environment and the surrounding community. In addition, increasing hours of learning allows teachers to assess the process and learning outcomes.
The structured assignment learning and structured independent activities are a maximum of 40% of the total time of face-to-face activities of the subjects concerned.
Examples of science subjects in one week 4 hours of lessons for face to face 60%
Examples of assignment calculations.
4 x 35 minutes = 140 minutes, then 40% assignment is 40% x 140 minutes = 56 minutes so the assignment is only 56 minutes per week.
Time allocation for practice, two hours of practice at the high school with one hour face to face. Four hours of practice outside the stara school with two hours face to face.
Allocation for the development of expressions and potential is adjusted to the type of development chosen.
Learning load is the whole activity that students must follow in one week, one semester, and one year of learning.
a. The study load at the Primary School / Madrasah Ibtidaiyah is stated in the learning hours per week.
b. The one week class I learning burden is 30 hours of learning.
c. One week’s learning burden Class II is 32 hours of learning.
d. One-week study load Class III is 34 hours of learning.
e. One week study load for Class IV, V, and VI is 36 hours of learning.
f.Duration of each learning hour is 35 minutes.
g. Students study in Class I, II, III, IV, and V in one semester at least 18 weeks and at most 20 weeks.
h. Load learning in class VI in odd semester at least 18 weeks and at most 20 weeks.
i. The burden of studying in class VI in the even semester is at least 14 weeks and at most 16 weeks.
j. Study load in one school year at least 36 weeks and at most 40 weeks.
Life Skills Education
1. Curriculum for SD ISLAM PB SOEDIRMAN / SDLB, includes life skills education, which includes personal skills, social skills, academic skills and / or vocational skills.
2. Life skills education can be an integral part of education for all subjects and / or in the form of specially planned packages / modules.
3. Life skills education can be obtained by students from the relevant education unit and / or from other formal and / or non-formal education units.
7. Education based on local and global excellence
1. Education based on local and global excellence is education that utilizes local excellence and the need for global competitiveness in aspects of economics, culture, language, information technology and communication, ecology, etc., all of which are beneficial for the development of student competencies.
2. Curricula for all levels of educational units can include local and global excellence-based education.
3. Local and global excellence-based education can be part of all subjects and can also be subjects of local content.
4. Education based on local excellence can be obtained by students from other formal education units and / or non-formal education units.
- Teaching plan related to your major
There are several things to be included in making an activity plan. First is the concept or topic. Second, of course the title of the activity should be stated. Third, the place or venue where to teach. Fourth, the skills needed to be developed such as the cognitive, affective, psycho motor and moral skills. Fifth, the materials needed in the activity. Sixth, the step by step procedure in doing the activity. Lastly, the ways on how to assess the student’s performance.
TIME ACTIVITIES
6: 45- 7:00 Students Arrival
7:00- 7:35 Prayer
7:35- 8:10 Discussion
8:10- 8:45 Discussion
8:45- 9:20 Discussion
9:20- 9:35 Prayer
9:35- 10:10 Break Time
10:45- 11:20 Discussion
11:20- 11:55 Discussion
11: 55- 1:00 Prayer and Lunch Time
1:00- 1:35 Discussion
1: 35- 2:10 Discussion
2:10- 2: 45 Discussion
- Others
Every half of semester, they give examination to all levels and the process of giving the examination is they divide the class into two. Like for example, Ms. Sorayah gave the examination for Grade IV D and Grade V D. I think this is a good strategy so that pupils at the same level can not copy answers to their classmates. After the examination, they will now seperate the answer sheets of two grades and combine it to the same grade level.
