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SD Ploso I, Pacitan
Changes in the way teachers teach are already starting to take place in SD Ploso I, even though the teachers have not yet been formally trained. The arrangement of the children’s tables has changed so that children do a lot of cooperative learning. All the classes have displays. But the changes have gone deeper – and affect the way children learn. When we entered class 6 the children were learning about their pulse by doing practical activities. They were measuring their pulse before and after they had run on the spot, then were noting down and discussing the data. Their teacher, Ibu Sutarmi, acted more as a facilitator in the classroom, monitoring the children’s activities, having discussions with them and giving assistance according to each child’s needs.
1. The class 6 children running on the spot to measure their pulse
2. The children discussing the data they have collected and making a report
3. One of the children, Vera, reporting the results of her experiment to her colleagues in class 6
4. An example of the children’s work.
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SD Sidoharjo I, Pacitan
Several classes in SD Sidoharjo I have already begun to change in the way the students are organised and by making displays of children’s work. The school committee is already active in supporting the physical development of the school.
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The school principal, Bpk. Andung Sutadi, pointing out the display of children’s work outside the classrooms (1).
The head of the school committee, Bpk. Muhamad Sarnigat, having discussions with Bpk Asari, our East Java coordinator during the visit to SD Sidoharjo I (2).
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SD Islam Al-Khairiyah, Banyuwangi Menggeliat MBS
SD Islam Al-Khairiyah is the only private MBE target school in Banyuwangi. With 435 students and 11 classes (parallel classes in grades 1 to 5, and a single grade 6 class) the school is led by Bpk. Moh. Samsul Huda, who is keen on developing School Based Management (School Management, Community Participation and Active Creative, Joyful and Effective Learning). Steps he has taken since the middle of June 2003 include: explaining to his teachers and the school committee about planning and arranging the rooms especially to support SBM, improving the teaching practices and increasing community participation.
As part of implementing PAKEM they have reduced the amount lecturing and whole class teaching and made the children more active by working in groups in solving problems given by the teacher with the teacher acting more as a facilitator. It appears that the children very much like these methods. In order to create a conducive atmosphere, the children’s indivdual or group work is displayed in class (at the moment mainly group work).
They also have a ‘morning menu’. Before the children go home from school they make up questions which will be on the ‘morning menu’. The questions will be answered by other students then corrected and evaluated by the question setter. Using this method the children are forced to read and learn the material on which they are going to base their questions and at the same to find the answers.
The Parents Group in each class is helping greatly by providing resources to support teaching and learning, such as reading corners.
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A reading corner to support PAKEM (1); The arrangement of children’s desks in no longer conventional (2); Children find it easier to solve problems in a group (3).
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Now that there is a Parents’ Group the parents are gradually being invited into class, and are asked their opinions on what is needed in class to support PAKEM. The support by the committee and parents is already going well. One of the students parents. Bpk. Bambang Lukito, who has also become the head of the school committee of SD Islam Al-Khairiyah is also experienced in teaching and has made SBM study visits to a number of countries, including Australia, Singapore and Malaysia. He is attempting to pass on his experiences to everyone involved in the school, including the local community. This gets support from all stakeholders because everyone has the same aim of raising the quality of education.
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