SEA Teacher Experience

Student name: Kim P. Cataquian

Home university: Philippine Normal University – Manila

Receiving School:  Universitas Muhammadiyah Prof. Dr. HAMKA

1. School: General Information and Academic Administration

1.1 School profile
Sekolah Menengah Atas, Pondok Karya Pembangunan Jakarta Islamic School (SMA PKP Jakarta Islamic School/SMA PKP DKI Jakarta) is part of the Yayasan PKP DKI Jakarta which was establish in 1988 under the inaugural chapter No. Kep. 424. A/101.A.I/1990. It has been also attained a certification from the International Organization for Standardization under the standard of ISO 9001: 2015. SMA PKP Jakarta Islamic School has been known for its teaching strategies that integrates the Islamic culture in preparation for the students to their future through developing skills that are envisioned in excellences and achievement in the academics and non-academic fields.

As of the academic year 2017-2018, it produces 4,482 graduates who were successful in the field that they chose.

Creating an educational institution that is able to produce students who are good in behavior, excel in achievement and character as leaders.”

1. Prepare students who have good, caring and quality religious behavior as professionals
2. Organizing Islamic-style education by integrating the 2013 curriculum with the school curriculum
3. Prepare quality learning by continuously improving the quality of the learning process
4. Give space to produce works, creative products, ideas in various fields
5. Facilitating the implementation of self-development extracurricular activities, and complete, diverse and quality leadership activities
6. Making integrity, optimism, tenacity and empathy so that students with leadership characteristics are formed

1. Form students who have strong, devoted and Islamic faith in action
2. Equip students with extensive knowledge and skills that become provision in forming a superior personality
3. Having a good learning culture and displaying learning behavior loving science
4. Creating a culture of love for the environment towards a healthy, green and comfortable school
5. Give birth to students who have the character of future leaders

“Setiap Orang Adalah Juara” (Everyone is a champion)

1.2 Academic support system
SMA PKP Jakarta Islamic School were composed of professionals that are teaching subjects that are inclined to their field of study. They are specialists and considered to be experts in these fields, in which it contributed to their method of teaching to the students for them to attain the knowledge that has been demanded to them based on the written competencies that they must develop.

Discipline has been also one of the core values in the school, upon which there is a specific person who is assigned in maintaining it, also known as the Wakasek (Vice-Principal). There is also one who is in charge of the quality assurance of the implementation of the curriculum and the student affairs. The principal serves as the overall manager of the school.

1.3 Teaching system
The classes in SMA PKP Jakarta Islamic School starts at 6:30 am, every Monday to Friday. On Mondays, there is a ceremony called “Upacara” which is their flag raising ceremony to start the week of learning. At the first period, a time has been allotted for the recitation of some parts in the Quran, the holy book in Islam. There are also two (2) 50-minute break times for prayer and eating: the first one is for Shalat and Shalat Dhuhur. A religious activity every Monday-Thursday has been also conducted for Sholat Ashar.

Ceremony of Upacara every Monday morning

From Monday-Thursday, classes end at 3:30 pm (15:50), while on Fridays, the classes end at 2:00 pm (14:00).

Depends of the grade level, a subject consists of not less than two (2) hours. For the Grade 10, the Sociology classes only meet for two (2) hours while for the Grades 11 (also called Elephant level) and 12 has four (4) sessions of class every week.

Each class has also an assigned adviser to address their concerns.

Aside from academic development, students are also encouraged to join clubs that enhances their extra-curricular activities, such as Futsal, Fotografi, Jurnalistik, Band and Robotik. There are18 clubs and organizations in SMA PKP Jakarta Islamic School.

The teachers in SMA PKP Jakarta Islamic School teaches the subject where they are specialized. They also have extra loads for advisory classes.

1.4 Materials and other learning sources
All the classrooms in SMA PKP Jakarta Islamic Schools has an LCD Projector, in which the teachers use most of the time to present their materials through PowerPoint Presentations and other means of media as photos and videos. Aside from these, traditional instructional materials were also used, but not heavily as the information and communications technology (ICT) means. These traditional instructional materials as papers, cardboards and markers where mostly used in the outputs of the students.

Materials are the ones that are being called to the topics of the lesson in the class. These are based on the books provided by the school that has been passed in the examination for curriculum alignment.