- Teaching Practice
For teaching practice, please write a teaching plan and consult with teacher (of your teaching subject). Then student teachers will be assigned to teach in class and reflect on their teaching after class. Please write a report on the teaching practice according to topics as follows:
- Procedures of your teaching
Before I started teaching, I prepared my lesson plans and Instructional Materials to be used. I tried to consider the level of my pupils and the best strategy suited for them. Last but not the least, I always make sure that everything is set or fine before I go to school
Teaching # 1 – Grade V AKS
SCIENCE 5
Before we start the class, I asked them to stand, dance and sing a song with me. After that, my motivation to them is every time they recite, I give them a piece of paper and at the end of discussion, the pupil who will get the most number of pieces of paper will get a souvenir from Philippines. Then, I presented pictures of a Skeletal System and Muscular System. I discussed the meaning, parts and functions of it then we proceed to our discussion. Then I asked questions about the systems. I also tried to asked the the ways on how to take good care of the skeleton. I am so glad because they were very active. All of them wanted to recite and of course I gave them all opportunities to stand and talk in the class. Every time they answered, I tried to flashed pictures in front for them to understand more about our topic. Since our lesson was all about the Human Body, I included also the Five Senses of the body, their parts and functions. After my discussion, I gave them an application which are the matching type and they need to draw the Skeletal and Muscular System. Before I leave the class, I also gave them an activity just to test whether they fully understand my discussion or not and I was so happy browsing the results of their quiz. Many of them got perfect scores and it means a lot to me. As I promised, I gave a souvenir to the one who has most number of pieces of paper which implies that she is the most active in class.
Teaching# 2 – Grade V AKS
MATHEMATICS 2
After my discussion in Science, I also taught the V AKS class the subject Mathematics and our lesson was all about Fractions. Before I start my discussion, I set rules to be followed. First, I gave them an activity. I posted it in front and pupils raised their hands to do the activity. After this, I posted again a problem on the board and explained to them how to determine a larger fraction and a lower fraction. They easily understand the topic so we proceeded to the next which is arranging fractions from least to greatest. They can are fast learners. They already know how to use the least common denominator of a fraction so it is easy for them to understand the activity. I also taught the Adding and Subtracting unlike fractions. Since they are 5 AKS which means they are fast learners and advanced students, they can solve mentally. Last but not the least is converting fractions to decimal and decimals to fractions. This are the topics that Ms. Sarah gave me to teach and I think it’s not hard to teach because learners know how to jive with me. So after the discussion, I gave them an application again to be solved on the white board and a paper-pencil test also. I gave a reward to the most active student in class.
Teaching# 3 – Grade V I
MATHEMATICS 5
Before we begin our class, I taught them a song and they sang and dance with me. I also told them that the most active will be given a prize at the end of my discussion. After this, I presented the formula in getting the surface area and volume of a cube and a beam. As we go on with our discussion, I gave papers to those who are participating and this made my discussion more alive because they were all willing to answer. I let them solved on the board and others solved on their sits. I was so glad that they can follow easily. All of them are willing to solve and it made me feel thankful because they really love to do whatever I give to them. They showed their excitement in doing the activity especially when I grouped them for the application. After this, I gave them a quiz for me to evaluate them. At the end of the class, I gave a prize to the one who got the highest total number of paper from me.
Teaching# 4 – Grade III I
ENGLISH 3
This time I taught them the Five Senses. Before we proceed to our lesson, I let them sing the “Parts of the Body” then I gave them review about the five senses. After this, I presented pictures of nouns and descriptive words and they guessed what sense is most appropriate to each picture. Again, I gave pieces of papers to those pupils who participated during our discussion. Then, I grouped them into five. I gave them the different senses of the body and each member of the group gave an example of each sense. The group who got more correct answers were the winners and I gave them chocolates and candies as their prizes. On the other hand, the pupil who earned most numbers of pieces of paper got a souvenir from Philippines.
