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Teachers’ Displays at SDN Punten 1, Batu
Keen not to be left behind their students, the teachers at SDN Punten 1, Bumiaji sub-district, Batu are making displays. The teachers' work such as lesson plans and weekly programs are displayed in the teachers' room. Ibu Sulasmi, SDN Punten 1 principal, said that these displays are very useful to the teachers because
(1) it motivates the teachers to be more active in developing PAKEM,
(2) the teachers can learn from each other how to develop PAKEM in their classes and
(3) the principal can monitor the teachers' preparation.
Science Teachers’ Working Group in Batu Discuss Evaluation
The MBE target schools which have been implementing the 2004 curiculum want to move faster. Now that the schools have developed PAKEM using the 2004 curriculum, they want to know immediately how to implement effective evalu-ation for science.
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Science Meeting at Cluster 2 Bumiaji
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The Science Teachers’ Working Group (KKG) specifically discussed the question of evaluation in meetings in April 2005 in 3 clusters, i.e. cluster 2 in Bumiaji sub-district, cluster 1 in Batu sub-district, and cluster 1 in Junrejo sub-district.
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During the KKG meetings teachers developed evaluation methods for science taught using PAKEM approaches including various forms of evaluation such as tests, concept mapping, projects, observation, tests of science skills, and tests of attitude to science. At the bottom of this page is a table showing an example of recording the evaluation of one basic competency.
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PAKEM Learning
Active (contextual) learning (PAKEM), aims to achieve a learning environment that is more enjoyable while preparing students to acquire skills, knowledge, and attitudes to prepare them for life in the future. Using PAKEM, teachers can develop different learning strategies, including interactive learning. By using group work and practical work (experiments) more frequently it is hoped that students will be able to think more for themselves.
Students are also encouraged to write things in their own words, and not merely copy from the blackboard or books. The classroom environment is designed to become more "friendly", meaning that it can be used as a learning resource, for example, by providing displays of students' work, interesting teaching aids and reference books in the corner of the classroom.
The PAKEM teacher functions more as a facilitator who acts to plan, manage, develop and direct the students in accordance with the competencies to be learned. Teachers also have to pay attention to all the students without discrimination based upon their background or level of ability.
Applying PAKEM within the classroom, will not automatically be successful. Teachers often blame low student ability, insufficient infrastructure and inadequate support from school personnel, etc. Let’s start again, and let’s begin by looking at ourselves, and start by putting right the little things first.
By Suryanto, S.Pd. MBE Facilitator Banyumas
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We await your stories from the MBE target areas about innovations or other educational issues at all levels, school, community, or district. Send them to Jakarta to be included in the Suara MBE. If you have photographs, all the better. Send them by post, fax or e-mail. The address, fax number, and e-mail address are on back page.
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