Newsletter Jakarta edisi 7 English Aug2010

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Newsletter Jakarta edisi 7 English Aug2010 Powered By Docstoc
					   No. 7
   August 2010
                                           Inovasi Pendidikan
                                           Sharing Innovation in Junior Secondary Education

School Visits,                             USAID Plans to Extend DBE
Participants Amazed                            USAID is planning to extend the DBE1, DBE2 and DBE3 programs until June
                                           2011 with additional funding. DBE3’s priority during this extension will be to
                                           consolidate its program in the partner schools and to disseminate the program to
                                           non partner schools. To support these objectives, DBE3 will work closely with
                                           district governments in planning and implementing activities with advocacy and
                                           planning activities at local and national levels.

                                           Districts Plan Follow up to DBE3 Activities
                                                                                                     A DBE3 National Planning
                                                                                                   Conference was held in Medan
                                                                                                   on August 3-4 to plan the
                                                                                                   development of the program in
                                                                                                   the 25 partner districts, which
Observing a lesson at MTsN Binjai, the                                                             have been taking part in the
national conference participants, mostly
government officials, were surprised at
                                                                                                   extension program. The actvities
                                                                                                   involved representatives of the
                                                                                                   District Education Offices, the
    The DBE3 National Conference                                                                   Religious Affairs Offices, the
in Medan on 3 and 4 August                                                                         District Development Agency
included visits to schools. The                                                                    (Bappeda), the District
                                            Hj. Ratu Ati Marliati, the Head of Education Office of
participants were divided into
                                            Kota Cilegon, presenting their district plan during a Parliament (DRPD) and the
groups to visit four partner                plenary session. Five representatives from the provincial quality assurance
schools: SMPN 2 Binjai, SMPN 11             provinces presented their plans to develop the DBE3 institutes (LPMP). They focused
Binjai, MTsN Binjai and SMPN 2              programs in their district in line with local needs.   on on two things: developing a
Lubuk Pakam, as well as one                                                                        program for the period of the
school, SMPN 9 Binjai, which is            DBE extension and developing a follow-up program after DBE3 assistance finishes.
replicating the DBE3 program.              The programs planned include replication to more schools, study visits to DBE3
                                           partner schools, and using district facilitators to support district training activities.
                                           The programs are expected to be supported by funding from the local government
                                           budget (APBD). It is hoped that the districts will integrate the DBE3 program into
                                           their quality improvement plans.

                                           US Special Envoy Visits SMPN 8 Bogor
                                               Dr. Bruce Alberts, a special envoy for Science
   The participants were                   of the United States President, accompanied by
suprprised at the learning they saw        his wife, visited SMPN 8 Bogor on May 17, 2010.
taking place in these schools. The         Dr. and Mrs. Alberts watched the students
students showed a lot of self              learning in this DBE3 partner school. In particular
confidence during discussions with         they observed Science and Mathematics lessons
the participants.                          and looked at the computer laboratory and the
    “I was amazed when I went to           displays of students’ work. Besides admiring the
five different classes at SMPN 2           students’ work displayed in each class Dr. and
Binjai. The teachers were acting as        Mrs. Alberts were impressed with the
facilitators and the students were         ‘Information Wall’, which included information
actively participating in the              on genetics. Dr. Alberts is a renowned reseacher Dr. and Mrs. Alberts visiting
lessons,” said Najumudin, a district       in this area and congratulated the school on the SMPN 8 Bogor
parliament member from Bogor.              way it was using the school wall as a learning
                                           resource. For futher information, please read the article on page 8.

                                           Read about ICT activities on page 20, including the official opening of a com-
       Visit our website
                                           puter laboratory at MTs Al Ahliyah Karawang by the U.S. Ambassador. There is
                                           also an article about integrating ICT in teaching general curriculum subjects.
Main News                                                                                                                                                                                                    Page 2

Monitoring of Partner Schools Shows Impressive Progress
The monitoring of DBE3 partner schools which was conducted in February and March 2010 shows clear progress on
almost all indicators compared to the previous year and even more so when compared to schools which have not
been involved in the DBE3 program.

  THE MONITORING was conducted in 156 out of 250 DBE3 partner schools in the 25 extension districts. The school
level indicators were divided into three groups related to (a) teaching and learning, (b) student performance and (c) school
management and teachers’ professional development.
                                                                      Chart 1: Indicators Related to Teaching and Learning
  The summary of the groups of indicators (a) and (c) are
shown in three columns in the charts: (1) conditions in the               90.9                     91.1
                                                                                                                              Partner Schools 2010

156 partner schools in 2010 monitoring, (2) conditions in the                                              90                 Partner Schools 2009
                                                                                                                              Comparison Schools
156 partner schools in 2009 monitoring, (3) conditions in 20                                               80

                                                                                Percentage Implementing
comparison schools, which have not been involved in DBE3                                                   70

program.                                                                                                   60

                                                                                                           50                                                                                47.5
a) Teaching and Learning
Chart 1 shows the results of the group of three indicators                                                 40                                                35.5

related to teaching and learning. There was a clear improve-                                               30

ment between 2009 and 2010 in the areas of teachers’ activi-                                               20

ties, classroom environment and students’ activities. The                                                  10
                                                                                                                                    2.6                               2.6                              1.3
comparison schools hardly register on these indicators.                                                     0

DBE3 partner schools have achieved a 90% level of imple-                                                           Teacher Behaviour                Classroom Environment          Student Behaviour

mentation in all these indicators. This reflects the teacher                                                    Chart 2: Students Assessment Results 2009-2010
training program which has been focused on these indica-                                                                  73.0                                                                      2009

tors.                                                                                               70.0           66.6                                                                             2010
b) Students’ Performance
                                                                        Average Score (%)

  DBE3 undertook an assessment of student performance in                                                                                                            41.7
                                                                                                                                                                               38.4                    38.4
54 schools, using tests focusing on students’ skills. The tests                                     40.0
were conducted in 2009 and 2010 in the same schools.                                                30.0

Chart 2 shows a considerable rise in students’ average                                              20.0
scores. Analysis of individual scores shows that all groups –
boys, girls, SMP, MTs, state and private schools – showed
substantial rises in their average scores in each test.                                                   0.0

                                                                                                                 B. Indonesia        B. Indonesia         Mathematics          English                  English
                                                                                                                   Reading              Writing                               Listening,               Speaking
                                                                                                                                                                            Reading, Writing

 SUMMARY OF MONITORING INDICATORS                                                                         Classroom Environment
 Teachers’ Activities                                                                                      Students sit and work in groups
  Teachers encourage students to interact                                                                 There are displays of students’ work
  Teachers give challenging and varied tasks (discussions,                                                Varied learning resources available (media, environment).
   experiments, problem solving, etc.)                                                                    School Principal Leadership
  Teachers use formative assessment                                                                       Principals encourage change
 Students’ Activities                                                                                      Principals support teachers’ professional development
  Students do a variety of activities, including cooperative                                             Management and Use of School Library
   work, problem solving, experiments, etc.                                                               Professional Development through the MGMP
  Students express their ideas in writing or orally                                                       Programs are developed to support changes in practice
  Students use a variety of learning media                                                                Interesting and practical activities are planned

Sharing Innovation in Junior Secondary Education                                                                                                                            Edition # 07/ August 2010
Main News                                                                                                                                                                       Page 3

c) School Management and Professional Development for Teachers
                                                                                                         Chart 3: Indicators Related to School Management
  In 2009 there were not much difference in performance
between partner schools and comparison schools on the indi-                                                                           84.7
                                                                                                                                                                       Partner Schools 2010

                                                                    Percentage Meeting Criteria
                                                                                                  80.0                                                                 Partner Schools 2009
cators related to school leadership and MGMP. Considerable                                                                                                             Comparison Schools

progress in the partner schools was observed on each indica-                                      70.0
                                                                                                             62.8                            61.8
tor during the 2010 monitoring, as can be seen in chart 3.                                        60.0

  The greatest increase in the indicator related to school                                        50.0

leadership was in the proportion of principals’ monitoring                                        40.0

teaching and learning.                                                                            30.0
  The management and use of school libraries indicator                                            20.0
                                                                                                                           15.0                                          15.9
showed an increase with 84.7% of partner schools having li-                                       10.0

braries which were well organized and used compared to                                             0.0

61.8% in the previous year. However, most libraries still suffer                                             School Principal     Library Management and     MGMP meets teachers
                                                                                                               Leadership                   Use                   needs
from a shortage of suitable books.
  The number of effective MGMPs increased to 28.7% in 2010. In
2009, it was only 15.9%. The most common problem is the low fre-
quency of MGMP meetings, which often take place less than once
per month. Access to meetings is also a problem since most MGMPs
cover a large area (normally the whole district) and a large number
of schools. Teachers’ professional development needs appear to be
better catered for by school level MGMP activities rather than at
district level MGMPs.

d) Life Skills Monitoring in the Core Districts
   DBE3 conducted monitoring in            Students 2009/10   98.6%
the 80 partner schools in core dis-
tricts to measure progress on indica- Students 2008/9           95%
tors related to students’ life and         Difference         +3.6%
work skills. DBE3 assessed whether
students in partner schools showed evidence of certain social, voca-
tional and personal life skills. The data collected showed a high per-
centage, 98% of students in five provinces, demonstrated these skills.
This amounted to an increase of 3.6% compared to last year’s moni-
toring results. An increase was observed in almost all provinces. The
data also shows that test results for the girls were higher that for
boys and that test results for SMP students were slightly better than
the results of MTs students.