Teaching# 5 – Grade III AKS (My Final Demo Teaching)
MATHEMATICS 3
I presented our topic which is finding the area and perimeter of geometric shapes. For them to have more background on the topic, I showed them a crossword puzzle (box) then I gave the meaning of each number and they were the one who guessed the answer and placed the letters in every box. After they filled all the boxes, I taught them the song geometric shapes and they did it with action. I showed an object and asked them what am I holding and they it’s a ruler. I gave a follow up question such as what is the shape of it and they said triangle. I asked them what is the formula in getting the perimeter and one pupil said it’s S1+S2+S3, those who answered were given a pieces of paper. We continued the discussion until we were done with the formula of square and rectangle. In every geometric figure, I gave them exercises, some did it on board and some did it on their sits. That is what we did also in getting the area of triangle, square and triangle. After we finished with our discussion, I gave them a game called Amazing Race in which they were assigned into different stations and they solved problems, after they solved this, they let me checked their answers then when their answers were correct, they proceeded to the next station. Those who finished all the stations became the winner. I also gave chocolates and candies to the team who won the game. Next is, I gave them problems to solve just to make sure that they already understand our topic. Before I leave the class, I gave a prize to the most active pupil of this section.
Teaching# 6 – Grade IV H
SCIENCE 4
Our lesson on this day was all about Force. Before we started the lesson, I presented a cross word puzzle. They found all the words listed below the chart and crossed out the word as they found it. After they found all the 14 words, I told them that those words have connection to our topic. Then, I played a video about force and I saw how happy they were. When the video was done, I grouped the class into four and they played a game. Each group was given images of a happy face and sad face. They were tasked to raise happy face when the image flashes on the screen states push and sad face when it is pull. All of them got correct answers so what I did is I gave them all candies and chocolates and they were all happy. After this, I discussed what is force, what force can do and the four types of forces which are force of gravity, elastic force, magnetic field and the force of friction. When my discussion ended, I grouped them again into 4 and I gave them a manila paper. I distributed the different types of force to each group and tasked them to draw anything related it. Few minutes passed, they posted their works and one member of each group explained their work in front of the class. After the presentations, I taught them different kinds of claps. I also gave them a paper test and before I left, I gave a reward to the most active learner.
Teaching# 7 – Grade V H
MATHEMATICS 5
At the very start of the class, I informed everyone that those who will participate in our discussion will be given a piece of paper and at the end of our discussion, the pupil who will get the most number of pieces of paper will receive a prize. The first thing that I did is the unlocking of difficulties. We unlocked words such as surface area, volumes, cube and beam. In here, I used a chart and present to them the meaning after we unlocked those words. Then, I taught them the song I keep falling in love with Math. After they sang and danced, we proceeded to our discussion. Since they knew already the meaning of the four words, we discussed first how to get the surface area of a cube and a cube. I also gave examples in the board and they were able to answer it. Some went to the board to solve the given problem and of course I also asked the others to do it on their sits. We moved on to the next discussion which is getting the volume of a cube and a beam. When they identified the formulas, I gave them activities. Many volunteered to answer on the board and for those students who were not given chances to go on the board, I just requested them to do it on a piece of paper. Everybody understood the topic so I decided to group the class into three then they played a game called quiz bee. I flashed problems on the white board and every group will write on a manila paper, after the answered the problem they raised their papers, the group who will give the correct answer first became the winner. I gave prizes to the winners and they were very happy. After this, I gave them again an activity but this time, it should be done individually. They passed their papers when they were done. As I promised, I gave a souvenir to a pupil who got the most number of pieces of paper.
- 2. Time management and organizing activities
In giving such activity, it is really necessary to consider the level of pupils, their numbers, interest of every child and of course the time allotted in teaching. It is very important to have a good plan to be followed so that everything that you wish to do will be done effectively. You also need to give emphasis to the materials needed in teaching that will provide fragrance to your plan. An organized activity also help you to manage your time properly. Time management should also be the focus so that your preparation will not be wasted.