1.5 Measurement and Evaluation System
The teachers were provided the document that determines the competence ability of the students through set standards that are released by their educational system. It measures the cognitive, affective and psychomotor abilities of the students through specific indicators that are given for the written standards.

Example of Standard for Measuring Competence (Grade XI)


1.6 General Curriculum
The curriculum that has been used in SMA PKP Jakarta Islamic School was based on the 2013 Curriculum that has been released by the Indonesian Ministry of Education. There are different curricula based on the subjects being taught to the students in different grade levels.

General curriculum at SMA PKP Jakarta Islamic School for Grades 10-12

1.7 Teaching Plan (Sociology – Social Science)
The teaching plan of the teachers in SMA PKP Jakarta Islamic School consists of eight (8) parts in which the objective of the lesson described the approach that the teacher will use, the competencies and indicators to measure the learning of the students, the materials where the lesson will be passed on, concepts underlying in the discipline, the details in the materials, methodology of teaching, resources to be used, sources of the material, time allotment, and the instrument for assessment. An indicator for the tasks were also indicated in the teaching plan.

Example teaching plan of Ms. Fauziyyah Isra

1.8 Others
SMA PKP Jakarta Islamic School is also proud of its achievement, especially to its alumni that were able to excel in the discipline that they pursued in their respective universities, for the upholds the vision and mission of the school.

2. Pedagogical Contents

1.1 Teaching Methods
The teaching methods in SMA PKP Jakarta Islamic School commonly uses the lecture-type of teaching. Although the knowledge for the lesson was based on the materials provided by the school, the teachers divert to some innovative methods, such as seeking for other reliable resources, such as books, proven studies and primary sources. They also engage the students to perform in the class, especially of plays and video making. Hands-on learning was also seen, especially in art and science classes that requires experiments.
In Sociology classes, reflective teaching is commonly used in which the students must be able to open their awareness in the social issues and its effect to the community and self. It requires the students to examine themselves and relate the concepts to their own examples.

1.2 Learning Materials and Innovation
SMA PKP Jakarta Islamic School innovates through consistently updating the materials being used to maintain the relevance of the lessons in the current situations within the society. The teachers were also able to consult other sources for their discussion about the materials.

1.3 Sources of Learning and Technology
Aside from the innovation of SMA PKP Jakarta Islamic School in investing equipment in each classroom as the LCD Projector, they also have laboratories for hands-on learning – specifically for Chemistry, Physics and Language. Aside from the provided resources as books for the students, the teachers also engage the students in researching for additional knowledge and developing researching skills of the students.

1.4 Authentic Assessment
The teachers in the school uses both traditional and non-traditional ways of assessment. Examinations where also held, especially in preparation in the students’ entrance to their preferred universities. There are also examinations to test the level of extent of learning of the students, and the school provided answer sheets for the students to fill in.
In these answer sheets, there are spaces for the questions that has choices, blanks for writing answers and space for the essay-type mode.
During the classes, the teachers were also able to assess the learning of the students through non-traditional ways of assessment such as video-making and concept mapping in which the creativity of the students were seen.

1.5 Others
Some of the performance tasks of the students were proudly displayed by the teachers all over the building of SMA PKP Jakarta Islamic School. Most of it are being showcased in a cabinet inside the Ruang Guru (Teacher Room) which is also a mode of motivation for the students to be diligent in their work.

3. Observation on Teacher in the Classroom

1.1 Their Planning for Teaching
The teachers have lesson plans written in Bahasa Indonesia, where all of the subjects taught in school, except for the English language, uses it as a medium of instruction. They use books that are also distributed to the students, and their task was to further explain the simplified version of the materials, because it was outlined in the books.

1.2 Their Preparing Lessons and Materials
Ms. Fauziyyah maximizes the use of PowerPoint Presentations in her classes. She also searches for the details of her materials, especially the pictures and graphic media, in the Internet.

Her basis for the materials were based on the books (also called materials in the school) given by the school administration and was used also by the students. Aside from these, she also uses those materials that are for the higher grade to give further explanation to the lesson.

1.3 Their Teaching in Class
The teacher uses the prepared PowerPoint Presentation and the pictures in teaching the class of the material. These were contextualized in Indonesia and she further relate it to what the students know. Because of these kinds of interactions, she was able to get the attention of the students and establish a connection of comfort for the students to share also their thoughts and to show who they are, since that the nature of the subject is to understand the interactions of individuality. Hence, the strong concept of authority towards the teacher which has been observed also in some of the classes were not felt.