                  Enjoying A Lot of Practical                                                 Annual Exhibition of Work
                         IMAN AIFRUQ is now experiencing                                         RIZMA RESKANANGA, an 8th
                           differences in the way he learns at                                grade student at SMPN 1 Tellulim-
                           his school, SMPN 1 Batang Angkola,                                 poe Sidrap, South Sulawesi, suggests
                           South Tapanuli, North Sumatera.                                    that the school conducts an exhibi-
                           The boy, who wears glasses, really                                 tion of students work every year.
                            enjoys the learning activities at his
                            school.                                                              According to Rizma, such an exhi-
                                                                                              bition is an arena for students to demonstrate their compe-
     “I like learning at my school better now, since the                                      tencies. It values the students’ work and motivates them to
teachers give us more practical activities. They used to talk a
                                                                                              do their best. “I will be happy if the school holds a student
lot and it was really boring. But not anymore now,” said
                                                                                              exhibition every year. I will suggest it to the Education Office
Iman. SMPN 1 Batang Angkola is one of the DBE3 partner
schools in South Tapanuli which has made many changes.                                        or to DBE3,” said Rizma.

Sharing Innovation in Junior Secondary Education                                                                                                       Edition # 07/ August 2010
Main News                                                                                                                      Page 4

Following up DBE 3 Training,
Success in Developing Students’ Life Skills
Based on Research by Drs. Agus Suprapto, MM, School Principal of SMPN 2 Kradenan
     THE DEVELOPMENT of students’ social and academic              teachers of
skills in lessons is currently not generally very effective. The   SMPN 2 Kra-
cause for this is that teachers lack the ability to design and     denan who
implement contextual learning integrated with life skills          have partici-
development. Training has taken place in the past to improve       pated in DBE3
their capacity. However, the training did not achieve positive     training pro-
results due to a lack of commitment on behalf of the               gram. The data
participants and the lack of ensuing change is schools because     was obtained
no targets were set during the training.                           through inter-
     The DBE3 program organizes training for teachers on           views and
relevant learning for students which integrates the                observation.
development of life skills. The training is followed up with           The analysis
action plans and support from school principals and district       showed that        Teachers at SMPN 2 Kradenan planning a lesson
facilitators to ensure that teachers implement the results of      teachers’          using contextual learning
the training on an ongoing basis.                                  teaching skills
     This research, conducted by Drs. Agus Suprapto, aimed to      improved from the beginning through to the second cycle. At
assess whether the action plans and the follow-up activities       the start, teachers’ skills in developing and implementing
conducted after the training have indeed improved teachers’        contextual learning was assessed at 57.27%. After the first
capacity to implement contextual learning in order to develop      cycle, it rose to 73.75% and after the second cycle, it rodse
life skills in the students at SMPN 2 Kradenan. The research       further to 86.02%. The percentage of students satisfied with
objective is to enhance teachers' ability to design and            learning activities at the beginning was 48.55% and the
implement contextual learning in developing life skills of         percentages after the first and second cycles were 70.87% and
students by ensuring that the participants follow up the DBE3      80.44% respectively.
training at SMP 2 Kradenan.                                            The research concludes that supporting teachers to
     The research was action research, conducted in two            ensure follow-up of training improves teachers’ capacity to
cycles. Each cycle consisted of four steps: planning, activity,    implement contextual learning to develop life skills. There was
observation and reflection. The research focused on the            also an impact on students’ satisfaction with their lessons.

Classroom Research Has Changed
     CLASSROOM ACTION RESEARCH (CAR), used to                      very effective. The
be regarded as a frightening specter by both my partners (Budi     training, which is
Santoso and Hading Rashid) and I, as an academic, thought the      more focused on
research was not particularly challenging. For both my partners,   analytical activities
CAR was frightening because it was considered a difficult and      rather than theoriz-
something they could not do, not because they didn’t want to       ing, is supported by
try. They have frequently participated in workshops that have      strong system of
recently mushroomed all over the place. However, the more          ongoing mentoring
theory they heard about CAR the more confused they got and,        from the beginning,
as a result, never managed to do any CAR. Consequently both        through the re-
my partners are stuck as grade IVa civil servants. On the other    search processes                           During the CAR in class
hand, I myself (as an academic) regarded CAR as inferior to ex-    (cycles I and II), right
perimental or ethnographic research. Maybe because I've never      to the end (the reporting of the results). The research provided
really paid much attention to it, even though I’ve often been      a new experience for our team. I have adapted the training for
trained in workshops, which were unfortunately mainly theory-      use in Teacher Training Certification activities in region 24 and
oriented.                                                          have received a positive response from the participants.
     However, as a result of the DBE3 CAR training program               One thing we learned from our CAR activities was that the
that we have taken part in, our opinions have gradually con-       biggest problem in learning Bahasa Indonesia faced by the stu-
verged into a common understanding that CAR is essential to        dents of grade seven in SMP5 Pirang, was the difficulty in writing,
help improve the quality of learning, should and can be done by    especially writing a narrative, and that this can be addressed using
teachers and can be fun if done together by teachers and faculty   cooperative learning. In addition, the CAR implanted in us the
members because we can play complementary roles and develop        belief that, as teachers and lecturers, we should not let our stu-
mutual understanding.                                              dents experience protracted learning difficulties without trying to
                                                                   help them and every learning problem can be solved by working
     The CAR training system initiated by DBE3 is, to be honest,
                                                                   in a systematic and planned way using CAR style activities.

Sharing Innovation in Junior Secondary Education                                                             Edition # 07/ August 2010
Main News                                                                                                                  Page 5

SMPN 31 Surabaya Ranks 8th in UAN
    SMPN 31 SURABAYA is located on the edge of Sura-
baya, near the Suramadu bridge. The school had a great
achievement when their National Examination (UN) results
ranked them 8th out of all junior secondary schools (SMP and
MTs) in Surabaya. This achievement did not happen over-
night. It is the result of sustained hardwork from everyone in
the school.
   According to the principal of SMPN 31, Anwaruddin, since
SMPN 31 has been working with DBE3, there have been
many positive changes in the school. The teachers who used
to give lectures in the classrooms now use student-centered
learning activities. They quite often use the environment and
local community near the school as learning resources.
   The teachers who have participated in DBE3 training have
to share their knowledge with their colleagues through the
                                                                    Learning activities at SMPN 31, Surabaya
school MGMP, which takes place every week. No wonder
                                                                    Inset: Pak Anwaruddin
these changes have had a positive impact on the school. Stu-
dents who used to be passive now no longer hesitate to ex-         pak Anwaruddin often gather his teachers for informal
press his opinion.” They are now more enthusiastic in learn-       meetings. In that situation teachers can speak more freely. In
ing,” said pak Anwaruddin.                                         these meetings they often come up with interesting ideas to
Participative Leadership                                           support the school’s progress.
   What has been achieved at SMPN 31 cannot be separated              Pak Anwaruddin gives his teachers freedom to be as
from the leadership of Drs. Anwaduddin, M.Si, M.Pd. Around         creative as they like in their lessons. M. Yunus, S.PD, MM, a
the school pak Anwaruddin is known to be modest, calm,             science teacher, said that he was proud to have pak
sociable and easy to talk to. The headmaster always respects       Anwaruddin as his principal. His leadership has encouraged
the opinions of other people, even his subordinates.               the teachers to be more professional. Thanks to his
                                                                   leadership SMPN 31 Surabaya has achieved rank 8th in the
   He offers formal and informal leadership in his school. The     National Examinations 2010. Congratulations.
formal leadership occurs during officical meetings. However,

Curing Teachers’ Diseases
    JUST LIKE a medical doctor, he           teachers do not have prepare their
diagnoses teachers’ diseases. At the         lessons properly, they suffer from from
start of his presentation Drs. H. Rusdi,     ASMA. When they are not able to
M.Si, the principal of SMPN 3                develop work sheets which encourage
Watansoppeng described 12 teachers’          students to think critically, they get
diseases. Some of them, which have           KUSTA. To help them overcome the
become chronic. These include ASMA           diseases, they need facilitators to give    Creative teachers encourage students
(ASal MAsuk kelas – attending the class      them regular assistance. Assistance         to work to the best of their ability
but not very serious in teaching),           from facilitators have been very
KUSTA (KUrang StrAtegi – no teaching         effective in helping teachers implement     need to get therapy from faciitators
strategy), TIPUS (TIdak PUnya Selera –       in the classroom the skills they have       through the teachers working groups
no enthusiasm for teaching), ASAM            learned in the training, “said Pak Rusdi.   (MGMP).
URAT (Asal SAjikan Materi dan tak                Teachers, who have already changed          Pak Rusdi is optimistic that TBC can
berURuTan – the materials presented          their mindset, have recovered from          be cured by using ICT in lessons.
not well prepared), and TBC (Tidak           TIPUS and don’t just teach because          “There is a progress in the learning
Bisa Computer – Can’t use a                  they have to. They teach to educate         performance of students at our school,
computer). According to pak Rusdi,           their students.                             especially in the seven aspects which
these diseases can be cured using the            When teachers are not able to map       have been emphazised by the
BTL 2 and BTL3 the training packages.        their students’ basic competencies, or      facilitators. We need to continue to
    Pak Rusdi is quite sure that the         they are not able to order and group        work on that and especially to work on
training packages by DBE3 can function       standard competencies, then they suffer     improving the quality of learning and
as therapy for those diseases. “When         from ASAM URAT. To cure it, they            students’ life skills,” said Pak Rusdi.