- 3. Problem-solving
Before we came to Indonesia, I prepared myself to learn how to speak bahasa because all I thought they can’t understand me but when we visited the school, I was surprised that my pupils are very good in using the English language so for me that is not a problem anymore. The only problem I encountered is the behavior of others. I know it’s normal to become noisy during recitation time because of their excitement but I just want them to follow my rules in teaching like: if they wanted to recite they are just allowed to raise their hands and no shouting of answers. But then, I am still happy because I got their interests and I was able yo encourage them to participate. Sometimes pupil’s attitude is unpredictable just like what I had experienced during my 3rd demo teaching. A boy was crying and I asked him why? His friends told me that he can’t accept that he lose the game. What I did is I talked to him and encouraged him to participate actively in our discussion because I will be giving a prize to the most active in class. After this, he wiped his tears and actively participated in the class discussion.
- 4. Classroom management
According to the Glossary of Education Reform, Classroom Management refers to the wide variety skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention.
Classroom management should be the most important thing to be considered in teaching to have an effective learning-teaching process. A teacher should be very good to make ways just to attach with her learners from the start until the end of the discussion. She needs to consider the environment of the learners so that they will not be distracted.
Based on the theory of Behaviorism, the environment can give a big impact to the learners. So, before I started the class, I make sure that everything is fine and every student is safe and comfortable wherever they are seated. Also in using visual aids, it is necessary that all children are able to read the text and see pictures even if he is staying at the back.
1.5. Your overall impression in teaching
“Teaching is a very noble profession that shapes the character, caliber, and future of an individual. If the people remember me as a good teacher, that will be the biggest honour for me”, A. P. J. Abdul Kalam once said.
This quotation made me cry every time I remember what Athif said (one of my pupils). “We will be missing you. I hope you will get better life in another place. Always remember us as a part of life memories ”.
It made me realized that choosing Education is really hard but because of the smiles and love I got from my pupils, all the sweats, sleepless nights, trials, pressure I experienced were all vanished in a just snap of an eye.
I also questioned myself one time. How do my teachers overcome the barriers which attack them during class discussions? How do they manage to smile despite of too many paper works they are facing? Now I already found the answer. It is because of the memories they shared with their pupils.
Pupils give brightness to the life of every teacher.
- 6. Others
Many pepople think that communicating is easy. It is after all something we have done all our lives. There are some truths in this simplistic view. Communicating is straightforward but what makes it complex, difficult and frustrating are the barriers we will be meeting as we try to communicate.
English language played a great role in communication and in developing the young minds to become globally competent after leaving school. I believe that when teachers let their students learn how to speak, read aand write fluently in the English language, they will be to achieve their goals and cement their abilities to become successful.
- Summary and Suggestions
Student teachers summarize what you had done during your practicum according to topics as follows:
1.1 Purposes of practicum
“Everyone has been made for some particular work and the desire for that work has been put in every heart”, saying from Jalaluddin Rumi.
So it is true when they said, everything happens with a reason. Just like us, God has better plans for us that is why we are given chance to be a part of the SEA Teacher Batch 7. I would like to focus on the word SWOE. This word stands for Strength, Weakness, Opportunity and Experience.
First is the strength. Every individual has its own uniqueness in terms of talents and skills. This practicum helped me to bring out the best that I can, to show my talents and to develop my skills into a better one. I met myself because of this. It pushes me to strive hard beyond my limits. This practicum will give me chance to show everything that I can do.
Second is the weakness. This practicum will allow me to face my fears. People do not only have strengths but they also have weaknesses. Just like me, because of this practicum, I am able to build my self-confidence. Also with the usage of English language. In our school, we are not used to talk with other people using this language but here, it’s everyday so I can practice more, widen my vocabulary, improves my pronunciation, masters sentence structure and can talk in English continuously easier and faster.
Third is opportunity. For us, we considered this SEA Teacher Project as an opportunity. To be honest, we did not expect this to happen in our lives and we never planned this before especially now that we are still students. So, when our coordinators told us that we are qualified to join the SEA Teacher Project, we grabbed this opportunity. This is a gift from God. Opportunity for us to travel another country, know about their traditions and culture and mostly their educational system.
Lastly is experience. This practicum gives us so much experiences. We experienced to deal with other people, stay away from our family, teach elementary pupils, live alone, visit popular places, eat Indonesian food and learn more from the strategies of teachers. With these experiences, I am able to become more competitive after leaving the school.
- 2. Procedures of practicum
For the first week, we just observed the teachers and students and went around the school for us to familiarize the area. Then on the 28th of February, I assisted Mr. Fadli in his Sports class and I also tried to learn the” silat” or self- defence together with the 3 H pupils. On January 29, I also assisted Ms. Kartika in the morning with the Grade IV I pupils and in the afternoon I taught 2 subjects at the class of Ms. Sarah which is the Grade V AKS. The first subject is Science and the lesson was all about The Human Body. Next one is the Mathematics, it was all about fractions such as which one is larger, arranging the fractions in order, adding and subtracting unlike terms, converting decimal to fraction and fraction to decimal. January 31, I taught the class of Ms. Sorayah, the V I and their subject is Surface Area and Volume of cube and beam. On the 31st of January, I taught English in Grade 3 G under Ms. Aniisah and the topic is Five senses. February 6 is my final demo teaching. Mr. Cahya from UHAMKA came to evaluate me also in the Grade III AKS under Ms. Febi. Our lesson was all about getting the perimeter and area of geometric shapes.February 7, I taught the Grade IV G under Ms. Nurhikmat with the topic force. Lastly, February 8, my last demo teaching in Grade V H under Ms. Nurul and our lesson was all about Surface Area and Volume of shapes. What we need in our next is to assist teachers in giving the examination.
1.3 Outcomes of practicum
To be honest, this is our first shift of practice teaching that is why I can say that it is really hard and challenging because we do not have background yet on the ways of teaching.
Julius Caesar, the great Roma leader has said, “Experience is the best teacher”.
I really agree with him. With these experiences I learned something. Of course, I learned it from myself. I used my own strategy in teaching and I was so proud for I made it very well. I just gave attention to the needs and wants of he pupils. My students learned from me and I learned from them too.
Sometimes, I did not notice that I am performing better than what I think. By just seeing my pupils enjoying every second of my discussion, it gives a big impact to me.
With this practicum, I also learned to respect others’ beliefs and culture. I learned to love their ways of living. I learned that nothing is impossible if we have courage, passion, dedication and we give lov e to what we are doing.
- 4 The challenges of practicum
First, the greatest challenge for me is to stay far away from my family. Thus is my first time and before I went here, I really cried. I looked myself in the mirror and asking if I can do it. It is good that we have now technology, it is easy for me to contact or talk with my family and even if they are far I felt that they were just on my side.
Second is to make a better plan or activity just to catch the attention of my learners. Of course, I also included here the things to be used because it is really hard to create an activity if you do not have enough materials to used.
Third is to budget money. We buy everything like food, drinks, materials in teaching and we also commute everyday so we need to separate money for our fare.
- 5 Overall impression
Teaching is full of sacrifices. You will never be a successful teacher if you do not love what you are doing. A teacher needs a lot of patience because learners do not have the same behavior.
I am proud to say that this SEA Teacher Project really mold me to become a better future someday. I learned to find myself, of what I can do and how my experiences will help me in the future.
- 6 Suggestions for future improvement
Teachers should not only rely or depend on the book when teaching. Since, they are elementary teachers, they should integrate more activities for children because these are the wants and needs of every pupil. They should give importance to the direct purposeful theory of Edgar Dale because I still believe that the more senses that are involved, the better learning it is. To become effective teachers, they also need to use instructional materials, integrate games to engage more learners and give them equal chances to participate in different activities. They also need to have lots of patience in teaching and give their very best to attract the learners’ interest. They should not allow learners to get bored instead they should provide more task in order to assess the 3 Big Domains of Learning such as the Cognitive, Affective and Psycho motor.
TWINKLE STAR 