She also uses the outputs of her former students in Sociology X, which are the videos on Deviant Behavior, and upon which she also tasked the students to do it also.
Aside from the ICT-integrated instructional materials, she also uses the whiteboard and marker in emphasizing and explaining the lesson.

1.4 Their Measurement and Evaluation
The teacher conducts such activities which are simple for the students to do, and the outputs from it were asked to the done in the notebooks. These has been the basis for the performance of the students, in which these notebooks compiled all the outputs and the materials being asked to be copied from the PowerPoint Presentations or the ones written in the whiteboard.

These outputs were rated according to letters. The teacher frequently uses A+, A and A-, and computed their average ratings, with 100 as the highest, at the end of every semester. Examinations were also conducted by the school to test the level of knowledge the students had gained, and also a preparation for the entrance examinations in the universities.

1.5 Your Overall Impression to the Teacher Performances
Even if it follows the teacher-centered approach, the interest of the students was not left behind because the teacher was able to get their attention through the available means in the instructional materials. Her personality and how she interacts with the students helped to build the relationship upon which the students can be able to share what they wanted, with the restriction of their moral relation.

As a graduate of Sociology herself, the teacher was able to relate the concepts taught to the daily lives of the students, in which gave them further understanding of the lessons. This contextualization of materials was seen as effective in the goal of the educational system to teach citizenship and loyalty to the country.

1.6 Others
The teacher is trying her effort to address the concerns of her students and interacts to them in the behavior were she and her students can still respect each other. Evident in this is the feeling of being confident of the students in speaking to Ms. Fauziyyah, yet their respect does not fade.

4. Teaching Plan

1.1 Curriculum Related to Sociology (Social Science)
The curriculum used for Sociology was based on the 2013 Curriculum released by the Ministry of Education. This curriculum is specified also for a certain grade level. It has been divided into parts upon which the general overview of the classes in Sociology were indicated, including instructional materials and the details about the material.

A syllabus was also provided for each grade level in a particular subject in SMA PKP Jakarta Islamic School.

Syllabus Used in PKP for Sociology XI

1.2 Teaching Plan Related to Sociology (Social Science)
The teaching plan used in Sociology consists of eight (8) parts which supplements the approach that the teacher will use, the competencies and the indicators of learning, the scope of the material, the underlying theories in the discipline, the details about the material, method of teaching, instructional materials to be used, sources of information about the material, time allotment, instruments of learning and the measurement for the evaluation part.

Since that SMA PKP Jakarta Islamic School did not required me to do a teaching plan based on what the teachers used, because it is in Bahasa Indonesia, I was able to provide them outline of the material of what will I teach. The materials being given to me serves as a guide for me in making the instructional materials that I will be using to teach the material.

Teaching Plan that I used in my Final Evaluation:

5. Teaching Practice

1.1 Procedures of My Teaching
The procedure that I utilized in teaching primarily consists of lectures and activities that involves the students to move to do something related to the topics. In my duration of teaching, I was able to ask the students to do name tags in my third week of teaching, and a class game activity at my final teaching. A review was also conducted about the previous lesson through showing pictures in the PowerPoint Presentation and drawings, and saying the key concepts in Bahasa Indonesia.

A discussion on the assigned material was being held through inputs by the teacher and asking the students of its relative examples in their own understanding.

After the discussion, a reflective activity had been held as part of the evaluation process. Mostly, these consists of the tasks to draw about what they had learned about the material and how to value it.

1.2 Time Management and Organizing Activities
Two (2) hours has been allotted for every session in Grade 10 at SMA PKP. However, there are grace periods that the teachers give to students to prepare themselves, especially after the breaks that consists of prayer and eating. Commonly, I allot 10-15 minutes and then I start with the lesson.

On the first part, there are preliminary activities that serves as review, motivations and energizers. For my teaching practicum in the 3rd week, I let the students describe the picture in the PowerPoint Presentation and asked them to make nametags. For my final class, I let the students to move through making rhythms and passing the papers that contains the points of discussion for the lessons.

Most of the time in class were dedicated to the discussion of the material which includes the inputs of the teacher and revitalizing the participation of the students through asking them questions and relating it to the lesson, such as in examples.