Sharing Innovation in Junior Secondary Education                                                          Edition # 07/ August 2010
News from the Provinces                                                                                                          Page 6

Mayor Supports Replication and                                                                  North Sumatera
                                                     THE MAYOR of Tanjungbalai, Dr. Sutrisno Hadi, SP.OG is very positive
                                                about DBE3 activities in his district. At a workshop held on April 26 at the Mayor’s
                                                Meeting Hall in Tanjungbalai, he asked the Head of the District Education Office to
                                                conduct replication and dissemination activities to non partner schools. “We must
                                                disseminate the program,” said the Mayor.
                                                     The chairman of the local parliament (DPRD) in Tanjungbalai, Sutrisno Hadi,
                                                SE agreed with the Mayor’s comments. On observing the impact of the DBE3 pro-
                                                gram in DBE3 partner schools, pak Sutrisno expressed his appreciation. According
1                                               to him, the practices in the DBE3 partner schools in Tanjungbalai are almost the
                                                same as in the expensive schools in Medan. “We will support the government in
                                                improving the quality of education,” said pak Sutrisno.
                                                     DBE3 COP Stuart Weston, who also attended the workshop, praised the pro-
                                                gress made by DBE3 partner schools in Tanjungbalai. He said that the DBE3 part-
                                                ner schools in Tanjungbali are at least the equals of the partner schools in Java.
                                                     The chairman of the Education Council of Kota Tanjungbalai, Drs. H. Arifin,
                                                urged the district government to implement replication immediately. He said that
                                                the replication and dissemination are needed to fill the gap between DBE3 partner
                                                schools and non partner schools. “Hopefully there will be no jealousy among those
                                                schools,” said pak Arifin.


3                                                4                                                       5

                                                                                    Photo captions:
                                                                                    1. The Mayor, Eka Hadi, SE, and the Chairman of
                                                                                       the DPRD, observing a lesson at SMPN 1 Tan-
                                                                                    2. The Chairman of the DPRD observing an ex-
                                                                                       periment conducted by the students of SMPN
                                                                                       4 Tanjungbalai. The experiment is about filtra-
                                                                                       tion. Students used coconut fiber and tree
                                                                                       roots in this experiment.
                                                                                    3. The stand of MTs YMPI at the exhibition. The
                                                                                       students’ work and learning media are arranged
                                                                                    4. Pak Jinjing Sinurat, a teacher of SMPN 1 Tan-
                                                                                       jungbalai, sharing his experience of participating
                                                                                       in DBE3 training program.
                                                                                    5. Two students of MTs YMPI showing a rocket
    STUDENTS’ WORK: Cahaya Putra gives an explanation about work pro-                  they have made. The rocket won the science
    duced by the students of SMPN 1 Sumbul, Dairi, to other students who at-           contest for MTs in North Sumatera.
    tended the exhibition at a DBE3 District Showcase in Dairi.

Sharing Innovation in Junior Secondary Education                                                              Edition # 07/ August 2010
News from the Provinces                                                                                                      Page 7

 District Budget Allocated for Replication
                                                                    teachers who have been trained by DBE3 are of great bene-
                                                                    fit to North Tapanuli. Furthermore, he asked the Education
                                                                    Office to develop a five year work plan to make the best
                                                                    use of the teachers trained by DBE3.
                                                                          The workshop was held on May 4 in a meeting hall in
                                                                    Tarutung. The ten partner schools in North Tapanuli were
                                                                    involved in the workshop, where they set up exhibitions
                                                                    show the changes in their schools. During a visit to a part-
                                                                    ner school, SMPN 1 Tarutung, pak Hutagalung spent his
                                                                    time asking the students about the work they had pro-
                                                                    duced. He concluded that the students’ work was indeed
                                                                    produced by themselves.
                                                                          During the presentation sessions, a student of SMPN 1
                                                                    Siborong-borong interviewed the Dean of the Education
                                                                    Faculty of Nommensen University, Dr. Tagor Pangaribuan.
                                                                    The interview was conducted in English. The student inter-
                                                                    viewed showed his competency in English. This interview
 The District Secretary, Sanggam Hutagalung, MM, with the Dean of
                                                                    was set up to demonstrate both the impact of changes in
 the Education Faculty of Nommensen University, Dr. Tagor Pan-
 garibuan, visiting one of the stands during the DBE3 workshop in
                                                                    learning practices and encourage the student’s self-
 Tarutung.                                                          confidence.
                                                                          The workshop ended by expressing its hope that the
     THE DISTRICT Secretary of North Tapanuli, Drs.                 district government would disseminate and replicate DBE3
 Sanggam Hutagalung, MM, at the opening of DBE3 work-               programs to improve the quality of education. The Educa-
 shop, asked the District Education Office to develop a             tion Office has made an allocation in the district budget for
 DBE3 follow-up program. According to pak Hutagalung,               replication and dissemination.

                                       DBE3 Showcase Meetings Win Support
    THE DBE3 Good Practice Show-              Meeting with Local Parliament               ticipants were invited to observe les-
cases which have taken place in partner            The showcase workshop in Binjai        sons in DBE3 partner schools.
districts in North Sumatera gained            was held on May 3, 2010. The work-             During the visits, the participants
great support for the program. The            shop was opened by the Mayor of Bin-        were able observe learning activities in
government and parliament (DPRD)              jai, Ali Umri, SH. Following the work-      the classrooms. From their observa-
who took part in the workshops gave           shop, as a sign of support for the DBE3     tions the participants learned that the
their support the DBE3.                       program from Commission C of the            students were not just seated in groups
   The chairman of local parliament           local parliament, the Binjai parliament     but were active in expressing their
(DPRD) in Dairi, Delphi Masdiana              invited DBE3 for a meeting on May 10,       ideas. Teachers were not acting as the
Ujung, SH, M.Si, extended his gratitude       2010.                                       only source of learning. Rather, they
and appreciation to DBE3 after listening           The meeting also involved the Office   acted as facilitators.
to a presentation by pak Gultom from          of Education, the Office of Religious
SMPN 1 Sumbul Dairi about learning            Affairs and partner schools in Binjai.
innovation. Pak Gultom was one of the         During the meeting the Commission
resource perons who made presenta-            C stated their appreciation of what
tions at this workshop at at the Cul-         DBE3 has achieved in Binjai. They
tural Hall in Sidikalang, on June 12,         also expressed their hope that the
2010.                                         good practices can be disseminated
                                              to other schools in Binjai. To follow
   At this workshop, the government
                                              this up, the parliament will meet
and local parliament (DPRD) agreed to
                                              with the Education Office, the Reli-
make a commitment to disseminate the
                                              gious Affairs Office, and DBE3 to
good practices developed by DBE3.
                                              discuss more detailed steps.
“Should the government seek to allo-
cate a budget to disseminate the good         Changes in Learning Activities
practices, we will approve it,” said pak        In South Tapanuli, the workshop The Mayor of Binjai looking to the exhibi-
Delphi.                                       was held at MAN 2 Padangsidempuan tion from the DBE3 partner schools
                                              on May 6, 2010. The workshop par-
Sharing Innovation in Junior Secondary Education                                                           Edition # 07/ August 2010
News from the Provinces                                                                                                  Page 8

