ISSN2303 - 0852

PRIORITAS PENDIDIKANEdition 5Oct - Dec

2013Recording and Disseminating Good Practices in Education

USAID PRIORITAS: Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators and Students

Dr. Sri Minda Murni, MS

Training TTI

Lab and Partner

Schools

To develop a reading culture, USAID PRIORITAS partner schools are implementing various strategies to get students and teachers accustomed to reading. The activities they have planned include special mentoring programs for students who are not fluent reading, creating reading corners, a daily ten minute program of reading books of the students' own choice and many more ideas. Read the full story on page 20.

Visit:www.prioritaspendidikan.org

Para Rektor Mitra LPTK berkesempatan melihat dari dekat inovasi

AFTER delivering training to USAID PRIORITAS partner schools, about 930 training facilitators for teaching and learning and school-based management (SBM) started doing a series of mentoring activities with the schools. The facilitators conducted mentoring for teachers, school principals, and school committees to help them implement the results of the training and carry out the follow-up plans they had made. These activities started in November 2013.

The mentoring used various approaches, including working with teachers working groups, activities to draw up school plans and budgets which involved the community as well as on-the-job mentoring for teachers to implement active learning and develop a reading culture in their schools.

Mentoring the Teacher Deployment Program

The program to support the improved management and equitable deployment of teachers (PPG) in the cohort 1 partner districts also started a mentoring program to support policy implementation. Stakeholders

in the USAID PRIORITAS partner districts supported also by project staff and the partner TTIS identified various alternative teacher management policies.

Based on the data analyzed during the teacher deployment workshops, the stakeholders are preparing a variety of programs to support the equitable deployment of teachers in their districts. Read the full story on page 2. (Anw)

Schools' Strategies to Develop a Reading Culture

Slamet Waluyo, S. Pd (right) a Purbalingga District Facilitator mentoring Supraptini, S. Pd., a teacher at SDN 1 Bakulan, Kemangkon, Central Java, while she is implementing active learning in her grade 1 class.

TRAINING in good practices in teaching and learning and school-based management for teachers, principals, and school committees from TTI Lab and partner schools was much appreciated by the participants because they considered it very helpful in preparing them to implement the 2013 curriculum. "During the teaching practice, I noticed the students became more enthusiastic and produced more satisfactory work," said Reza Vivi Indrawati, S. Pd one of the participants who teaches at SDN Babatan 1, Surabaya,

The training took place in the period from October to December 2013. The purpose was to help the Lab and partner schools implement active learning and effective school management. As a result, TTI students will be able to practice their teaching in these schools and will get a good teaching experience which will support them when they graduate and become teachers in schools. (Rep)

Mentoring to Follow-up Training

Training of lab and partner schools of the State University of Surabaya in East Java.

Helping students who cannot yet read fluently.Helping students who cannot yet read fluently.

Mentoring in Schools:

Teachers Implementing Changes, Principal Giving Support

This PRIORITAS PENDIDIKAN newsletter is published by USAID PRIORITAS to disseminate information about the project and good practices in education. Visit our website: www.prioritaspendidikan.org. Benefit from good practices in education, including successful ideas and learning experiences, action research, good practices videos, children's work and an online school forum discussion. Editorial address: Gedung Ratu Plaza, Lt. 25, Jl. Jend. Sudirman Kav. 9, Jakarta 10270. Phone: (62-21) 722 7998, Fax (62-21) 7227978. Articles relating to good ideas or good practices in education can be sent through email to usaidprioritas@prioritas.or.id. Articles can be written in Microsoft Word in 350-550 words. Please attach relevant photos to the article in JPG format.

USAID PRIORITAS: Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students

Teacher Management Policies Ready to be ImplementedTHE Teacher Management and

Deployment Program (PPG) in 23 cohort 1 partner districts has reached the stage of preparing to implement policies to manage the equitable distribution of teachers. A variety of strategic policies were formulated after going through several phases of activity, ranging from socialization, mentoring on data collection, data analysis and workshops on policy analysis.

The recommended policies were given a public hearing in front of invited education stakeholders in the districts, in order to get their input and improve the recommended policies. These policies included, (1) redistribution of teachers based on real data on teachers needs in schools, (2) merging adjacent schools where the numbers of students are below

the minimum service standards, (3) implementing multi-grade teaching, (4) subject teachers teaching at more than one school, and other policies to support the efficient management of teachers.

To support these policies the districts will be assisted by the project in drawing up policy implementation plans for the management of teachers. Support will be directed at two aspects, namely strengthening regulations (Bupati's decrees and regulations, Head of Education Office decrees) and on supporting direct implementation (school and teacher management) at sub-district and district levels. (Anw)

Cohort 2 EGRA Assesses 3,574 Students

THE Early Grade Reading Assessment (EGRA) in 20 cohort 2 partner districts was implemented simultaneously in November 2013 in the seven partner provinces. The assessment was done on 3,574 grade 3 students out

of a total population of 7,436 grade 3 students in the schools tested.

The assessors involved were teachers and USAID PRIORITAS partner TTI lecturers that had been involved in EGRA in the cohort 1 districts in the previous year. Before the assessment the assessors received refresher training in

using the EGRA software instrument, Tangerine which was loaded on to tablet computers.

The EGRA consisted of five tests to measure early grade students' reading.

These were (1) reading letters, (2) reading meaningful words, (3) reading invented (not real) words, (4) fluency in reading sentences and comprehension of the text in these sentences and (5) listening comprehension.

The results of the EGRA will be used by USAID PRIORITAS as a reference point in developing programs that help students improve their reading skills.

"EGRA can give you an idea what we need to do to improve the reading skills of students," said Handoko Widagdo, School Development Specialist from USAID PRIORITAS and one of the coordinators of the implementation of the cohort 2 EGRA. (Anw)

Rasdiana, S. Pd assessing a grade 3 student's reading skills at SDN 12 Parepare, South Sulawesi.

PRIORITAS - National PRIORITAS - National

Reporting Software can be downloaded through the MOEC BOS Website

THE application for management and reporting of school finances (ALPEKA) and the user guide, which were developed jointly by Ministry of Education and Culture (MOEC) and USAID PRIORITAS can be downloaded through the website www.bos.kemdikbud.go.id. ALPEKA was developed to make it easier for schools and the communities to administer and report the use of school operational funds (BOS) and to improve transparency and accountability.

"ALPEKA can help schools manage and report on their funding from the central BOS and all the other financial resources of the school," said Director of Junior Secondary Education from MOEC, Didik Suhardi, PhD. "This means that all sources of school finance can be managed and reported in an integrated way. Thus, transparency is increased and cases of

double payment can be avoided," he added.

"MOEC and USAID have developed this software to support transparency and accountability in financial management of schools so that they can improve the quality of learning in the classroom," said USAID Indonesia Education Program Director, Margaret Sancho.

Previously many schools set aside budget funds from Rp. 500,000 up to Rp. 2 million to buy BOS management and reporting software and to pay for training in its use. This time the ALPEKA software and the user guide can be downloaded for free through the site www.bos.kemdikbud.go.id. So schools no

longer need to buy the software or bring in the experts to use the software and more of the BOS funds can be used for enhancing the quality of learning.

This Microsoft Excel-based software is very informative, easy-to-run, practical and useful so that schools can manage and report the BOS with ease. To run it simply read the user guide. ALPEKA can generate a reporting table ready for use in the online reporting of the use of BOS funds through the MOEC BOS website.

(Hw/Anw)

Activities before, during and after EGRA: (1) Selecting the grade 3 student sample of 24 students, (2) While waiting for their turn at EGRA, students read interesting reading books. This activity was intended to help them relax, (3) Students doing the EGRA assessment which takes about12 min to complete the 5 tests, (4) Post EGRA, students sitting in a classroom where they can do creative activities such as drawing or doing puzzles to develop their thinking and creativity. This activity continued until the EGRA was finished.

After receiving training and mentoring USAID PRIORITAS partner schools have shown positive changes. The photos above shows conventional teaching and learning (before training had taken place). The photos below show current learning conditions in SMP 3 Panarukan, East Java and SDN Rajamandala, West Java. Students are facilitated to work cooperatively, the classrooms are full of students' work and there are reading corners in the classrooms.

MENTORING in teaching and learning and school management facilitated by the district facilitators is very effective in helping schools to implement their follow-up plans after they have received training. District facilitators become the teachers' partners in applying active learning. During lesson preparation, lesson implementation and after the lesson, district facilitators and teachers work together for their mutual success. Gradually the teachers in the partner schools are becoming accustomed to using active learning in school. The teachers now play a role more as a learning facilitator, have started to use the environment as a source of learning and display the results of the students' work in the classroom.

Bambang Sugianto, an SBM facilitator and school supervisor, who has been mentoring teachers through the teachers working group (KKG) activities at SDN Ciruas 2 Serang, Banten, was pleased with the latest developments. According to him, after the teachers had attended the active learning training and the principals had attended SBM training, the KKG has been functioning to support the improved quality of learning. They hold routine KKG meetings with a wide range of activities to improve the quality of learning.

Planning and Budgeting for Successful LearningMentoring in School Based Management (SBM) in SMP IT Nurul Islam Tengaran,

Central Java, has motivated the principal, teachers, and school committee to make a school development plan. After five school mentoring sessions, the school has been able to complete their school plan, annual plan and budget. Community

participation is also going well. The community actively supports the school working closely with the various parties.

In South Sulawesi, following mentoring, the school principal of SDN 21 Sanggalea, Maros SDN, Kaharuddin, S. Pd committed to allocate school operational funds (BOS) to support the implementation of active learning in all classes. "We have allocated BOS funds of Rp. 250,000 per class for the purchase of stationery to support active learning," he said. (Rep/Anw)

District facilitator Drs. Tri Nugroho, Agung MM mentoring a group of teachers from SMP 2 Tanon, Central Java in preparing a social studies lesson.