1.3 Problem-solving
The students were engaged in problem-solving through series of questions that I gave to them in connection to the lesson and what are the issues within the community. Since that the material is deviant behavior, I presented the common issues such as bullying and crimes for the students to understand deviant behavior.

1.4 Classroom Management
The behavior of the classes depends on their perception by time. Mostly, students became inactive, especially in the afternoon and had tendencies to work on their own and lowered their interest in the lesson. In this, it is a challenge for me to maintain their spirit for learning and their discipline.

I applied some of the common principles of teaching that I learned, such as the snowball effect in using some of the students who are listening and participating as examples to the scenarios that I gave in relation to the topic, proximity approach where I walked in the different parts of the classroom, and keeping silent to modulate the voice of the class in speaking. It is effective enough to sustain the discipline the students as they felt the need to listen to the lesson and its value for their own development.

1.5 Your Overall Impression in Teaching
Teaching Sociology in the Grade 10 students of SMA PKP Jakarta Islamic School makes me feel like a teacher who influenced already the students in just a short period of time. It has been a learning experiences where aside from the materials that the students learned, we also learn from each other through exchange of cultures and new knowledge that I can also use. These teaching experiences encourages me to pursue more of the profession and making it as a passion.

1.6 Others
We can also consider the use of different instructional materials in teaching. Aside from the use of PowerPoint Presentations and other means of information and communications technology (ICT), using traditional materials as cardboards, art materials and large papers (e.g.: cartolina and manila paper) can be also used in engaging the students in the discussion of the materials, and to spark the interest and creativity of the students. This can also enhance our creativity as teachers and facilitators of learning.

6. Summary and Suggestions

1.1 Purposes of Practicum
The purpose of the practicum is to have teaching experiences in different environments, in which cultural exchange can be done. This is to develop our sensitivity in culture, open to the possibilities, and to promote the exchange of skills in teaching.

1.2 Procedures of Practicum
My practicum, which lasted for four (4) weeks includes the following:

• 1st week – Observations and teacher assistance – Since that we arrived on Thursday and Friday, we were able to observe the classes in Grades 11 and 12. Aside from the act of observing, I was also able to assist my mentor in preparing her lessons and in teaching, especially about the Philippines where we came from.

• 2nd week – Teacher Assistance and Guided Teaching – Gradually, I was tasked to study the material for this week and help my mentor to do the PowerPoint Presentation, especially in searching for more examples on deviant behavior, since that my scheduled had changed to teach in Monday, Tuesday and Wednesday. This is the same PowerPoint Presentation that we used on Monday and was asked to insert English translations to the presentation. This is what I used on Tuesday and Wednesday where there are some classes which my mentor let me to teach the material alone. She asked me to teach in her other classes.

• 3rd week – Teaching Practicum – My mentor gave me the freedom to handle the classes, which I grab the opportunity to insert activities and modulate the class in the discussions. She also added more loads of classes for me to teach in the afternoon, since that my only schedule before is in the morning.

• 4th week – Teaching Practicum and Final Evaluation – This is when I was able to do the instructional materials and to handle the classes alone. I was able to handle five (5) classes this week. This is also the time where I was observed in my very last class at SMA PKP Jakarta Islamic School.

1.3 Outcomes of Practicum
The practicum gave me another perspective of teaching the subject area where I am specializing at. It gave me the value of relating it to the current situations and understanding its relevance. The practicum also gave me the overview of teaching in the different environment, in this case, in a different country and in an Islamic school.

1.4 The Challenges of Practicum
The challenge that I faced would be the language barrier, because most of the students uses Bahasa Indonesia and has only understanding in the English language. It is also a barrier in speaking to officials and some of the teachers. It is the reason my I always use mobile applications for translation. I also used it to translate the materials for teaching in the English language than translating the summary it again in Bahasa Indonesia.

1.5 Overall Impression
The whole program is a good platform for the exchange of teaching skills which we can also use in our home countries. It provides us the exposure in cultural differences and making us more innovative and creative in teaching.

1.6 Suggestions for Future Improvement
Aside from the positive points of the program, I suggest of a longer exposure of the SEA Teachers in the culture of the country where they will be assigned and also an orientation to the curriculum of that specific country, so that they can be prepared to teach and interact with the persons involving the education in which they will be interacting with.

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