White House Envoy Impressed by      West Java-Banten
Learning Activities at SMPN 8 Bogor
                                                “LOOK! It’s        ask questions to the students who were doing a photo-
                                                amazing. Some      synthesis experiment. The students explained the experiment
                                                students           with great confidence. “We are monitoring the gas which is
                                                explained          formed as a result of photosynthesis. We are also observing
                                                things to their    the three factors which influence the photosynthesis
                                                classmates.        process,” said one student. The students worked in groups
                                                This peer          and, besides observing the experiment, they discussed with
                                                teaching           with the other members of the group the answers the
                                                process is         questions on their work sheet.
                                                really                 Besides admiring the students’ work displayed in each
                                                interesting,”      class Dr. and Mrs. Alberts were impressed with the
                                                said Mrs.          ‘Information Wall’, which included information on genetics.
A students teaching her friends how to          Alberts when
measure the sum of the angles of a triangle                        Dr. Alberts is a renowned reseacher in this area and
                                                observing the      congratulated the school on the way it was using the school
using paper triangles                           students of        wall as a learning resource. The walls in this school have
                                                SMPN 8             displays of
Bogor learning Mathematics. She was impressed by how the           Mathematics
students helped their classmates to understand the lesson.         and Science
    Dr. Bruce Alberts, a special envoy for Science of the          formulae and
United States President, accompanied by his wife, visited          scientific terms.
SMPN 8 Bogor on May 17, 2010. Together with the rest of            On one of
their party they observed students learning at this DBE3           them, there is
partner school. In particular they observed Science and            an explanation
Mathematics lessons and looked at the computer laboratory          of the cloning
and the displays of students’ work.                                process, which
    “They are measuring the frequency of the swing,” said Dr.      Dr. Alberts, as
Alberts when observing students in the science laboratory.         an expert in
At that time the students were using a pendulum. In each           genetics, found
group one student stood on a chair, holding and swinging the       esepcially
pendulum. The other students observed the movement of              interesting.
the pendulum and noted down the data.                                               Dr. dan Mrs. Alberts observing the
    In the Biology class, the Alberts had the opportunity to                        students learning at SMPN 8 Bogor.

DBE3 Showcase in Garut
Inspiration for Learning
      On National Awakening Day, May 20, 2010, Garut conducted
a showcase and workshop on good practices as a follow up of recent
training. In this event the participants were able to visit schools and
see an exhibition of work produced by teachers and students.
      The workshop involved students, teachers, principals, and district
facilitators as speakers. Visits took place to SMP 5 and MT Al-Rahmah.
At the exhibition there were ten booths presenting the work of stu-
dents and teachers and presenting models of the learning environment
in the ten DBE3 partner schools in Garut. The showcase was held in
order to encourage teachers to apply the results of their training.
Each school’s stand exhibited a variety of their best work. This is evi-
dence that DBE3 partner schools have worked hard to implement active
learning. Visitors to the exhibition listened enthusiastically to the pres-
entations at each stand. A number of students were busy reading the
DBE newsletters: Mitra Didaktika and Inovasi Pendidikan.

Sharing Innovation in Junior Secondary Education                                                       Edition # 07/ August 2010
News from the Provinces                                                                                                     Page 9

Istikomah Salamah, A Teacher at MTs Al-Ahliyyah, Karawang

Transforming A Store Room for Active Learning
     Students’ work used to be                    This little project of mine has moti-
stored in a drawer in the teachers           vated teachers of other subjects. They
room. The work were not organized or         also keep developing more effective
made use of. Since the school had a          learning strategies and encourage their
store room, I took the initiative to         students to create a variety of work. In
transform it into a room to keep learn-      our school, we integrate ICT into gen-
ing media. I renovated the room with         eral subjects. We encourage students
my own money. I did all of this to moti-     to use computers as tools to produce
vate my students to be more creative.        their work.
My only reason for doing this was to              The experiment with learning me-
encourage my students to learn and           dia continues to motivate the students.
feel proud of the work they have done.       Not long ago, we got a computer labo-
     I turned the room into an English       ratory with help from USAID. Now we
classroom. My students love learning in      have a world-class computer lab. And,        Ibu Salamah’s transformation of the
                                                                                          store room filled with students dis-
that room. They are proud of their           of course, we are determined to make
                                                                                          plays. Use of ICT also helps make her
work that is displayed in the room.          use of it to support quality learning.       students active.

Husnul Khotimah, A Teacher at SMPN 2 Balongan, Indramayu
Encouraging Students to Make Comic Strips in English

                                                                 THE LESSON started with the teacher reading a sample of
                                                               dialog which used expressions related to asking, accepting,
                                                               refusing and requesting/giving approval. The students then acted
                                                               out the dialog. After they finished doing this, the teacher gave
                                                               them work sheets containing some pictures. The teacher asked
                                                               the students to make short dialogs based on the pictures.
                                                                 The students did this task in groups. They used expressions of
                                                               agreement and disagreement for the short dialogs. Despite some
                                                               grammatical errors, they could write their ideas in simple comic
                                                               strips (see the picture). When they had finished, the teacher
                                                               assessed them for content and grammar.
Sharing Innovation in Junior Secondary Education                                                          Edition # 07/ August 2010
News from the Provinces                                                                                                    Page 10

                                              Distillation Apparatus                                   Central Java
                                              ala SMPN 2 Karanggede
                                                   TAK ADA rotan, akarpun jadi (when there is no rattan, use a root) is an old
                                              saying which suggests that we need to find alternative solutions to problems.
                                              Suyatno, S.Pd, an IPA teacher at SMP 2 Karanggede, Boyolali, and his 9th grade stu-
                                              dents applied the saying. Though they have no distillation apparatus, they still did
                                              an experiment on distillation.
                                                   Pak Suyatno started by brainstorming the process of distillation and giving
                                              some examples of it in everyday life. After that, he showed the students how to
Students work in groups to extracts           make distillation apparatus. Next, he distributed the worksheet to his students and
the essence from roses, jasmine, atsiri       told them to make the apparatus. Students made the simple apparatus guided by
and kenanga.                                  the instructions on the worksheet. When finished, they tried the distillation proc-
                                              ess to make oil from Atsiri flowers.
                                                   Besides using Atsiri flowers for the experiment, students also used roses, jas-
Materials needed to make distil-              mine and pandan leaves. The result of this process can be used as fragrance or es-
lation apparatus:                             sence for making aroma therapy candles. One group reminded everyone that be-
 A piece of wooden board measuring           fore doing the whole process it is necessary to ensure that there are no leaks and
  60 x 45 x 1.5 cm                            that there are no kinks in the pipe which could stop the process working.
 A piece of wooden board measuring               How much did it cost to make the apparatus? Pak Suyatno said that it was very
  45 x 20 x 2 cm joined with a joint          cheap. The cost per unit was only IDR 9,000. From the experiment, students were
  and nails to the other board                able to produce fragrance. It is hoped that soon they can produce other things
 Rubber plug (it can be made from            which have an economic value.
  rubber sandals)
 A 600 ml plastic bottles with four
  holes at both ends
 The top end cut off a 600 ml plastic
  bottle to use as a funnel, the rest of                                                                     Photo Captions:
  the bottle used to collect the                                                                             (1) Students use a
  distillate                                                                                                 board to set up the
 2 plastic hoses (small size, 80 cm)                                                                        distillation equip-
 Two bottles made of glass to boil                                                                          ment. (2) The appa-
  the liquid                                                                                                 ratus set up by stu-
 Solid fuel                                                                                                 dents.
 Methylated spirit burner, made from
  a syrup or ink bottle
                                              1                               2

 School Principals Group in Jepara Keen to Replicate
      “FOR ME it is a great loss if we do not replicate the         KKMTs in his office.
 DBE3 program. DBE3 has made a great contribution and we                 The meeting involved the leader of KKMTs 01, Drs. Alif
 need to make sure that the program is well disseminated.           Musyafak (also principal of MTsN Bawu Jepara); the leader
 Therefore, I ask the Madrasah Principals Working Groups            of KKMTs 02 KH. Zubaidi (principal of MTs. Matholiul Huda
 (KKMTs) to implement replication activities to all MTs in          Bugel) and the leader of KKMTs 03, Drs. H. Khamdi
 Jepara. The teacher certification program should not just be       (principal of MTsN Keling). They discussed the DBE3 repli-
 a formality. It must have substance and improve the quality        cation program and agreed that it would take place between
 of learning and the quality of teachers. We hope that DBE3         September 2009 and January 2010.
 will help us.”
                                                                         The replication program involves all the KKMTs in Ka-
      That is the statement made by the Head of the Educa-          bupaten Jepara, with 394 teachers from 88 MTs. The teach-
 tion Section of the Religious Affairs Office in Kabupaten          ers involved are from the subjects of English, Mathematics,
 Jepara, Drs. Ali Arifin, at a meeting with leaders of the          Bahasa Indonesia, Science, Social Studies and Civics.