Dr. Mark Heyward supporting a public consultation activity in Wajo Regency, which was attended by the Bupati (District Head), local parliament members and representatives of the Education Office, Local Development Agency, District Personnel Agency, Board of Education, Teachers Union and representatives of schools.

2 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 3

1 2 3 4

Mentoring in Schools:

Teachers Implementing Changes, Principal Giving Support

This PRIORITAS PENDIDIKAN newsletter is published by USAID PRIORITAS to disseminate information about the project and good practices in education. Visit our website: www.prioritaspendidikan.org. Benefit from good practices in education, including successful ideas and learning experiences, action research, good practices videos, children's work and an online school forum discussion. Editorial address: Gedung Ratu Plaza, Lt. 25, Jl. Jend. Sudirman Kav. 9, Jakarta 10270. Phone: (62-21) 722 7998, Fax (62-21) 7227978. Articles relating to good ideas or good practices in education can be sent through email to usaidprioritas@prioritas.or.id. Articles can be written in Microsoft Word in 350-550 words. Please attach relevant photos to the article in JPG format.

USAID PRIORITAS: Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students

Teacher Management Policies Ready to be ImplementedTHE Teacher Management and

Deployment Program (PPG) in 23 cohort 1 partner districts has reached the stage of preparing to implement policies to manage the equitable distribution of teachers. A variety of strategic policies were formulated after going through several phases of activity, ranging from socialization, mentoring on data collection, data analysis and workshops on policy analysis.

The recommended policies were given a public hearing in front of invited education stakeholders in the districts, in order to get their input and improve the recommended policies. These policies included, (1) redistribution of teachers based on real data on teachers needs in schools, (2) merging adjacent schools where the numbers of students are below

the minimum service standards, (3) implementing multi-grade teaching, (4) subject teachers teaching at more than one school, and other policies to support the efficient management of teachers.

To support these policies the districts will be assisted by the project in drawing up policy implementation plans for the management of teachers. Support will be directed at two aspects, namely strengthening regulations (Bupati's decrees and regulations, Head of Education Office decrees) and on supporting direct implementation (school and teacher management) at sub-district and district levels. (Anw)

Cohort 2 EGRA Assesses 3,574 Students

THE Early Grade Reading Assessment (EGRA) in 20 cohort 2 partner districts was implemented simultaneously in November 2013 in the seven partner provinces. The assessment was done on 3,574 grade 3 students out

of a total population of 7,436 grade 3 students in the schools tested.

The assessors involved were teachers and USAID PRIORITAS partner TTI lecturers that had been involved in EGRA in the cohort 1 districts in the previous year. Before the assessment the assessors received refresher training in

using the EGRA software instrument, Tangerine which was loaded on to tablet computers.

The EGRA consisted of five tests to measure early grade students' reading.

These were (1) reading letters, (2) reading meaningful words, (3) reading invented (not real) words, (4) fluency in reading sentences and comprehension of the text in these sentences and (5) listening comprehension.

The results of the EGRA will be used by USAID PRIORITAS as a reference point in developing programs that help students improve their reading skills.

"EGRA can give you an idea what we need to do to improve the reading skills of students," said Handoko Widagdo, School Development Specialist from USAID PRIORITAS and one of the coordinators of the implementation of the cohort 2 EGRA. (Anw)

Rasdiana, S. Pd assessing a grade 3 student's reading skills at SDN 12 Parepare, South Sulawesi.

PRIORITAS - National PRIORITAS - National

Reporting Software can be downloaded through the MOEC BOS Website

THE application for management and reporting of school finances (ALPEKA) and the user guide, which were developed jointly by Ministry of Education and Culture (MOEC) and USAID PRIORITAS can be downloaded through the website www.bos.kemdikbud.go.id. ALPEKA was developed to make it easier for schools and the communities to administer and report the use of school operational funds (BOS) and to improve transparency and accountability.

"ALPEKA can help schools manage and report on their funding from the central BOS and all the other financial resources of the school," said Director of Junior Secondary Education from MOEC, Didik Suhardi, PhD. "This means that all sources of school finance can be managed and reported in an integrated way. Thus, transparency is increased and cases of

double payment can be avoided," he added.

"MOEC and USAID have developed this software to support transparency and accountability in financial management of schools so that they can improve the quality of learning in the classroom," said USAID Indonesia Education Program Director, Margaret Sancho.

Previously many schools set aside budget funds from Rp. 500,000 up to Rp. 2 million to buy BOS management and reporting software and to pay for training in its use. This time the ALPEKA software and the user guide can be downloaded for free through the site www.bos.kemdikbud.go.id. So schools no

longer need to buy the software or bring in the experts to use the software and more of the BOS funds can be used for enhancing the quality of learning.

This Microsoft Excel-based software is very informative, easy-to-run, practical and useful so that schools can manage and report the BOS with ease. To run it simply read the user guide. ALPEKA can generate a reporting table ready for use in the online reporting of the use of BOS funds through the MOEC BOS website.

(Hw/Anw)

Activities before, during and after EGRA: (1) Selecting the grade 3 student sample of 24 students, (2) While waiting for their turn at EGRA, students read interesting reading books. This activity was intended to help them relax, (3) Students doing the EGRA assessment which takes about12 min to complete the 5 tests, (4) Post EGRA, students sitting in a classroom where they can do creative activities such as drawing or doing puzzles to develop their thinking and creativity. This activity continued until the EGRA was finished.

After receiving training and mentoring USAID PRIORITAS partner schools have shown positive changes. The photos above shows conventional teaching and learning (before training had taken place). The photos below show current learning conditions in SMP 3 Panarukan, East Java and SDN Rajamandala, West Java. Students are facilitated to work cooperatively, the classrooms are full of students' work and there are reading corners in the classrooms.

MENTORING in teaching and learning and school management facilitated by the district facilitators is very effective in helping schools to implement their follow-up plans after they have received training. District facilitators become the teachers' partners in applying active learning. During lesson preparation, lesson implementation and after the lesson, district facilitators and teachers work together for their mutual success. Gradually the teachers in the partner schools are becoming accustomed to using active learning in school. The teachers now play a role more as a learning facilitator, have started to use the environment as a source of learning and display the results of the students' work in the classroom.

Bambang Sugianto, an SBM facilitator and school supervisor, who has been mentoring teachers through the teachers working group (KKG) activities at SDN Ciruas 2 Serang, Banten, was pleased with the latest developments. According to him, after the teachers had attended the active learning training and the principals had attended SBM training, the KKG has been functioning to support the improved quality of learning. They hold routine KKG meetings with a wide range of activities to improve the quality of learning.

Planning and Budgeting for Successful LearningMentoring in School Based Management (SBM) in SMP IT Nurul Islam Tengaran,

Central Java, has motivated the principal, teachers, and school committee to make a school development plan. After five school mentoring sessions, the school has been able to complete their school plan, annual plan and budget. Community

participation is also going well. The community actively supports the school working closely with the various parties.

In South Sulawesi, following mentoring, the school principal of SDN 21 Sanggalea, Maros SDN, Kaharuddin, S. Pd committed to allocate school operational funds (BOS) to support the implementation of active learning in all classes. "We have allocated BOS funds of Rp. 250,000 per class for the purchase of stationery to support active learning," he said. (Rep/Anw)

District facilitator Drs. Tri Nugroho, Agung MM mentoring a group of teachers from SMP 2 Tanon, Central Java in preparing a social studies lesson.

Dr. Mark Heyward supporting a public consultation activity in Wajo Regency, which was attended by the Bupati (District Head), local parliament members and representatives of the Education Office, Local Development Agency, District Personnel Agency, Board of Education, Teachers Union and representatives of schools.

2 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 3

1 2 3 4

PRIORITAS - National PRIORITAS - National

Dissemination of USAID Programs to 7,502 Educational Institutions

There is a general impression that, when a project is completed, all the

changes introduced by the project also stop. Things return to the state

they were in before the project intervened. To address this, USAID

PRIORITAS has designed a strategy to support the sustainability of activities implemented by the

USAID-funded DBE (Decentralized Basic Education) education project

which ran from 2005 to 2011. This activity is a Dissemination Program.

This DBE program was implemented in the same seven provinces as USAID PRIORITAS – but the districts where the DBE program was implemented are different from the USAID PRIORITAS partner districts. The targets of the DBE dissemination program are education institutions that have not yet received the DBE training and mentoring program.

The USAID PRIORITAS dissemination strategy offers assistance to government (in this case the district education and religious affairs offices) to continue DBE programs. The project provides the training modules developed by DBE and USAID PRIORITAS and pays the costs of the training facilitators to deliver training while the costs for the training participants (such as lodging, travel and meals) are borne by the

government or schools.

This started early in 2013 and received a warm welcome in almost all the districts which received training implemented by DBE1, DBE2 and DBE3. Dissemination activities began in April 2013 and up to December 2013, 55 districts (including

some non-DBE partner districts) had conducted dissemination activities. The training activities were quite diverse but mostly included the school-based management training (SBM) and active learning for primary schools and SBM

and contextual teaching and learning for junior secondary schools.

The number of participants and institutions

Up to December 2013, 19,436 participants, mainly teachers had taken part in these dissemination training programs in the seven project provinces. Participants were from 7,502 institutions, most of which were primary and junior secondary schools.

Thus, an average institution sent 2.6 participants. It is hoped that in future, the number of participants per institution (especially in schools) will be increased, because the greater proportion of teachers in each school who take part in the training, the greater the expected impact on quality improvement in the schools. (Phg)

THIS dissemination programs received financial support of more than seven and a half billion rupiah (over USD 650,000) from government and school operational funding. There was also some funding from private sources.

USAID assistance for the program was approximately one billion rupiah (USD 90,000). It means the contribution local governments and schools was seven times larger than USAID contribution. This is a good omen for the sustainability of the program.

This dissemination program will still continue to receive financial support from USAID during 2014.

Then it is hoped that the DBE programs can continue with full financial support from the Government of Indonesia.

USAID PRIORITAS Dissemination Program

In addition to the DBE dissemination

program, USAID PRIORITAS also helps partner districts to disseminate training programs using the modules that have been developed by USAID PRIORITAS, for schools which have not yet received any training from the project.

An example of this is the local government of Deli Serdang, North Sumatra. They prepared dissemination funding for schools who have not received training from USAID PRIORITAS.

"We expect all schools in Deli Serdang district will benefit from USAID PRIORITAS program," said Hj. Sa'adah Lubis, S. Pd., M.AP, the Head of the Education and Sports Department of Deli Serdang.

(Phg/Anw)

Leveraged Government Funds of Rp 7.5 billion

Schools that have received dissemination training have started to use active learning and effective school management on a regular basis.

4 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 5

Between October and December 2013, USAID PRIORITAS received

important visitors who visited partner schools and Teacher

Training Institutions (TTIs) in West Java and North Sumatera. They

were very impressed with the teaching and learning in the

classrooms.

“The Future of Indonesian Children is in the Right Hands”

The Vice President of the International Development Group, RTI International, Aaron Williams, visited SDN Kebon Pedes 5 Bogor and SMPN 8 Bogor, West Java:

“After observing lessons at the two schools, I am assured that the future of

Indonesian children is in the right hands.”

The Vice President of The International Development Division, Education

Development Center, Larry Lai observing lessons in SDN Utama Mandiri, Cimahi and

in the Department for the Training of Primary School Teachers at Universitas Pendidikan

Indonesia (UPI) (11/11). “This has become a strategic

partnership for the improvement of education quality in Indonesia.”

Larry Dolan (Deputy Director for Education of USAID Indonesia), Melinda

Taylor (Vice President of International Education Sector, RTI International, Jerry

Strudwick (Education Specialist, Australian Aid, Indonesia), Julia Wheeler (Senior

Program Manager, Basic Education Sector, Australian Aid), and Stuart Weston (Program

Director of USAID PRIORITAS) visited schools and TTIs in Binjai and Medan, North

Sumatra (13/11).

THE PROBLEMS of gender in education need to be addressed. A good understanding of gender can help school communities to raise education quality. This can start with the implementation of teaching and learning that supports the equal participation of male and female students.

Gender can become a problem when there is a discriminative attitude that results in unequal treatment for males and females. Results of a USAID PRIORITAS study (2012) in seven provinces show that many teachers, school principals and officers at district education offices do not have a “proper” understanding of gender in education. Implementation of gender sensitive education is still understood in terms of separation of seating for male and female students. In addition, not all district education offices implement planning and budgeting that are gender sensitive and use disaggregated data based on gender in order to identify gender-related issues.

In this regard, USAID PRIORITAS integrates gender education and inclusive education into its programs, specifically in focusing on individual differences in learning. This is a cross-sectoral issue that is developed through training and mentoring at partner schools. (Wa/Anw)

The Importance of Gender and Inclusive Education

Gender equality and focusing on individual differences in learning are part of the indicators of quality learning.

Sitting with groups of grade V students, who were studying Mathematics.

Pictures of the visitors with students, who had just finished studying English about parts of the human body.

Observing an onion specimens during a science class at SMPN (Junior Secondary School) 8 Bogor.

Visited a reading program in the library of SDN Utama Mandiri.

Being shown by students how to make batik cloth.

Being shown by students how to make batik cloth.

Observing an active lecturing session in Mathematics at UPI's Department for the Training of Primary School Teachers. The students were learning how to find the area of a prism and reviewing conceptual errors in the Mathematics text books for Junior Secondary Schools.

Jerry Strudwick observing a lesson at SDN 060843 West Medan.

Officers from USAID, Australian AID, RTI, and USAID PRIORITAS had a discussion session with the Rector of Unimed (Universitas Negeri Medan), Prof Dr Ibnu Hajar Damanik MS

Officers from USAID, Australian AID, RTI, and USAID PRIORITAS had a discussion session with the Rector of Unimed (Universitas Negeri Medan), Prof Dr Ibnu Hajar Damanik MS.

Í ÞÖ NÑǾ ŎŅ Ĩ MǾPÒŃÒŐMŌPŒ ÒŌ GÒŒŒÑÖ ÒŌMPÒŎŌ Training and Participants’ Institutions

Ĩ ǾŎQÒŌŃÑ Ĩ MǾPÒŃÒŐMŌPŒ HŌŒPÒPÞPÒŎŌŒ

ĖŃÑO 1,017 281

North Sumatra 2,739 1,363

Banten 2,611 793

West Java 1,908 755

Central Java 4,464 1,501

East Java 5,288 1,933

South Sulawesi 1,409 876

Total 19,436 7,502

Dissemination Funding Source (Rupiah)

Province APBD/BOS USAID

Aceh 404.162.500 117.998.126

North Sumatra 2.066.000.000 193.485.000

Banten 994.566.875 122.303.350

West Java 631.033.772 110.297.611

Central Java 955.507.270 261.770.520

East Java 2.147.025.100 155.155.000

South Sulawesi 328.598.750 109.031000

Total 7.526.894.267 1.070.040607

PRIORITAS - National PRIORITAS - National

Dissemination of USAID Programs to 7,502 Educational Institutions

There is a general impression that, when a project is completed, all the

changes introduced by the project also stop. Things return to the state

they were in before the project intervened. To address this, USAID

PRIORITAS has designed a strategy to support the sustainability of activities implemented by the

USAID-funded DBE (Decentralized Basic Education) education project

which ran from 2005 to 2011. This activity is a Dissemination Program.

This DBE program was implemented in the same seven provinces as USAID PRIORITAS – but the districts where the DBE program was implemented are different from the USAID PRIORITAS partner districts. The targets of the DBE dissemination program are education institutions that have not yet received the DBE training and mentoring program.

The USAID PRIORITAS dissemination strategy offers assistance to government (in this case the district education and religious affairs offices) to continue DBE programs. The project provides the training modules developed by DBE and USAID PRIORITAS and pays the costs of the training facilitators to deliver training while the costs for the training participants (such as lodging, travel and meals) are borne by the

government or schools.

This started early in 2013 and received a warm welcome in almost all the districts which received training implemented by DBE1, DBE2 and DBE3. Dissemination activities began in April 2013 and up to December 2013, 55 districts (including

some non-DBE partner districts) had conducted dissemination activities. The training activities were quite diverse but mostly included the school-based management training (SBM) and active learning for primary schools and SBM

and contextual teaching and learning for junior secondary schools.

The number of participants and institutions

Up to December 2013, 19,436 participants, mainly teachers had taken part in these dissemination training programs in the seven project provinces. Participants were from 7,502 institutions, most of which were primary and junior secondary schools.

Thus, an average institution sent 2.6 participants. It is hoped that in future, the number of participants per institution (especially in schools) will be increased, because the greater proportion of teachers in each school who take part in the training, the greater the expected impact on quality improvement in the schools. (Phg)

THIS dissemination programs received financial support of more than seven and a half billion rupiah (over USD 650,000) from government and school operational funding. There was also some funding from private sources.

USAID assistance for the program was approximately one billion rupiah (USD 90,000). It means the contribution local governments and schools was seven times larger than USAID contribution. This is a good omen for the sustainability of the program.

This dissemination program will still continue to receive financial support from USAID during 2014.

Then it is hoped that the DBE programs can continue with full financial support from the Government of Indonesia.

USAID PRIORITAS Dissemination Program

In addition to the DBE dissemination

program, USAID PRIORITAS also helps partner districts to disseminate training programs using the modules that have been developed by USAID PRIORITAS, for schools which have not yet received any training from the project.

An example of this is the local government of Deli Serdang, North Sumatra. They prepared dissemination funding for schools who have not received training from USAID PRIORITAS.

"We expect all schools in Deli Serdang district will benefit from USAID PRIORITAS program," said Hj. Sa'adah Lubis, S. Pd., M.AP, the Head of the Education and Sports Department of Deli Serdang.

(Phg/Anw)

Leveraged Government Funds of Rp 7.5 billion

Schools that have received dissemination training have started to use active learning and effective school management on a regular basis.

4 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 5

Between October and December 2013, USAID PRIORITAS received

important visitors who visited partner schools and Teacher

Training Institutions (TTIs) in West Java and North Sumatera. They

were very impressed with the teaching and learning in the

classrooms.

“The Future of Indonesian Children is in the Right Hands”

The Vice President of the International Development Group, RTI International, Aaron Williams, visited SDN Kebon Pedes 5 Bogor and SMPN 8 Bogor, West Java:

“After observing lessons at the two schools, I am assured that the future of

Indonesian children is in the right hands.”

The Vice President of The International Development Division, Education

Development Center, Larry Lai observing lessons in SDN Utama Mandiri, Cimahi and

in the Department for the Training of Primary School Teachers at Universitas Pendidikan

Indonesia (UPI) (11/11). “This has become a strategic

partnership for the improvement of education quality in Indonesia.”

Larry Dolan (Deputy Director for Education of USAID Indonesia), Melinda

Taylor (Vice President of International Education Sector, RTI International, Jerry

Strudwick (Education Specialist, Australian Aid, Indonesia), Julia Wheeler (Senior

Program Manager, Basic Education Sector, Australian Aid), and Stuart Weston (Program

Director of USAID PRIORITAS) visited schools and TTIs in Binjai and Medan, North

Sumatra (13/11).

THE PROBLEMS of gender in education need to be addressed. A good understanding of gender can help school communities to raise education quality. This can start with the implementation of teaching and learning that supports the equal participation of male and female students.

Gender can become a problem when there is a discriminative attitude that results in unequal treatment for males and females. Results of a USAID PRIORITAS study (2012) in seven provinces show that many teachers, school principals and officers at district education offices do not have a “proper” understanding of gender in education. Implementation of gender sensitive education is still understood in terms of separation of seating for male and female students. In addition, not all district education offices implement planning and budgeting that are gender sensitive and use disaggregated data based on gender in order to identify gender-related issues.

In this regard, USAID PRIORITAS integrates gender education and inclusive education into its programs, specifically in focusing on individual differences in learning. This is a cross-sectoral issue that is developed through training and mentoring at partner schools. (Wa/Anw)

The Importance of Gender and Inclusive Education

Gender equality and focusing on individual differences in learning are part of the indicators of quality learning.

Sitting with groups of grade V students, who were studying Mathematics.

Pictures of the visitors with students, who had just finished studying English about parts of the human body.

Observing an onion specimens during a science class at SMPN (Junior Secondary School) 8 Bogor.

Visited a reading program in the library of SDN Utama Mandiri.

Being shown by students how to make batik cloth.

Being shown by students how to make batik cloth.

Observing an active lecturing session in Mathematics at UPI's Department for the Training of Primary School Teachers. The students were learning how to find the area of a prism and reviewing conceptual errors in the Mathematics text books for Junior Secondary Schools.

Jerry Strudwick observing a lesson at SDN 060843 West Medan.

Officers from USAID, Australian AID, RTI, and USAID PRIORITAS had a discussion session with the Rector of Unimed (Universitas Negeri Medan), Prof Dr Ibnu Hajar Damanik MS

Officers from USAID, Australian AID, RTI, and USAID PRIORITAS had a discussion session with the Rector of Unimed (Universitas Negeri Medan), Prof Dr Ibnu Hajar Damanik MS.

Í ÞÖ NÑǾ ŎŅ Ĩ MǾPÒŃÒŐMŌPŒ ÒŌ GÒŒŒÑÖ ÒŌMPÒŎŌ Training and Participants’ Institutions

Ĩ ǾŎQÒŌŃÑ Ĩ MǾPÒŃÒŐMŌPŒ HŌŒPÒPÞPÒŎŌŒ

ĖŃÑO 1,017 281

North Sumatra 2,739 1,363

Banten 2,611 793

West Java 1,908 755

Central Java 4,464 1,501

East Java 5,288 1,933

South Sulawesi 1,409 876

Total 19,436 7,502

Dissemination Funding Source (Rupiah)

Province APBD/BOS USAID

Aceh 404.162.500 117.998.126

North Sumatra 2.066.000.000 193.485.000

Banten 994.566.875 122.303.350

West Java 631.033.772 110.297.611

Central Java 955.507.270 261.770.520

East Java 2.147.025.100 155.155.000

South Sulawesi 328.598.750 109.031000

Total 7.526.894.267 1.070.040607

Two Vice District Heads Support School Training

Bener Meriah. Participants in Active, Creative and Enjoyable Learning and Contextual Teaching and Learning training at SMAN (State

Upper Secondary School) I Bukit Bener Meriah, Aceh (26/9) were surprised by the presence of the District Head of Bener Meriah, Bapak Ruslan Abdul Gani. His visit motivated training participants, who were made up of school principals and teachers and appreciated the

attention of the top ranking official in Bener Meriah. “We are happy to have the District Head's visit. This shows the importance he lays on improving teacher quality,” said Firdaus, S.Pd.l, a teacher at SDN Cekal.

On a similar line as Firdaus, Dra. Nulfawela Gundala considered the visit to be important. “The District Head's visit is very important. He gets to know what problems we currently face in schools. We hope all schools in Bener Meriah will be trained like this,” explained the Principal of MIN (Primary Madrasah) Kota Makmur.

During this visit accompanied by the Head of the Education, Youth, and Sport Office, the District Head observed the training activities directly. The District

Head had a chance to have discussions with several groups in the training and observed the work of the participants and students displayed on the walls of the training room. He hoped that these methods can be implemented in the schools, “These methods can train and develop children's knowledge, particularly in the use of the right and left sides of the brain so that children will be more creative and smarter,” said the District Head.

The District Head also gave his full support to this training facilitated by USAID PRIORITAS. “This training in teaching and learning is very important to anticipate changes in paradigms and a more modern curriculum,” explained the District Head. (Tmk)

The District Head in a discussion with one of the participants of the training.

PRIORITAS - Provinsi Aceh

District Head of Bener Meriah:

Training is Important for Change

Two Vice District Heads, each gave special attention to school training by opening the School-Level Training events in Bener Meriah and Aceh Jaya Districts. In Bener Meriah (18/9) the Vice District Head Drs. Rusli M. Saleh, accompanied by the Head of the Education, Youth, and Sport Office and the Head of the District Office of the Ministry of Religious Affairs (MORA), stressed the importance of the training in enhancing teachers' capacity as educators. “Teachers should continue learning all their lives. The success of a teacher in educating students is very much determined by his/her knowledge,” Rusli M. Saleh asserted.

In Aceh Jaya (8/10) Vice District Head Tgk Maulidi, accompanied by the Head of the Education, Youth, and Sport Office and the Head of the District Office of MORA, emphasized the importance of the training in enhancing teachers' competency as educators.

Specifically, the Vice District Head gave a reminder that the future generation in Aceh Jaya is in the teachers' hands. “The future of Aceh Jaya's children is in your hands as teachers. Therefore, you must implement the results of this training seriously, sincerely and whole-heartedly in your teaching so that in the future the students become smarter, better and more competitive,” urged the Vice District Head in order to motivate the teachers. (Tmk)

PRIORITAS - North Sumatra

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 7

Left-Right: Students of SDN 104242 invited the U.S. Consul for Sumatra Island, Kathryn A. Crockart and Deli Serdang's Head of the Education, Youth and Sport Office Dra. Hj. Sa'adah Lubis, MAP to try out the low cost teaching aids developed by teachers for studying the breathing system. A teacher gave an explanation to the U.S. Consul and Deli Serdang's Head of Education, Youth, and Sports Office about the use of these low cost teaching aids for studying Science.

Vice District Head of Aceh Jaya opening School-Level Training in Aceh Jaya.

US Consul: Deli Serdang is a Good Example

Medan. The U.S. Consul for Sumatra Island, Kathryn A. Crockart praised the commitment of the Government of Deli Serdang District in increasing the quality of basic education. Kathryn stated that the policy of Deli Serdang District Government should be followed by other districts in Indonesia. “In 2013 the Deli Serdang District Government allocated dissemination funds from its District Budget amounting to Rp. 2.9 billion for the training of 1,190 teachers using the

USAID, Australian Aid and RTI International Impressed with Program in North Sumatra

Deli Serdang. A group including representatives of the United States Agency for International Development (USAID), Australian Aid and RTI International were impressed with the development of the USAID PRIORITAS Program in North Sumatra, as they said in the office of the North Sumatra Province's

Education Office some time ago. “We are very impressed with the progress in education that has taken place here. We are fortunate to have the opportunity to visit the schools and to have discussions with teachers, school supervisors, school committees, school principals and students,” explained the Deputy Director of the USAID Indonesia Education Office, Larry Dolan.

The working visit aimed to identify key factors that support the success of the USAID PRIORITAS program. The team visited the City of Binjai, the City of Medan, two TTIs (Universitas Negeri Medan and State Islamic Institute of North Sumatra) and met with provincial education stakeholders. In the City of Binjai, the team visited MIN Binjai, SDN 02385 Binjai and MTsN Binjai. The team also met and had a discussion with the Vice Mayor, Local Parliament members and the Education Office Head of Binjai City. Meanwhile, in the City of Medan, the team visited schools and madrasahs that are implementing USAID PRIORITAS program and had discussions with senior members of the city government.

“We would like to congratulate the education sector stakeholders in North Sumatra Province, who have shown outstanding commitment in supporting efforts to enhance education quality,” Larry said. (Eh)

Binjai Vice Mayor Timbas Tarigan, SH gave gifts of ulos (cloaks) to the USAID, Australian Aid, RTI International and USAID PRIORITAS Teams.

PRIORITAS - Aceh

USAID PRIORITAS training modules and facilitators. “This amount is the largest spending among USAID PRIORITAS partner districts in Indonesia,” said Kathryn during a Workshop on Successes in the Basic Education Quality Improvement Program, a joint activity between USAID PRIORITAS and the Deli Serdang District Government at the Garuda Plaza Hotel, Medan (18/12).

In 2013 the Deli Serdang District Government implemented a

dissemination program split into 12 activities. The dissemination started with a series of training activities for teachers, school principals, school supervisors and school committee members. It continued with mentoring and ended with the workshop to show the success of the program. Results of implementation of Active Learning, CTL (Contextual Teaching and Learning) and SBM (School Based Management) were displayed at the workshop. “Deli Serdang is a good example for Indonesia in terms of its commitment to the improvement of education quality,” stated Kathryn.

Kathryn also admired the work of the students from a number of schools in Deli Serdang that was displayed at the workshop. It is not surprising that in her welcome speech Kathryn stated, “If today the students of Deli Serdang are learning about breathing, 10 years into the future they will be studying genetics, cancer and other extraordinary things. If today the students learn arithmetic and how to speak English, in the future they will become professors, maybe even famous people,” said Kathryn.

(Eh)

Medan. Education sector stakeholders in North Sumatra Province agreed to establish a coordination forum called a 'Provincial Education Stakeholders Meeting' (PESM) at the Hotel Grand Kanaya, Medan (23/12). The PESM Forum has the objective of increasing program coordination to support the improvement of education quality. The Forum will hold a meeting every six months.

The Head of the North Sumatra Province Education Office Drs. Mohammad Zein Siregar, MSi welcomed the establishment of PESM. “In 2014 the work plan of the Provincial Education Office will focus more on improving the quality of teachers and other education staff. Therefore, this forum should be able to provide inputs and assist this program,” he explained.

The same expectation was also expressed by the Head of the Sub-Unit for Student Affairs of the Provincial Office of MORA, Dr. Azizah Nasution, M.Pd, M.Hum. He stated that MORA's Provincial Office is ready to support the PESM. “Through routine meetings like this it will be easier for us to coordinate,” she said.

The PESM has been jointly established by the Provincial Education Office, the Provincial Board of Development Planning (Bappeda), the Provincial Regional Finance Office (BKD), the Provincial Education Board (Dewan Pendidikan), the Provincial Board of Education Quality Assurance (LPMP), the MORA Provincial Office, Universitas Negeri Medan, the North Sumatra State Islamic Institute and USAID PRIORITAS.

(Eh)

Education Stakeholder Forum Established in

North Sumatra

SDN 3 Calang Aceh Jaya implements a reading improvement program every Saturday, which is conducted every morning before classes start. This program helps early grade students who cannot yet read fluently and increases interest in reading among higher grade students. “If there are students who cannot yet read fluently, the teachers provide special assistance for those students.” explained Abu Royan Head of SDN 3 Calang Aceh Jaya.

Pak Royan explained that the students are allowed to choose books that they want to read. The students read those books for about 15-20 minutes. Then the students from higher grades each explain what they have read using their own words. Early grade students read illustrated books that are provided. They are also trained

not to be afraid to come forward and talk about what they have read. This Saturday activity is an event for the students to show what they can do and to accustom them to speaking in front of others.

“I like the reading program every Saturday because there are many interesting books,” said Hilda Aprilia one of the students after enjoying the Saturday reading activity.

“We want to strengthen the Saturday reading culture so that all the children have self-confidence, especially as each group is guided by its own class teacher. Another advantage is that when there is a competition in writing synopses, the students are already familiar with the activity and not afraid to have a go,” explained Asmini S.Pd.SD, one of the teachers. (Tmk)

Saturday Reading at SDN 3 Calang Aceh Jaya

The school yard is used by the school for the reading program.

6 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

Two Vice District Heads Support School Training

Bener Meriah. Participants in Active, Creative and Enjoyable Learning and Contextual Teaching and Learning training at SMAN (State

Upper Secondary School) I Bukit Bener Meriah, Aceh (26/9) were surprised by the presence of the District Head of Bener Meriah, Bapak Ruslan Abdul Gani. His visit motivated training participants, who were made up of school principals and teachers and appreciated the

attention of the top ranking official in Bener Meriah. “We are happy to have the District Head's visit. This shows the importance he lays on improving teacher quality,” said Firdaus, S.Pd.l, a teacher at SDN Cekal.

On a similar line as Firdaus, Dra. Nulfawela Gundala considered the visit to be important. “The District Head's visit is very important. He gets to know what problems we currently face in schools. We hope all schools in Bener Meriah will be trained like this,” explained the Principal of MIN (Primary Madrasah) Kota Makmur.

During this visit accompanied by the Head of the Education, Youth, and Sport Office, the District Head observed the training activities directly. The District

Head had a chance to have discussions with several groups in the training and observed the work of the participants and students displayed on the walls of the training room. He hoped that these methods can be implemented in the schools, “These methods can train and develop children's knowledge, particularly in the use of the right and left sides of the brain so that children will be more creative and smarter,” said the District Head.

The District Head also gave his full support to this training facilitated by USAID PRIORITAS. “This training in teaching and learning is very important to anticipate changes in paradigms and a more modern curriculum,” explained the District Head. (Tmk)

The District Head in a discussion with one of the participants of the training.

PRIORITAS - Provinsi Aceh

District Head of Bener Meriah:

Training is Important for Change

Two Vice District Heads, each gave special attention to school training by opening the School-Level Training events in Bener Meriah and Aceh Jaya Districts. In Bener Meriah (18/9) the Vice District Head Drs. Rusli M. Saleh, accompanied by the Head of the Education, Youth, and Sport Office and the Head of the District Office of the Ministry of Religious Affairs (MORA), stressed the importance of the training in enhancing teachers' capacity as educators. “Teachers should continue learning all their lives. The success of a teacher in educating students is very much determined by his/her knowledge,” Rusli M. Saleh asserted.

In Aceh Jaya (8/10) Vice District Head Tgk Maulidi, accompanied by the Head of the Education, Youth, and Sport Office and the Head of the District Office of MORA, emphasized the importance of the training in enhancing teachers' competency as educators.

Specifically, the Vice District Head gave a reminder that the future generation in Aceh Jaya is in the teachers' hands. “The future of Aceh Jaya's children is in your hands as teachers. Therefore, you must implement the results of this training seriously, sincerely and whole-heartedly in your teaching so that in the future the students become smarter, better and more competitive,” urged the Vice District Head in order to motivate the teachers. (Tmk)

PRIORITAS - North Sumatra

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 7

Left-Right: Students of SDN 104242 invited the U.S. Consul for Sumatra Island, Kathryn A. Crockart and Deli Serdang's Head of the Education, Youth and Sport Office Dra. Hj. Sa'adah Lubis, MAP to try out the low cost teaching aids developed by teachers for studying the breathing system. A teacher gave an explanation to the U.S. Consul and Deli Serdang's Head of Education, Youth, and Sports Office about the use of these low cost teaching aids for studying Science.

Vice District Head of Aceh Jaya opening School-Level Training in Aceh Jaya.

US Consul: Deli Serdang is a Good Example

Medan. The U.S. Consul for Sumatra Island, Kathryn A. Crockart praised the commitment of the Government of Deli Serdang District in increasing the quality of basic education. Kathryn stated that the policy of Deli Serdang District Government should be followed by other districts in Indonesia. “In 2013 the Deli Serdang District Government allocated dissemination funds from its District Budget amounting to Rp. 2.9 billion for the training of 1,190 teachers using the

USAID, Australian Aid and RTI International Impressed with Program in North Sumatra

Deli Serdang. A group including representatives of the United States Agency for International Development (USAID), Australian Aid and RTI International were impressed with the development of the USAID PRIORITAS Program in North Sumatra, as they said in the office of the North Sumatra Province's

Education Office some time ago. “We are very impressed with the progress in education that has taken place here. We are fortunate to have the opportunity to visit the schools and to have discussions with teachers, school supervisors, school committees, school principals and students,” explained the Deputy Director of the USAID Indonesia Education Office, Larry Dolan.

The working visit aimed to identify key factors that support the success of the USAID PRIORITAS program. The team visited the City of Binjai, the City of Medan, two TTIs (Universitas Negeri Medan and State Islamic Institute of North Sumatra) and met with provincial education stakeholders. In the City of Binjai, the team visited MIN Binjai, SDN 02385 Binjai and MTsN Binjai. The team also met and had a discussion with the Vice Mayor, Local Parliament members and the Education Office Head of Binjai City. Meanwhile, in the City of Medan, the team visited schools and madrasahs that are implementing USAID PRIORITAS program and had discussions with senior members of the city government.

“We would like to congratulate the education sector stakeholders in North Sumatra Province, who have shown outstanding commitment in supporting efforts to enhance education quality,” Larry said. (Eh)

Binjai Vice Mayor Timbas Tarigan, SH gave gifts of ulos (cloaks) to the USAID, Australian Aid, RTI International and USAID PRIORITAS Teams.

PRIORITAS - Aceh

USAID PRIORITAS training modules and facilitators. “This amount is the largest spending among USAID PRIORITAS partner districts in Indonesia,” said Kathryn during a Workshop on Successes in the Basic Education Quality Improvement Program, a joint activity between USAID PRIORITAS and the Deli Serdang District Government at the Garuda Plaza Hotel, Medan (18/12).

In 2013 the Deli Serdang District Government implemented a

dissemination program split into 12 activities. The dissemination started with a series of training activities for teachers, school principals, school supervisors and school committee members. It continued with mentoring and ended with the workshop to show the success of the program. Results of implementation of Active Learning, CTL (Contextual Teaching and Learning) and SBM (School Based Management) were displayed at the workshop. “Deli Serdang is a good example for Indonesia in terms of its commitment to the improvement of education quality,” stated Kathryn.

Kathryn also admired the work of the students from a number of schools in Deli Serdang that was displayed at the workshop. It is not surprising that in her welcome speech Kathryn stated, “If today the students of Deli Serdang are learning about breathing, 10 years into the future they will be studying genetics, cancer and other extraordinary things. If today the students learn arithmetic and how to speak English, in the future they will become professors, maybe even famous people,” said Kathryn.

(Eh)

Medan. Education sector stakeholders in North Sumatra Province agreed to establish a coordination forum called a 'Provincial Education Stakeholders Meeting' (PESM) at the Hotel Grand Kanaya, Medan (23/12). The PESM Forum has the objective of increasing program coordination to support the improvement of education quality. The Forum will hold a meeting every six months.

The Head of the North Sumatra Province Education Office Drs. Mohammad Zein Siregar, MSi welcomed the establishment of PESM. “In 2014 the work plan of the Provincial Education Office will focus more on improving the quality of teachers and other education staff. Therefore, this forum should be able to provide inputs and assist this program,” he explained.

The same expectation was also expressed by the Head of the Sub-Unit for Student Affairs of the Provincial Office of MORA, Dr. Azizah Nasution, M.Pd, M.Hum. He stated that MORA's Provincial Office is ready to support the PESM. “Through routine meetings like this it will be easier for us to coordinate,” she said.

The PESM has been jointly established by the Provincial Education Office, the Provincial Board of Development Planning (Bappeda), the Provincial Regional Finance Office (BKD), the Provincial Education Board (Dewan Pendidikan), the Provincial Board of Education Quality Assurance (LPMP), the MORA Provincial Office, Universitas Negeri Medan, the North Sumatra State Islamic Institute and USAID PRIORITAS.

(Eh)

Education Stakeholder Forum Established in

North Sumatra

SDN 3 Calang Aceh Jaya implements a reading improvement program every Saturday, which is conducted every morning before classes start. This program helps early grade students who cannot yet read fluently and increases interest in reading among higher grade students. “If there are students who cannot yet read fluently, the teachers provide special assistance for those students.” explained Abu Royan Head of SDN 3 Calang Aceh Jaya.

Pak Royan explained that the students are allowed to choose books that they want to read. The students read those books for about 15-20 minutes. Then the students from higher grades each explain what they have read using their own words. Early grade students read illustrated books that are provided. They are also trained

not to be afraid to come forward and talk about what they have read. This Saturday activity is an event for the students to show what they can do and to accustom them to speaking in front of others.

“I like the reading program every Saturday because there are many interesting books,” said Hilda Aprilia one of the students after enjoying the Saturday reading activity.

“We want to strengthen the Saturday reading culture so that all the children have self-confidence, especially as each group is guided by its own class teacher. Another advantage is that when there is a competition in writing synopses, the students are already familiar with the activity and not afraid to have a go,” explained Asmini S.Pd.SD, one of the teachers. (Tmk)

Saturday Reading at SDN 3 Calang Aceh Jaya

The school yard is used by the school for the reading program.

6 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

PRIORITAS - Banten

8 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

Serang. The District Head of Serang, Ahmad Taufik Nuriman confirmed the need for teacher quality improvement, particularly for teachers of primary schools and junior secondary schools in Serang District if we want to step up the quality of basic education. “Most teachers think that teaching is just a formal obligation. What is important to them is to just get through their lessons. With this kind of mindset, the results will not be good,” said District Head Taufik in the

Public Consultation Meeting in Serang District for the Teacher Management and Deployment Program recently.

The results of the joint analysis of Education Data (Data Pokok Pendidikan) by the District Education Office and USAID PRIORITAS show that the majority of the 659 primary schools in Serang District are short of teachers, while some have excess teachers. The number of primary schools that have

the required number of teachers compared to the number of classes is only 78%, or 511 primary schools. Meanwhile only 220 primary schools (33%) have achieved the target teacher-student ratio of 1 teacher for 32 students.

These data were presented by Serang District Acting Head of the Education and Culture Office, Asep Saepudin in front of the Public Consultation attended by representatives from District Education and Culture Office, Education Board, Republic of Indonesia Teachers Association (PGRI), Parliament (DPRD), Board of Development Planning (Bappeda), Junior Secondary Education School Head Working Forum (MKKS SMP), Primary School Education School Head Working Group (KKKS SD), Coordinator of Junior Secondary Education Supervisors, TTI representatives and the Provincial Education Office's Personnel Quality Assurance Department.

Asep Saepudin explained that 81% or Rp. 576 billion of the Education Office's total expenditure is spent on teacher salaries. There are 6,300 primary school teachers in Serang, assigned to 659 primary schools. He also offered an alternative policy to solve teacher shortages through increasing the number of teachers, who are not civil servants.

Responding to that presentation, District Head Taufik said, “We need to manage things better. However good some aspects of the education system are, if basic education is not good, it is difficult to make progress. It is very appropriate for us to have this program to help us to manage our basic education.” (Nic)

PRIORITAS - West Java

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 9

Ciamis. School Based Management (SBM) training can motivate school principals and members of school committees to become more innovative and work better together. They become better at fostering community participation, both in the form of support for improvements in the facilities as well as in the teaching-learning processes. They start to work together as a team to help the school progress, as stated by H. Tatang, the Ciamis Head of the District Education Office, when observing the SBM training facilitated by USAID PRIORITAS. Accompanied by Erna Irnawati, the USAID PRIORITAS provincial coordinator, the Head of the Education Office mingled with training participants, in the rooms both for the training of primary school and of junior secondary school principals and committee members.

He watched each group of participants actively participating in group work to formulate a strategy for fostering community participation. “I congratulate the participants and am proud to observe how school principals and committee members are so active and are working so hard during this training,” said Tatang. “There is hope for better school management,” he added. (Ds)

Ciamis Head of Education Office:

SBM Advances the School

District Head Joins with USAID PRIORITAS to Advance the Community

Pak Tatang (black Safari suit) accompanied by Erna Irnawati, USAID PRIORITAS West Java Provincial Coordinator, mingling with the SBM training participants.

Tasikmalaya. “I am ready to work with USAID PRIORITAS in Tasikmalaya to advance the community. This program is important in order to offer the opportunity for quality education to the local community. We hope this program will run in parallel with our other programs designed to improve education quality, particularly

the quality of our human resources,” said Uu Ruzhanul Ulum, the District Head of Tasikmalaya, during an orientation session for the USAID PRIORITAS program in his district (4/12).

The District Head expressed his gratitude that USAID PRIORITAS will lessen the burden on the district government and strengthen district programs to improve basic education quality in Tasikmalaya.

Developing Human ResourcesIn the second year of the USAID PRIORITAS

program, Tasikmalaya, Cirebon, Bekasi and Kuningan districts stated their commitment to work in partnership with USAID PRIORITAS until 2017.

Acep Purnama, the Vice District Head of Kuningan, in his welcome speech during the launching of USAID PRIORITAS in Kuningan District, on Thursday (12/12) declared that, “Developing reliable and good quality personnel is not easy. It requires good preparation and good systems. One of our efforts in this respect is to develop good basic education. Quality basic education will have a positive impact on the advancement of the district.”

“The government cannot on its own develop an education system that is reliable and of good quality. Collaboration with USAID is much needed to promote the success of good quality education,” declared Acep. (Ds)

Practicing Reading with Big BooksPatonah, S.Pd, a teacher of

grade 1 at SDN 7 Serang invited her students to read together using a Big Book. This joint reading session is called 'shared reading' or shared story telling through reading together.

This session is one part of the program to increase student interest in reading and their ability to read, particularly among primary school early grade students.

In front of the class, Ibu Patonah held a 30 by 50 cm book containing pictures and text in a large font to be read by all the students. This book told of a boy called Dino whose hobby is playing soccer.

“This kind of joint reading can trigger the children's enthusiasm to learn. I want this to become a habit. You can't make a book of this large size within one or two days. The content has to be appropriate for use across various subjects,” she explained after holding a practice reading session using the big book.

This method of teaching can help move away from the teacher-centered pattern of teaching. Traditionally, students are accustomed to read after their teacher and answer the questions related to that book only. The students are not able to answer questions that required their opinions. “We need to make big books for other topics to train students' creativity.” she said. (Nic)

Ibu Patonah teaching reading to grade 1 students of SDN 7 Serang using a big book. The use of big books encourages students, who are not yet good at reading, to do more reading.

Teacher Quality Determines Education Quality

District Head of Serang, Ahmad Taufik Nuriman, accompanied by Mark Heyward, USAID PRIORITAS Education Governance and Management Advisor, conducting a public consultation in Serang District on the teacher management and deployment program.

ETTY Mutianingsih, S.Pd, a science teacher at SMP (Junior Secondary School) 2 Cilegon often trains her students to conduct research using interesting methods. For example, in order to understand about arthropods or animals with multiple joints, students of grade VII were asked to bring samples of the animals, such as shrimps, crabs, crickets, or ants, and also to bring reference sources concerning various invertebrate animals of arthropod species.

In the classroom, the students were asked to make direct observations and literature studies in small groups. Some students did the observation while others explored the references that they had brought about arthropods. Each group was asked to write the results of their research on the animals that they observed.

The students that did the observation were asked to draw pictures and diagrams of the animals being studied. The pictures were supplemented with explanations obtained from the literature studies. Each group was given a chance to present their observation in front of the class. “I got to know about male and female crickets in this way,” said Septi, one of the students (Nic)

The students look very serious observing the anatomy of arthropods.

Research in Class

UU Ruzhanul Ulum, District Head of Tasikmalaya.

AFTER participating in a training of trainers (TOT) organized by the USAID PRIORITAS program, Pak Nana, Head of SMPN 7 Banjarsari, Ciamis, immediately took action. Although his school is not a USAID PRIORITAS partner school, as District Facilitator he is interested and

motivated to implement the results of the TOT for the advancement of his own school. He invited the school committee to establish community groups which were then named the 'Class Consultation Forum' (CCF).

Each class established a CCF. A series of CCF meetings were conducted. There was healthy competition between the classes. Parents competed to promote the active role of the CCFs in supporting good teaching. The CCFs also paid attention to the development of a conducive learning environment. At the start there was a misunderstanding with the school committee, which thought that the CCFs were competing with it! Now they are in agreement and working in parallel.

Coordination for 'Towong' NightThe school holds a 'Towong' (preparation) night one day before the

student graduation event, specifically to check readiness for the event. Members of the CCFs attended this event also. Of their own initiative they stayed overnight at the school to prepare everything that was needed for the following day's graduation event. Now they feel ownership of this graduation event, just as much as the school does. Previously, just the teachers prepared for such events.

A coordination meeting between the CCFs and school committee before the preparation evening agreed on several plans for the core program. For example, (1) Improving the quality of grade IX graduates through enrichment and mentoring sessions with shared funds from the government's School Operational Funding (BOS) and funds from parents, managed directly by the CCFs. (2) Improving the furniture for grade VII students for two classrooms. The CCFs of grade VIII and IX agreed to build a fence around the school. (Ds)

'Towong' Night, Community Initiative to Help School

Pak Nana, Head of SMP 7 Banjarsari together with the school committee and CCFs during a coordination meeting for the preparation activity.

PRIORITAS - Banten

8 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

Serang. The District Head of Serang, Ahmad Taufik Nuriman confirmed the need for teacher quality improvement, particularly for teachers of primary schools and junior secondary schools in Serang District if we want to step up the quality of basic education. “Most teachers think that teaching is just a formal obligation. What is important to them is to just get through their lessons. With this kind of mindset, the results will not be good,” said District Head Taufik in the

Public Consultation Meeting in Serang District for the Teacher Management and Deployment Program recently.

The results of the joint analysis of Education Data (Data Pokok Pendidikan) by the District Education Office and USAID PRIORITAS show that the majority of the 659 primary schools in Serang District are short of teachers, while some have excess teachers. The number of primary schools that have

the required number of teachers compared to the number of classes is only 78%, or 511 primary schools. Meanwhile only 220 primary schools (33%) have achieved the target teacher-student ratio of 1 teacher for 32 students.

These data were presented by Serang District Acting Head of the Education and Culture Office, Asep Saepudin in front of the Public Consultation attended by representatives from District Education and Culture Office, Education Board, Republic of Indonesia Teachers Association (PGRI), Parliament (DPRD), Board of Development Planning (Bappeda), Junior Secondary Education School Head Working Forum (MKKS SMP), Primary School Education School Head Working Group (KKKS SD), Coordinator of Junior Secondary Education Supervisors, TTI representatives and the Provincial Education Office's Personnel Quality Assurance Department.

Asep Saepudin explained that 81% or Rp. 576 billion of the Education Office's total expenditure is spent on teacher salaries. There are 6,300 primary school teachers in Serang, assigned to 659 primary schools. He also offered an alternative policy to solve teacher shortages through increasing the number of teachers, who are not civil servants.

Responding to that presentation, District Head Taufik said, “We need to manage things better. However good some aspects of the education system are, if basic education is not good, it is difficult to make progress. It is very appropriate for us to have this program to help us to manage our basic education.” (Nic)

PRIORITAS - West Java

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 9

Ciamis. School Based Management (SBM) training can motivate school principals and members of school committees to become more innovative and work better together. They become better at fostering community participation, both in the form of support for improvements in the facilities as well as in the teaching-learning processes. They start to work together as a team to help the school progress, as stated by H. Tatang, the Ciamis Head of the District Education Office, when observing the SBM training facilitated by USAID PRIORITAS. Accompanied by Erna Irnawati, the USAID PRIORITAS provincial coordinator, the Head of the Education Office mingled with training participants, in the rooms both for the training of primary school and of junior secondary school principals and committee members.

He watched each group of participants actively participating in group work to formulate a strategy for fostering community participation. “I congratulate the participants and am proud to observe how school principals and committee members are so active and are working so hard during this training,” said Tatang. “There is hope for better school management,” he added. (Ds)

Ciamis Head of Education Office:

SBM Advances the School

District Head Joins with USAID PRIORITAS to Advance the Community

Pak Tatang (black Safari suit) accompanied by Erna Irnawati, USAID PRIORITAS West Java Provincial Coordinator, mingling with the SBM training participants.

Tasikmalaya. “I am ready to work with USAID PRIORITAS in Tasikmalaya to advance the community. This program is important in order to offer the opportunity for quality education to the local community. We hope this program will run in parallel with our other programs designed to improve education quality, particularly

the quality of our human resources,” said Uu Ruzhanul Ulum, the District Head of Tasikmalaya, during an orientation session for the USAID PRIORITAS program in his district (4/12).

The District Head expressed his gratitude that USAID PRIORITAS will lessen the burden on the district government and strengthen district programs to improve basic education quality in Tasikmalaya.

Developing Human ResourcesIn the second year of the USAID PRIORITAS

program, Tasikmalaya, Cirebon, Bekasi and Kuningan districts stated their commitment to work in partnership with USAID PRIORITAS until 2017.

Acep Purnama, the Vice District Head of Kuningan, in his welcome speech during the launching of USAID PRIORITAS in Kuningan District, on Thursday (12/12) declared that, “Developing reliable and good quality personnel is not easy. It requires good preparation and good systems. One of our efforts in this respect is to develop good basic education. Quality basic education will have a positive impact on the advancement of the district.”

“The government cannot on its own develop an education system that is reliable and of good quality. Collaboration with USAID is much needed to promote the success of good quality education,” declared Acep. (Ds)

Practicing Reading with Big BooksPatonah, S.Pd, a teacher of

grade 1 at SDN 7 Serang invited her students to read together using a Big Book. This joint reading session is called 'shared reading' or shared story telling through reading together.

This session is one part of the program to increase student interest in reading and their ability to read, particularly among primary school early grade students.

In front of the class, Ibu Patonah held a 30 by 50 cm book containing pictures and text in a large font to be read by all the students. This book told of a boy called Dino whose hobby is playing soccer.

“This kind of joint reading can trigger the children's enthusiasm to learn. I want this to become a habit. You can't make a book of this large size within one or two days. The content has to be appropriate for use across various subjects,” she explained after holding a practice reading session using the big book.

This method of teaching can help move away from the teacher-centered pattern of teaching. Traditionally, students are accustomed to read after their teacher and answer the questions related to that book only. The students are not able to answer questions that required their opinions. “We need to make big books for other topics to train students' creativity.” she said. (Nic)

Ibu Patonah teaching reading to grade 1 students of SDN 7 Serang using a big book. The use of big books encourages students, who are not yet good at reading, to do more reading.

Teacher Quality Determines Education Quality

District Head of Serang, Ahmad Taufik Nuriman, accompanied by Mark Heyward, USAID PRIORITAS Education Governance and Management Advisor, conducting a public consultation in Serang District on the teacher management and deployment program.

ETTY Mutianingsih, S.Pd, a science teacher at SMP (Junior Secondary School) 2 Cilegon often trains her students to conduct research using interesting methods. For example, in order to understand about arthropods or animals with multiple joints, students of grade VII were asked to bring samples of the animals, such as shrimps, crabs, crickets, or ants, and also to bring reference sources concerning various invertebrate animals of arthropod species.

In the classroom, the students were asked to make direct observations and literature studies in small groups. Some students did the observation while others explored the references that they had brought about arthropods. Each group was asked to write the results of their research on the animals that they observed.

The students that did the observation were asked to draw pictures and diagrams of the animals being studied. The pictures were supplemented with explanations obtained from the literature studies. Each group was given a chance to present their observation in front of the class. “I got to know about male and female crickets in this way,” said Septi, one of the students (Nic)

The students look very serious observing the anatomy of arthropods.

Research in Class

UU Ruzhanul Ulum, District Head of Tasikmalaya.

AFTER participating in a training of trainers (TOT) organized by the USAID PRIORITAS program, Pak Nana, Head of SMPN 7 Banjarsari, Ciamis, immediately took action. Although his school is not a USAID PRIORITAS partner school, as District Facilitator he is interested and

motivated to implement the results of the TOT for the advancement of his own school. He invited the school committee to establish community groups which were then named the 'Class Consultation Forum' (CCF).

Each class established a CCF. A series of CCF meetings were conducted. There was healthy competition between the classes. Parents competed to promote the active role of the CCFs in supporting good teaching. The CCFs also paid attention to the development of a conducive learning environment. At the start there was a misunderstanding with the school committee, which thought that the CCFs were competing with it! Now they are in agreement and working in parallel.

Coordination for 'Towong' NightThe school holds a 'Towong' (preparation) night one day before the

student graduation event, specifically to check readiness for the event. Members of the CCFs attended this event also. Of their own initiative they stayed overnight at the school to prepare everything that was needed for the following day's graduation event. Now they feel ownership of this graduation event, just as much as the school does. Previously, just the teachers prepared for such events.

A coordination meeting between the CCFs and school committee before the preparation evening agreed on several plans for the core program. For example, (1) Improving the quality of grade IX graduates through enrichment and mentoring sessions with shared funds from the government's School Operational Funding (BOS) and funds from parents, managed directly by the CCFs. (2) Improving the furniture for grade VII students for two classrooms. The CCFs of grade VIII and IX agreed to build a fence around the school. (Ds)

'Towong' Night, Community Initiative to Help School

Pak Nana, Head of SMP 7 Banjarsari together with the school committee and CCFs during a coordination meeting for the preparation activity.

PRIORITAS - Central Java PRIORITAS - East Java

10 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 11

Stakeholder Provinsi Sepakati FGD Rutin

Sidoarjo. A total of 65 participants, consisting of teachers, school supervisors and school principals from 11 districts in West Papua Province visited and worked alongside local teachers for 5 days at junior secondary schools in Sidoarjo. The schools used for the activity were USAID PRIORITAS East Java partner schools, namely SMPN 4 Sidoarjo, SMPN 3 Sidoarjo, SMPN 5 Sidoarjo, SMPN 2 Sedati and MTs Nurul Huda Kalanganyar (11-15/11).

The West Papua team was led by the West Papua Education Office Secretary, Sudjanti Kamat. According to Sudjanti, the objective of this activity was so that the participants could get to know about Contextual Teaching and Learning (CTL) and School Based Management (SBM) in the schools they visited.

“I have often heard about the success of schools in Sidoarjo in implementing good quality teaching and learning, particularly in secondary education. Therefore, I chose Sidoarjo in the hope that the educators from West Papua who took part in the activity would gain a lot of knowledge and could then

Visit to Sidoarjo: West Papua Impressed With Active Learning

apply it in their own schools.” He explained.

On the first day of the activity, the team was welcomed by the Sidoarjo District Education Office Secretary, Mustain and the Sidoarjo Education Office Head of Secondary Education, Tirto Adi. From the second to the fourth days, the team worked in schools according to their positions (teacher, principal, supervisor) supported by ten USAID PRIORITAS East Java district facilitators from Sidoarjo. School principals and school supervisors worked with school principals in Sidoarjo on SBM. Meanwhile, the teachers did teaching practice in the classrooms including developing lesson plans and practice teaching.

Julita Kinho, a science teacher from SMPN 1 Sausapor in Tambraw District, West Papua was very impressed with the

activities she saw at SMPN 4 Sidoarjo.“In teaching I have not previously

done much teaching preparation. However, when doing this activity in Sidoarjo, I was required to teach using active learning, prepare lesson plans, prepare the teaching materials and I proved that I could do it. I got special satisfaction from being able to teach at SMPN 4 Sidoarjo where the children took an active part in every lesson from the beginning to the end. Naturally I will not waste this experience and will implement it in my own school,” she explained

(Dkd)

Effective School

Development

Banjarnegara, Central Java. During School Based Management training (26-28/9) at the P2B2 Research & Development Building Banjarnegara, the Banjarnegara Head of the District Education Office, Drs. Muhdi said that synergy between school and community in school management is an essential part of good quality school management. One of the manifestations of such synergy is cooperation in the resolution of problems and the application of participatory, transparent and accountable management.

“Synergy between the school and community needs to be developed as part of good school based management. Its realization can take the form of cooperation in resolving problem and through participatory, transparent and accountable management,” he explained.

Drs. Muhdi further said that the school and its committee should develop an annual work plan that is relevant to

Synergy between School and Community

Pekalongan. Pekalongan district has been chosen as a USAID PRIORITAS cohort 2 partner district in Central Java.

In an orientation forum at Pekalongan District Auditorium (31/10), district stakeholders made a commitment to develop their schools effectively. This commitment was stated by the District Head of Pekalongan in front of the invitees, comprising representatives of the District Parliament, Education Board, Teachers Association, District Personnel Agency, Development and Planning Body, Education Office, MORA District Office, district facilitators, school principals, teachers, school committees and community leaders.

This was conveyed by the District Head of Pekalongan through the Pekalongan District Secretary, Drs. Sentyono M.Si. The District Head stated that effective schools are the objective of the district government in education development. Achieving this effectiveness has many aspects, including the need for schools to identify and maximize their potential in order to create schools that are accountable, transparent and foster community participation.

“USAID PRIORITAS came to Pekalongan bringing many good practices to help create effective schools. Effective schools result in many things, including better teaching and learning processes, better management systems and schools that are more accountable, transparent and supported by active community participation,” said the District Head of Pekalongan in his welcome speech.

Therefore, the District Head asked teachers, school principals, school supervisors, heads of sub-district education offices and supporters of education in Pekalongan to make best use of this opportunity to work with USAID PRIORITAS. (Arz)

Banjarnegara. “Children, have you found soils that are of a different color?” asked Ibu. Nurchajati. “We have, Mam,” the students answered simultaneously. “Why do the cassavas behind the school grow well and why they don't when they grow near the beach?” asked Ibu Nur. “The conditions of the soil are different,” answered one of the students.

That's how Ibu Nurchajati started the class. After the students showed interest in the topic that was going to be discussed, Ibu Nurchajati distributed reading material related to the subject and asked the students to read it quietly for 10 minutes.

After the reading session, Ibu Nur led a discussion and a question and answer session to develop the students' knowledge and understanding of soil, types of soil and their uses.

Ibu Nur asked the students to work in groups. The groups were then asked to go to an observation location that had been prepared in blocks marked with plastic string.

In the garden, the students were very enthusiastic in observing the soil in one block and comparing it with the soil in

other blocks and trying to identify plants that were suitable for growing in each kind of soil. After 30 minutes the students went back to the classroom to discuss their observations and to use the reference materials.

Representative of each group presented the results of their work for comments from other groups. After the presentation session, the results of students' work were posted on the classroom display board.

After results of the work had been displayed, Ibu Nur continued the lesson by giving reinforcement of the concepts learned, leading a discussion and then concluded the activity by giving additional reading tasks and asking for the students' reflections on the lesson. (Shs)

Finding Different Types of Soil

Dissemination of CTL in Bojonegoro; 1,233 Teachers Trained

THERE is a high level commitment in the Bojonegoro District Education Office to improving teacher quality. This is indicated by a funding allocation from the District Budget in 2013 to support the dissemination of CTL (Contextual Teaching and Learning) training for 1,233 teachers from state and private Junior Secondary Schools in Bojonegoro district. This was announced by Rasmadji, M.Pd, M.Si, the Head of Secondary Education Section of the Bojonegoro District Education Office.

“I feel that the program developed by USAID PRIORITAS is very helpful in assisting teachers to increase quality, particularly in teaching and learning in Bojonegoro. Therefore, we did not hesitate to allocate funds for dissemination. The focus in 2013 activity has been to enhance SMP teacher quality through training in CTL,” said Rasmadji.

A total of 1,233 teachers from 49 state and 52 private junior secondary schools participated in this activity. As a follow-up to this activity the Bojonegoro District Education Office has also allocated fund for mentoring. (Dkd)

Participants of SBM training in discussion to find solutions to problems in their schools.

Julita Kinho teaching science in grade VIIIH at SMPN 4 Sidoarjo.

Knowledge Sharing through Peer Supervision

LIMITED support is not a problem. Limited training from USAID PRIORITAS brought its rewards for Pak Subroto, the School Principal of SMPN 3 Geger in Madiun district. Although only five teachers from his school received USAID PRIORITAS training, that didn't stop him! His teacher have been doing peer supervision and mentoring. Knowledge obtained during the training has to be transferred to other teachers who have not been trained by the project.

“Each teacher that has been trained by USAID PRIORITAS has to transfer his/her knowledge to several other teachers through supervision and mentoring in class,” he explained.

Each teacher that has been trained is undertaking mentoring and supervision of five other teachers in turn in their classes. The knowledge transfer is also taking place through the school based teachers working

groups (MGMPS), which are conducted in the school each month. “The results so far have been very effective,” he said. In less than a month, all the teachers at SMPN 3 Geger Madiun have implemented CTL in their classes.

Although it is acknowledged that there are still shortcomings, the results have started to show. Classes have begun to be filled with student work displayed on the classroom walls. To increase

interest in reading and writing, Subroto also

holds a “Writing Day” each Saturday. “Each student is required to write whatever is in his/her mind on a piece of paper. At the end of the semester we collect the writing and make it into a book. There are books specifically for poems and short stories, as well as other kinds of writing. All of this is the students' own work,” he said.

Since implementation of this writing day two months ago, students' interest in writing has been high. This has now resulted in an increase in students' interest in reading. To support this, Pak Subroto plans to renovate the school library, which he thinks is no longer sufficient to satisfy the students' needs. (Dkd)

Pak Subroto explaining the changes in his school to USAID PRIORITAS Program Director, Stuart Weston.

the conditions of the community surrounding the school. The community will be interested and will send its children to the school, when their needs are met. A Koran reading program, use of Javanese language, participatory efforts to provide teaching aids led by a parents' forum, and the strengthening of the school entrepreneurship system were some examples given to the 47 participants comprising school principals, teachers, school committee members, school supervisors and staff of the District Education, Youth, and Sport Office.

The participants were very enthusiastic during the training. Pak Agus, a school committee member of SMPN 5 Banjarnegara stated that there are many problems in the school which had not so far been solved, but in this training they found out other schools are also experiencing similar problems and between them they were able to discuss various solutions. According to him, there

are many things that can be changed, especially poor management practices.

“This training helped change many practices we have been accustomed to up to now. We found many solutions to problems that we had not previously thought of. I am glad that finally a number of problems have been solved. We will immediately take follow up action after this training,” he said seriously. (Nj)

Sentyono, M.Si

Students in small groups identifying different types of soil found in the school garden.

PRIORITAS - Central Java PRIORITAS - East Java

10 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 11

Stakeholder Provinsi Sepakati FGD Rutin

Sidoarjo. A total of 65 participants, consisting of teachers, school supervisors and school principals from 11 districts in West Papua Province visited and worked alongside local teachers for 5 days at junior secondary schools in Sidoarjo. The schools used for the activity were USAID PRIORITAS East Java partner schools, namely SMPN 4 Sidoarjo, SMPN 3 Sidoarjo, SMPN 5 Sidoarjo, SMPN 2 Sedati and MTs Nurul Huda Kalanganyar (11-15/11).

The West Papua team was led by the West Papua Education Office Secretary, Sudjanti Kamat. According to Sudjanti, the objective of this activity was so that the participants could get to know about Contextual Teaching and Learning (CTL) and School Based Management (SBM) in the schools they visited.

“I have often heard about the success of schools in Sidoarjo in implementing good quality teaching and learning, particularly in secondary education. Therefore, I chose Sidoarjo in the hope that the educators from West Papua who took part in the activity would gain a lot of knowledge and could then

Visit to Sidoarjo: West Papua Impressed With Active Learning

apply it in their own schools.” He explained.

On the first day of the activity, the team was welcomed by the Sidoarjo District Education Office Secretary, Mustain and the Sidoarjo Education Office Head of Secondary Education, Tirto Adi. From the second to the fourth days, the team worked in schools according to their positions (teacher, principal, supervisor) supported by ten USAID PRIORITAS East Java district facilitators from Sidoarjo. School principals and school supervisors worked with school principals in Sidoarjo on SBM. Meanwhile, the teachers did teaching practice in the classrooms including developing lesson plans and practice teaching.

Julita Kinho, a science teacher from SMPN 1 Sausapor in Tambraw District, West Papua was very impressed with the

activities she saw at SMPN 4 Sidoarjo.“In teaching I have not previously

done much teaching preparation. However, when doing this activity in Sidoarjo, I was required to teach using active learning, prepare lesson plans, prepare the teaching materials and I proved that I could do it. I got special satisfaction from being able to teach at SMPN 4 Sidoarjo where the children took an active part in every lesson from the beginning to the end. Naturally I will not waste this experience and will implement it in my own school,” she explained

(Dkd)

Effective School

Development

Banjarnegara, Central Java. During School Based Management training (26-28/9) at the P2B2 Research & Development Building Banjarnegara, the Banjarnegara Head of the District Education Office, