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NGANJUK: SD Isam Baitul 'Izzah
The recent entry of the MBE program to Nganjuk district has enabled SDIT Baitul 'Izzah to strengthen its education and raise the quality of its programs:
Since the founding of the school we have had full support from the parents and wider community. The MBE program has encouraged the school to widen its network to include the world of business and other institutions.
Since its foundation the school has had a Parents Association, which is the same as a school committee and includes all classes. This has now been extended with the formation of classes subcommittees (parents class groups), each with their own program.
Financial transparency and accountability great-ly supports our system of management which is based on "FATE ? THE WORD OF GOD ? SAFETY" in this world and the next.
The PAKEM training has increased the teachers' understanding and skills and developed their creativity.
Parental involvement has increased through a program of class visits. While teachers attended the PAKEM 2 training on 6-7 April, they were replaced by parents and lessons went ahead without interruption.
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1. Ibu Usuwatun, School principal
2. The swimming pool at SDIT Baitul 'Izzah built with community contributions
3. Grade 4 students in front of a display of their work
4. A member of the parents' group deputizing for the teacher who was taking part in the PAKEM training
5. A child enjoying learning about traffic signs
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The teaching models that train the children to think openly and with confidence need to be balanced with strong religious and spiritual values. The presence of MBE is a new motivation to increase the quality of education at SDIT Baitul 'Izzah.
By Dra. Usuwatun Hasanah, School Principal, SDIT Baitul 'Izzah
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PAKEM Teaching
A Teaching Journey to Change
You may not believe it! But this is what I've experienced. Until recently I never thought about innovative lessons. I monotonously taught what I had to teach. If it wasn't written specifically in the curriculum my opinion was that it was wrong to teach it.
We never thought about the weaknesses and strengths of students in learning. As long as a test scores and marks in the report were nines, we considered ourselves good and successful. We started to questions this when PAKEM was introduced.
I have been following PAKEM for just a few months, but it has had a positive impact on my teaching. Cheating just doesn't occur in PAKEM lessons. The teaching resources we can use are very varied.
e can use resource persons, newspapers, the environment, objects around us and parents. Even community members can be used as a resource to develop PAKEM. When we're doing PAKEM the atmosphere in class changes completely. Students, who are normally lazy and don't want to learn, suddenly become active.
Communications between students in groups has grown as they put forward their opinions. The children are getting confident at expressing their ideas. Some of the cleverer students compete to produce good work. With PAKEM it is possible to learn outside class, even in the bicycle park.
PAKEM is actually easy to do. The idea that by using PAKEM we will fail to reach the curriculum targets is wrong. In one PAKEM lesson it is possible to integrate several subjects, if the teacher prepares well.
For example: while observing a bicycle we can learn science about the dynamo, find the circumference and area of the wheels for mathematics and make a description of the bicycle for language. We can do PAKEM simply, using waste materials.
Since I've been doing PAKEM the children's work has been very satisfactory and sometimes they have produced amazing results. The classroom environment has changed. The displays of children's work increase their pride and knowledge.
The children's creations can be read over and over again as a source of inspiration. The characteristics of PAKEM teaching include varied learning resources, active learning and producing a quality result.
The lesson normally finishes with students producing a piece of work. After it has been displayed for a period of time it can be stored in a folder and become part of the report to the parents alongside the report mark.
Oleh: Diah Ani, Guru Kelas 6 SDN Sukoharjo 2,
Fasilitator Bahasa Indonesia Kab. Sukoharjo
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