Sharing Innovation in Junior Secondary Education                                                           Edition # 07/ August 2010
News from the Provinces                                                                                                    Page 11

Making a Worksheet the Students Enjoy
     A WORKSHEET should be the
‘spirit’ of the learning process. A work-                            GROUP WORKSHEET
sheet should encourage students to
innovate and to explore their ideas. It       Basic Competency 10.1: Expressing agreement, disagreement and rejection of
should not only help them in achieving        an opinion in a discussion and giving evidence/ illustration of reasons.
learning objectives but also encourage
the students to participate actively in       MUSLIM FEMALES AND FASHION TRENDS
the lesson and make it more meaning-          The fashion world is growing in influence. This is especially true for youth fashion.
ful.                                          Many teenagers are now wearing clothes that are not in line with Islamic teaching.
     Such a process was implemented by        For example, there are girls wearing jilbabs with tight fitting tops and pants. There
the teacher in a Bahasa Indonesia les-        are also boys who wear their pants below their waistline so that they reveal their
son, where the basic competencies             underwear and belly. Express your opinion on this matter and give logical reasons
being taught included expressing agree-       for your opinions!
ment, argumentation and rejection in a
discussion and giving reasons.               were written on a flow-chart paper and       a number of positive results from the
                                             then presented in front of the class.        learning process, such as:
     The teacher started the lesson by
                                             Other groups were asked to express            It was easy to organize the activity in
exchanging opinions with the students
                                             their opinions or argumentations. A            a ‘large’ class
on discussions or debates that they
                                             moderator supervised the presentation
have seen directly or on television.                                                       Students’ showed good concentra-
Then in groups, the students discuss                                                        tion
the worksheets. Each group was given            Using the ‘3K formula’, which stands
                                                                                           Students were being themselves and
worksheet with a different theme. A          for appropriate stimulus (Ketepatan
                                                                                            did not try behave as they thought
group leader was appointed for each          stimulus), appropriate theme
                                                                                            they ‘should behave’
group. The result of the discussions         (Ketepatan tema), and appropriate illus-
                                             tration (Ketepatan Ilustrasi), there was      Students were active and confident in
                                                                                            expressing their opinions
                                                                                           Students respected the discussion
                                                                      Bu Siti               process and other people’s opinions
                                                                      Musyarofah           Students were willing to implement
                                                                      and the Bahasa        the results of discussion in their daily
                                                                      Indonesia             lives.
                                                                                          Based on these findings, the teacher felt
                                                                      facilitating a
                                                                      discussion in       more encouraged to continue to de-
                                                                                          velop similar worksheets that the stu-
                                                                      class using a
                                                                                          dents will look forward to working on.
                                                                                                                Siti Musyarofah,
                                                                                                       Teacher at MTsN Kudus.

 Group Work Helps Students with Difficulty in Writing
      STUDENTS at MTs NU Al Hidayah Kudus are not yet              students had mastered vocabulary related to physical char-
 accustomed to or interested in writing. This is especially        acteristics, each group was then given a picture to write a
 true for writing in English. Because students are not used to     descriptive text about. Each student in the group, guided by
 writing, they are not able to express their ideas and have        the group leader, took turns in giving ideas in the form of a
 problems because they have a limited English vocabulary. To       sentence related to the picture. This process was then con-
 address this, Ibu Sri Hartatik, S.Pd, an English teacher at MTs   tinued with students visiting other groups to see their work.
 NU Al Hidayah tried to incorporate a learning method that         For the last activity, students were asked to write a descrip-
 will encourage students in class 7 semester 2 to work col-        tive text individually, using “my mother” as the theme.
 laboratively on writing ‘descriptive texts’.                           By using collaborative learning, teacher could see that
     The lesson began with a guessing game quiz in English.        there was an improvement in students’ ability and
 The teacher would give physical clues about a picture and a       confidence to develop ideas and that there was a positive
 member of the class. Students were then asked to guess            interdependence among students in working on the
 who the person was and then match the clues with the ap-          worksheets they were given.
 propriate picture. This was all done in groups. When the

Sharing Innovation in Junior Secondary Education                                                           Edition # 07/ August 2010
News from the Provinces                                                                                                                                                                 Page 12

Energy Transformation Made Fun Using ‘Othok-Othok’
                                                                                     She asked that question to explore the students’ knowledge
                                                                                     about the energy transformation that happened when the
                                                                                     toy car was moved. Students expressed their opinions, al-
                                                                                     though some were not as expected. To understand more
                                                                                     about the concept of energy transformation, Bu Mujiati
                                                                                     asked students to build ‘othok-othok’ and observe the energy
                                                                                     transformation that would happen.
                                                                                         After dividing the students into groups and distributing a
                                                                                     worksheet, the teacher showed the materials that had been
                                                                                     brought in by students, such as: bamboo, tin cans, used card-
                                                                                     board, rubber bands, used slippers, scraps of metal, ham-
                                                                                     mers, scissors, knives and markers. All the materials were
                                                                                     waste and could be easily found in the neighborhood.
   Students observing the transformation of energy                                       Using the worksheet as a guide, students built the othok-
                                                                                     othok with the available materials. Then they observe the
     WHEN we were young, we might be familiar with ‘othok                            energy transformation that happened when this toy was
 -othok’. It is a toy made from bamboo, has a stick and when                         being moved. During the discussion, teacher went around
 pushed, it makes a sound ‘thok-othok-othok-othok… ’ While                           the class, helping the students to complete their task.
 reminiscing about the old days, Mujiati, S.Pd, a IPA teacher                        Teacher then helped students to draw conclusions, based on
 at MTs NU Hasyim Asyari used that traditional toy as a me-                          their presentations. It was then concluded that one of the
 dium to help students learn about forms of energy and en-                           energy transformations that happened was from motion
 ergy transformation.                                                                energy into sound energy. At the end of the lesson, Bu Mu-
     Bu Mujiati, as she is known to her pupils, began the les-                       jiati gave a short lecture on energy transformation. The stu-
 son by showing a toy car to the students, pushed it forward,                        dents were pleased with their work. One student said
 and then asked the students ‘what happened to the car?’.                            “Wow, you can use toys as fun learning media!”

Reflective Journal = A Ticket to Being a Professional Teacher
    AT FIRST I thought the most im-               Reflecting on that ex-                                           Contoh Jurnal Refleksi Guru
                                                                                                                                                              termanfaatkan. Ini terjadi karena
portant thing was teaching preparation,      perience, the teacher can                Rabu, 2 September 2009.
                                                                                                                     kecil berusaha secapat mungki
                                                                                                                     menyelesaikan tugas. Semua
                                                                                                                                                              pembentukan kelompok terlalu
                                                                                    Hari ini kegiatan pembelajaran                                  an hasil  besar sementara meja dan kursi
especially when I had to teach several       address the problems that dengan KD ”Menemukan tema,                    kelompok mempresentasik
                                                                                                                     kerjanya di depan kelas dengan
                                                                                                                                                               terlalu berat untuk diangkat.
                                                                              latar, dan penokohan pada cerpen-                                                Sebagian siswa bingung karena
                                                                                                                             baik dan bersemangat.
classes, so that I could do the same         might occur in the other cerpen dalam satu kumpulan dengan sangatAda beberapa Page yang sayan beberapa petunjuk yang lupa tidak
                                                                                                IXA berjala
                                                                                                                                                               saya sampaikan dan saya tidak
                                                                               cerpen di kelas                                     kurang yaitu pengatura
thing in all the classes. In reality, what   classes. Therefore, it can be bagus. Pembelajaran diawali dengan rasa masih ran perabot kelas, memberi batasan waktu untuk tiap
                                                                               menyanyikan pantun yang isinya
                                                                                                                      waktu, pengatu
                                                                                                                                                         saat   tugas yang dilakukan siswa.
                                                                                                tujuan pembelajaran.  beberapa siswa masih bingung                     Untuk kegiatan yang akan
happened in each class was not always        said that a reflective journal sesuai menjadi semangat. Tahapan mengerjakan tigas sehinggaksaya
                                                                                                                      harus memberikan petunju yang
                                                                                                                                                                datang, saya perlu lebih cermat
                                                                                pembelajaran sudah dilaksanakan                                                  dalam mengatur waktu. Page ini
as expected. And, of course, a teacher       helps improve teaching and secara baik, dari apersepsi sampai perlu dilakukan
                                                                                                                                        siswa saat diskusi
                                                                                                                                                                 dapat saya lakukan dengan cara
                                                                                dengan tindak lanjut.                                                            mencatat waktu yang dipergun
                                                                                                                            Kebingungan siswa membuat
would not want the same thing to hap-        learning quality in class.               Siswa bekerja kelompok. Siswa
                                                                                                                       kelompoknya bekerja agak
                                                                                                                                                                 untuk tiap tahap pembelajaran
                                                                                dibagi dalam tiga kelompok besar                                    yang         secara cermat.
                                                                                                                       terlambat, padahal waktu
pen in the other classes. That was how I                                                          10 s.d 12 orang.                                                      Berkaitan dengan penataan
                                                  Not only the teacher’s yang terdiri atasdibagi lagi menjad4i disediakansaya tidakIni yang r ruang, saya akandengan tempat
                                                                                 Tiap kelompok
                                                                                                                                    dibatasi.                                      meminjam ruang
                                                                                                                       membuat                 bisa mengatu
come to realize the importance of writ-                                          kelompok kecil terdiri atas 3 s.d                            Akibatnya jarak     yang lebih luas
                                                                                                                        waktu dengan baik.
                                             reflection, students’ reflec- orangberbeda. Hasil kerja kelompok waktu antara role table dengan
                                                                                        untuk mendiskusikan tugas                                                 duduk yang mudah untuk dipindah
                                                                                                                                                                  Petunjuk diskusi secara terinci

ing a reflective journal at the end of                                           yang                                                       diskusi terlalu
                                             tions on what they have kecil secara rolektable didiskusikan penempelan hasil an agar dengan jelas harus sayasi.sampaikan sebelum
                                                                                                                        cepat. Ini diulakuk
                                                                                 dalam kelompo besar untuk                                                         siswa berdisku
each lesson.                                                                                                                     jaran selesai sesuai
                                             learned and how they felt hasil kerjayakelompok. Siswai aktif pembela satu meja yang tidak
                                                                                  selanjutn disusun menjad laporan      waktu yang disediakan.
                                                                                                               ok            Ada
    Writing a reflective journal allows      about it also help teachers dan kreatif. Tiap-tiap kelomp
teachers to document and discuss the         in designing future lessons.
learning process, to express their feel-     However, teachers need to pay atten- and learning processes.
ings and thoughts, to evaluate the hits      tion how to encourage students to                                       The reflective journal also brought a
and misses and in the end to improve         write honestly, not merely writing to blessing to me. I came second in Teach-
the quality of future lessons planning.      please their teachers.                                            ers Creativity Contest in Boyolali Dis-
    An example came from a Bahasa                 Other teachers are also in the midst trict, through tale telling using wayang
Indonesia lesson, in which the basic         of writing a classroom action research puppets in my Bahasa Indonesia classes.
competencies to be taught were               plan. Sometimes we have difficulties to And this is because I reflected on that
“Identifying themes, background and char-    determine the theme. A reflective jour- lesson and wrote it down in my reflec-
acters in short stories in an anthology”.    nal can be used to help in designing                              tive journal.
When I first taught it in class, there       classroom action research. This can be
were a few things that did not go ac-        done by reading and reviewing the re-                                                                        Dra. Eda Sukawati,
cording to plan, such as inadequate time     flective journal, and identifying the prob-                                             Bahasa Indonesia Teacher
management.                                  lems that we found during the teaching                                                                              SMPN 2 Musuk

Sharing Innovation in Junior Secondary Education                                                                                                           Edition # 07/ August 2010
News from the Provinces                                                                                                      Page 13

A New Era of Learning with ICT at                                                                         East Java
SMPN 1 Merakurak
   AFTER the addition of computers and internet facilities
in SMPN I Merakurak, Tuban District, along with the adop-
tion of a variety of learning methods, ICT classes are now
more enjoyable. As soon as the bell rings for the change of
lesson, students hurry to the computer lab, which is now
equipped with internet access.
   In ICT classes, students not only learn to operate com-
puters and their programs. They also learn to use other
technology tools, such as the internet, LCD projectors and
printers. To facilitate this process, ICT teachers at SMPN I
participated in the ICT Toolkit for Life, Learning and Work
training that was organized by DBE3.
   Some of the student activities that have been done using       Students at SMPN I Merakurak, Tuban District studying a subject
computers (internet) include searching for additional infor-      that integrates ICT in the curriculum. This kind of learning makes
                                                                  the learning experience more enjoyable for the students.
mation on compost-making in Science and Environmental
Education, writing poems and making a daily activity sched-
                                                                     Linla Dona Triaji Swasto, a class 9 student said, ”We love
ule using MS Power Point. These are then presented using the
                                                                  learning ICT because we get a lot of important knowledge
LCD projector. Students can also print out their work using
                                                                  from the internet at school. We are also able to operate
the printer. This is then displayed in front of the class or in
                                                                  other equipment such as printers and LCD projectors.”
their portfolio.

Thanks to DBE3, I’m Now A Published Author
Dedik Kurniawan, teacher at MTs Nurul Huda Sidoarjo District

                                                                     From then on, I worked on compiling and writing all my
                                                                  experience in creating professional and attractive website,
                                                                  which I later submitted to PT Elexmedia Jakarta. Thank God,
                                                                  after going through a tough and long process, my first work
                                                                  was accepted and published first in July 2009.
                                                                    Inspired by DBE3 training, I often give training for stu-
                                                                  dents at MTs Nurul Huda. Some of the training is training on
                                                                  Facebook, Twitter, creating blogs and websites.
                                                                        DBE3 has successfully improve the quality of teachers
                                                                  in MTs Nurut Huda, myself included. I am now a regular
The books I wrote which are now available on the market
                                                                  writer for PT Elex Media Komputindo, Gramedia Group,
                                                                  Jakarta. I have written 12 computer-themed books, which
   A YEAR AGO I participated in “Developing a School              can be found in major bookstores in Indonesia. Some of the
Website” training, organized by DBE3 in Skomtec Surabaya.         books are: The Master of 3 (Joomla, Wordpress, AuraCMS), 60
When I went to that training I was not an expert in website       Freeware Terbaik, Jurus Terbaik Menyelamatkan Data, Keajai-
development, let alone writing a book. But that two-day
                                                                  ban Blogger, Supermarket Online Super Oke, Teknik Menga-
training really opened up my mind to creating and develop-
                                                                  mankan Data dan Sistem Komputer, Ramuan Sakti Pemusnah
ing a school website. Evidence of this was the launching of
MTs Nurul Huda website ( on the              Virus, Kupas Tuntas Bisnis Online, Membangun Sekolah Online,
internet, only a few days after the training.                     etc. Once again, thanks to DBE3.

Sharing Innovation in Junior Secondary Education                                                           Edition # 07/ August 2010
News from the Provinces                                                                                                Page 14

Thanking the Almighty through Poetry
   THERE are many ways to express our feelings. Some
say it verbally and some say it in writing. One of the ways to
express our feelings is through thoughtfully composed
words of poetry. A Bahasa Indonesia teacher at MTsN Poh-
jentrek Pasuruan, Nur Lailatul Inayah, tried to introduce just
that to the students in her class.
    Even though the school is located far away from the hus-
tle and bustle of the city, students and teachers are really
motivated to implement quality teaching and learning. In one
of the lessons, students were encouraged to appreciate the
beauty of nature and to write it down in the form of poetry.
   The teacher used calendars which had beautiful nature
pictures as a learning resource. This was done to help stu-
dents explore their ideas and create works of art.
   Students were given freedom to work on that task. Stu-
dents were allowed to work on it inside or outside the
classroom. Students enthusiastically worked on this task.
Words came out and were put together as students wrote
on their paper. ”We like today’s lesson because we can ex-
press our gratitude to the Almighty through poetry,” said
one of the students.                                             The learning environment when students were working on
                                                                 their poetry task

Learning English Using Paper Wayang Puppets
                                                                       Supriyanto, an English teacher at SMP Muhammadiyah 5
                                                                 Tulangan, Sidoarjo realized this fact. To encourage his stu-
                                                                 dents to love their culture more, he combined traditional art
                                                                 into his teaching. Students in his class were introduced to
                                                                 wayang puppets which would be used to make a play in Eng-
                                                                   The basic competencies to be taught in the lesson were
                                                                 reading and writing functional text. The lesson began with
                                                                 the teacher distributing text to students. After the students
                                                                 had read the text, they did role play using the paper wayang

                                                                    There is a reason why Supriyanto used wayang as learning
Paper puppets (wayang) made by students of SMP Muham-            media. As well as to encourage students to love Indonesian
madiyah 5 Tulangan, Sidoarjo. They were used by the stu-
dents to learn English.                                          culture, he also used the wayang and the lesson to communi-
                                                                 cate a message. So what was actually written in the text? The
      INDONESIA is a great nation with a diverse culture.        text discussed conservation of Indonesian culture, a culture
Sadly, the young generation does not seem to show interest       that is ironically being claimed by other nations.
in its own culture. They tend to prefer imported products
and culture.

Sharing Innovation in Junior Secondary Education                                                       Edition # 07/ August 2010
News from the Provinces                                                                                               Page 15

Field Visit by Margaret Sancho, Director of USAID INDONESIA Education Office
Use Local Human Resources to Improve Education Quality
    THE HEAD of the USAID INDONESIA Education Of-
fice, Margaret Sancho visited DBE East Java on 26-27 May
2010. During this visit she became acquainted with the
DBE1, 2 and 3 working team in East Java and also learned
about Indonesia’s basic education system by visiting school
based management activities, observing teaching and learn-
ing, capacity building for provincial and districts governments
and collaboration with a university and LPMP.
   Together with Jalu Cahyanto (Education Specialist at
USAID INDONESIA) and Stuart Weston (DBE3 Chief of
Party). Margaret Sancho observed students learning at MTs
Nurul Huda, a school that has been applying active learning
since their participation in DBE3 training and mentoring. Ms.
Sancho also had a dialogue with representatives from the
Sidoarjo District Education Office and Ministry of Religious
Affairs, school committee members, teachers and parents in
order to gain input for future the USAID program.
   One of the important things set out by Margaret Sancho
during her dialogue was the desire to continue USAID pro-
gram by building on the resources and well trained partners       Riza Jatur Rahmah, a student at MTs Nurul Huda in Sidoarjo
which have been developed under DBE. After visiting MTs           explains the school profile to the Head of the USAID Indo-
Nurul Huda Ms. Sancho also visited TK Dharmawanita and            nesia Education Office.
MI Khoirul Huda.

Fun Ways to Learn Social Studies Using Board Games

    CLASS 9 students sometimes find learning Social Stud-          1
ies boring, especially when the teacher is not good at mak-
ing the lesson interesting. Alfiyah, S.Pd, a social studies
teacher at SMPN 15 Surabaya tried to make the lesson in-
teresting by getting students involved in creating board
games using the theme ‘South East Asian countries’.
   Firstly, the class was divided into six groups. Each group
member would compose a number of questions and an-
swers, both on separate pieces of paper. The questions had
to relate to the conditions of South East Asian nations.
Then the group members created games based on those                2

questions and answers. The result was great!
    There were several kinds of board games created by
the students. Some of them were South East Asia Chess
Cards from Class 9A, South East Asia Monopoly from
Class 9B, Snakes and Ladders from class 9 C, and Brain
                                                                                                         Edisi 07/ Agustus 2010
Teaser Game from class 9D.
   They were really excited, active and responsive. When
someone was not able to answer a question, there was a
                                                                  The Games:
penalty, such as singing or some other penalty agreed by the      No. 1: South East Asia Monopoly game
rest of the group.                                                No. 2: South East Asia Brain Teaser game

Sharing Innovation in Junior Secondary Education                                                      Edition # 07/ August 2010
News from the Provinces                                                                                                      Page 16

 Experiences Shared in the District Showcases                                                        South Sulawesi
 7 Ways to Become a Professional Teacher
     FIFTY DBE3 partner schools and           teachers and principals from non-             perspectives about active learning.
 three non-partner schools in                 partner schools, school supervisors,          Learning traditions that do not
 extension districts in South Sulawesi        Education Office and Ministry of              develop students’ life skills are being
 held District Showcases in May and           Religious Affairs staff, the education        left behind, and are replaced with
 June 2010. These were held on the            commission of the local parliament            learning methods that encourage
 12th, 17th, 22nd, and 24th May in            (DPRD), the Education Council,                student creativity.
 Palopo, Pinrang, Soppeng, and Sidrap         Bappeda, Bupatis and Mayors.                      This activity opened up
 respectively, and on the 1st June in             It is true that their best practices      opportunities for teachers, principals
 Makassar. During these events,               are not the only best practices. But by       and district facilitators to share their
 teachers, principals and students            showcasing their involvement in DBE3          experiences. This includes the 7 ways
 showed their progress in the                 project, they encouraged other                to become a professional teacher: 1)
 implementation of Contextual                 schools to think and act the best for         competency mapping, 2) good lesson
 Teaching and Learning in their schools.      their students. Guests who visited the        planning, 3) creating worksheets that
 They shared their best practices and         classrooms and listened to                    encourage critical thinking, 4) relevant
 experience through presentations,            presentations from teachers, students,        learning media, 5) measurable
 videos on active learning, and displays      principals and district facilitators, as      assessment rubric 6) creating and
 of students’ work to district                well as those who saw displays of             assessing student work and 7) keeping
 educations stakeholders such as              students’ works gained new                    a teacher’s reflective journal.

                                           THE BENEFITS WE HAVE FELT
Competency Mapping                            Lesson Plans                                   Student Worksheet
Asthma Abduh, S. Pd, M. Pd, In-               Amran Muhyiddin, Teacher at                    Hj. Sumiati, Teacher at SMPN 1
donesian teacher at SMPN 2 Pa-                SMPN 4 Pinrang: I have made a sylla-           Liliriaja, Soppeng: I make work-
lopo: I understand the basic meaning          bus based on an analysis of the curriculum,    sheets with short questions but which
of each statement of competency,              then made lesson plans based on the sylla-     encourage students to think critically
grasp the relationship between compe-         bus. The lesson plans include descriptions     and creatively, containing information
tency standards and basic competen-           of activities, details of time, the varied     based on the concepts and basic com-
cies, have got an overall picture of the      teaching methods used, my own work-            petencies being taught to the students.
competencies to be achieved in one            sheets and are complete with more accu-        I allow students to exercise flexibility
                                              rate assessment rubrics. Lessons finish
semester. I can determine the theme                                                          in learning activities.
                                              with a reflection by the students about
or unit that forms an umbrella for the        their learning. Then I evaluate myself by
development of competencies and is            writing my teacher’s reflective journal.
used as a draft syllabus.
Instructional Media                           Assessment Rubric                              Reflective Journal
Hasrida Halimung, S.Ag. Teacher               Sumitro, S. Pd, Mathematics,                   Asthma Abduh, S. Pd, M. Pd, Ba-
at MTsN Palopo Model: The mate-               Teacher at SMPN 1 Pangkajene,                  hasa Indonesia Teacher at SMPN
rial I teach is clearer, the learning         Sidrap: With a detailed assessment             2 Palopo: Through my reflective jour-
more interesting and extensive. I have        rubric, I focus more on organizing the         nal I evaluate whether the learning is
overcome the limitations of space and         lesson according to the objectives that        meaningful for my students? How was
created a more contextual learning            must be achieved by the students, I can        my lesson? What problems did I face?
environment.                                  set better graduation standards and            How should I solve them?
                                              give remedial help.

 Students, teachers, local government staff and the Director of DBE3, all were involved in the district showcase activities.

Sharing Innovation in Junior Secondary Education                                                             Edition # 07/ August 2010
News from the Provinces                                                                                                   Page 17

Learning from Differences
WAS my teaching different after I had taken part in training      DBE 3 was short but shared with the visitors to the show-
in Meaningful Learning compared to before? This question is       case the changes he has made. Here are the main points of
answered clearly by Amran Muhyiddin, a teacher at SMPN 4          his presentation.
Pinrang. His presentation at a workshop on the successes of

                   BEFORE TRAINING                                                    AFTER TRAINING
                                                PROGRAM PREPARATION
 The sequence of basic competencies was exactly as in the          Sequence of basic competencies based on competency
  curriculum (there was no competency mapping)                       mapping
 The syllabus and lesson plans were copied from other              Syllabus is based on an analysis of the curriculum
  sources without considering the conditions at the school          Lesson plans made by myself based on school syllabus &
                                                                     school conditions
                                                      LESSON PLANNING
   No details of timing for any of the activities                  There are detailed descriptions of each activity with timing
   Teaching mainly by lecturing                                    Teaching methods are varied and take place within and
   Worksheets copied from books                                     outside the classroom
   Poor learning ideas                                             Make my own worksheets
   Did not use a detailed assessment rubric                        Use learning ideas that supports the goals of the lesson
   No need to keep a reflective journal                            Use an assessment rubric
                                                                    Write a Reflective Journal
                                                     LEARNING ACTIVITIES
 Students just listen to the teacher explaining                    Arrange students to work in groups
 Students write what the teacher tells them                        Students work on challenging worksheets
 Students working on worksheets to fill in answers or an-          Students to produce their own work
  swer questions Yes or No                                          Encourage students to discuss their work
 Not designing worksheets to encourage students to do              Using contextual and easily available learning resources
  things                                                            Involving students in reflecting on the lesson and the re-
 Using limited learning resources, only the textbook                sults achieved
 No opportunity for students to assess their learning              Benches and tables arrange to study in groups

                                             CLASSROOM ENVIRONMENT
   Not arranging tables and benches for active learning            Enriched learning resources, inside and outside the class-
   Not using out of the classroom learning resources                room
   No displays of student work                                     Using the students' work as a source of new learning
   Students' work mainly notes written for homework                The students' work displayed varies and includes: reports
   Failed to value the students’ work                               of experiments, results of observations, posters, simple
                                                                     teaching aids
                                                                    Always praise the work and creativity of students

                                         1                                        2                                           3
Captions: (1 and 2) Students’ reflections on the skills they have learned in the lesson and their feelings while they were learn-
ing. (3) Students explaining their work to visitors to the education exhibition in Soppeng District.

Sharing Innovation in Junior Secondary Education                                                         Edition # 07/ August 2010
News from the Provinces                                                                                                          Page 18

Designing a Playground to Find the Perimeter and Area
                    of a Rectangle
                                                   To achieve these competencies,
                                             first the students, working in groups,
                                             were given the task to design a play-
                                             ground in the form of a rectangle of a
                                             specified size with several facilities.
                                             Students were come up with their
                                             own ideas for designing the layout of
                                             the fun playground. After that, stu-
                                             dents were asked to make a costed
                                             plan to make the park cooler by
                                                                                     Media to support the students’ learning
                                             counting the number of trees, plants
                                             flowers and amount of grass needed.
                                                  The worksheet specified that the
                                             park was to be planted with trees
                                             around the edge, flowers were to be
                                             planted around the few facilities and
The worksheet designed by the
                                             the area outside the facilities was to
teacher encouraged the students to
think critically.                            be planted with grass. This is where
                                             the concept of calculating the pe-
                                             rimeter and area of a rectangle came
     THROUGH mathematics activi-                                                    Students working in a group supported by
                                             into use.
                                                                                    the teacher
ties to design a playground, it turns out
                                                  The student worksheet was de-
students can learn the basic competen-
                                             signed to stimulate students' higher-
cies to calculate the perimeter and area                                                 formulae to calculate the perimeter and
                                             order thinking. The students were able
of a rectangle and use them in solving                                                   area of squares, rectangle, parallelo-
                                             to solve problems related to the pe-
problems. This is the conclusion                                                         grams, rhombuses, kites and trapeziums.
                                             rimeter and area of a rectangle.            Rather they got to apply them in rela-
reached by Hurriyah, S. Pd, a Mathemat-
ics teacher at SMP YP-PGRI, Makassar.            As a result of this learning experi-       tion to real life.
                                             ence students got didn’t just memorize

                             A Student Assesses her Teacher
     Risma Reskananga, a grade 8              Before our teachers used active           Since we have followed active learning:
  student at SMPN 1 Tellulimpoe               learning:                                  We are free to express our opinions,
  Sidrap astonished the visitors to            We were rarely given the op-              discuss and find our own information
    the district showcase with her              portunity to express our opin-           We learn in groups
  presentation about her learning               ions                                     We compete to produce the best work
        experiences in school. She
                                               The teachers just lectured us            There is a rich variety of learning activi-
  talked about learning in school,
                                                or presented material                     ties
    comparing earlier and present
      teaching models. Very confi-             We worked on individual tasks            We are told the strengths and weak-
     dently she then evaluated the             Creating our own individual               nesses of our work
     learning methods used by the               pieces of work was not impor-            Teachers actively support us while we
              teachers. Here is her             tant                                      are working
                     presentation.             Teachers never appreciated               We're happy, more confident, and like
                                                our work                                  learning more

Sharing Innovation in Junior Secondary Education                                                                 Edition # 07/ August 2010
Good Practices                                                                                                          Page 19

 Dissemination of Good Practices
 An important objective of this newsletter is to document
 good practices, especially at school level both in relation
 to school management and learning. In this way we hope
 the reader will be inspired to emulate those practices in
 their own schools. On this page there are stories of two
 examples of good learning from Tanjung Balai, North Su-
 matra and Bogor, West Java.

Let’s Measure Height                                               Students work together on their photosynthesis experi-
                                                                   ment, studying nutrition and energy transformation.
Heny Kurnia, S. Pd, SMP 4 Tanjungbalai
    STICKS of wood
can help in learning                                               Students Observe Transforma-
mathematics. I asked
the students to bring                                              tion of Energy in Photosynthesis
the old handles of
brooms, which were
no longer being
used. Otherwise                                                        "Why do you prefer to sit near the school shop where
straight wooden                                                    there are trees rather than sitting around the edge of the
sticks would do in-                                                school yard?" Asked Ibu Lili began the process of learning
stead. The length of                                               science in class VIII, SMP 8, Bogor, West Java. Each of the
the wood must not                                                  students gave their various reasons. Teachers guided them in
exceed 200 cm, so                                                  their reasoning so that they reasoned, "because there are
that students do not                                               plants that produce oxygen."
have difficulty carry-                                                "What are the benefits of oxygen for our bodies?" Asked
ing it. Other sup-                                                 Ibu Dwi who was team teaching with Ibu Lili. Students gave
porting media, such                                                various explanations. Ibu Dwi then explain the purpose of
as measuring appara-                                               the lesson: "You've learned that, in order to obtain food,
tus and shovels were Two poles of wood were placed parallel
                                                                   plants perform photosynthesis. Today we will discuss what is
all available at the     in the ground. Then the students meas-
                         ured and compared the height of the       produced by plants during photosynthesis other than food."
                         poles and length of the shadows. Then        The students in groups of four did an experiment on pho-
    I told the students they calculated the height of a building
that we can calculate using the ratio they had found.              tosynthesis by assembling their apparatus. They observed
the height of a build-                                             that gas is formed as a result of photosynthesis. They also
ing without climbing up it. I took the students out of class.      noticed three factors that influence the process of photosyn-
                                                                   thesis. They discussed in their groups to answer questions
    For forty minutes, students were asked to follow the
                                                                   on the worksheet based on their observations. The teachers
steps described in the work sheet. The students planted two
different lengths of wood adjacent to each other. Each piece       went around from group to group to guide the students and
of wood cast a shadow. The students measure the length of          ask them questions.
the shadow of the wood. From there, they were asked to                 Each group prepared a report on the experiment which
make a comparison between the height of the wood and               included the aims of the experiment, equipment and materi-
length of the shadow.                                              als used, way of working, observations and data analysis and
    After that, for 20 minutes the students presented the          conclusions. The reports were written on large paper and
results of group work. After the group presentation was            then displayed on the classroom walls. Each group made a
finished, I provide reinforcement to the students for five         presentation of the results of their discussions in turn. The
minutes. I explained the method of measuring height. Then          apparatus used in the experiment was shown during the
the students were asked to draw their own conclusions and          presentations. After the presentations, teachers and students
write a reflective journal.                                        drew conclusions from the experiment.
    The lesson went smoothly and on time. I was surprised              The teachers gave special praise to the best-performing
when the students said they could calculate the height of          group. Students were then encouraged to conduct their own
poles and high buildings in their neighborhood. The proof –        experiments at home to get a better understanding of other
they can measure the height of the school flagpole.                factors in photosynthesis.

Sharing Innovation in Junior Secondary Education                                                        Edition # 07/ August 2010
Information Technology                                                                                                              Page 20

U.S. Ambassador, Cameron Hume Opens Computer Lab in Karawang
     "I think that one school is not enough to change a nation.
But at least with Internet access, students are able to connect
with the outside world and it will broaden their views about
the wider world," said U.S. Ambassador to Indonesia, Cam-
eron Hume, when officially opening the ICT laboratory in
MTs Al-Ahliyah, Karawang, West Java, on July 26, 2010.
     Hume explained that this ICT laboratory was realized
through a partnership. "We can achieve better results if we
do things in partnership, rather than when we do them on
our own," he said. The laboratory was the result of partner-
ship between the U.S. government, who constructed the
                                                                                     Dr. Fasli Jalal,Vice Minister of Education and the U.S.
building with the private sector which provided the com-                             Ambassador, Cameron Hume observing students of
puters and other apparatus.                                                          MTs Al Ahliyah working in their new computer lab
     Deputy Minister of Education, Fasli Jalal, reminded the
audience that information technology such as computers and
                                                                        tool to control the development of our environment. So he
internet can have a negative effect. But obviously they can also
                                                                        asked all the teachers present to maximize the positive as-
have huge positive benefits. The positive side of ICT is as a
                                                                        pects and minimize the negative aspects.

Integrating ICT Across the Curriculum
     DBE3 has provided laptop computers to some of the DBE3
partner schools to support the development of the use of ICT
(Information and Communication Technology) in junior secondary
schools. DBE3 expectation is that computers and other ICT
apparatus will be used to support learning in all class-
room subjects not just learning about ICT. For example, stu-
dents can write stories or reports using Microsoft Word. Results
of group discussions can be presented using MS Powerpoint and
an LCD projector. Students can find information on the internet.
This means that ICT should be used to support learning and bet-
ter use should be made of computer laboratories in schools.
     In May 2010, teachers in partner schools received DBE3
training on the integration of ICT in their teaching. They designed
and implemented lessons using ICT in order to make learning                Above: District facilitators keenly watching students
more efficient and effective. The subject teachers involved in-            learning using computers.
cluded science, social studies, mathematics, Bahasa Indonesia and          Below: Using laptops the students are engrossed writing
English, as well as ICT teachers.                                          up the results of their science observations.
     After designing lesson plans that included ICT activities, par-
ticipants did practical teaching in schools. The subject teachers and
ICT teachers worked together and developed models of lessons
which integrated ICT activities into the general subject lessons
which they implemented in their own schools.
      An ICT teacher participant commented: "My job became eas-
ier because students are encouraged develop and use their ICT
skills while learning other subjects."
    After the training, they are expected to become facilitators for
other teachers in their districts, working through the subject teach-
ers working groups (MGMP) to encourage the use of ICT in other

             Inovasi Pendidikan is published by DBE3 and funded by USAID in order to document and
            spread innovation and good practices in Junior Secondary Education. If you would like to con-
                   tribute, please send your articles and pictures to

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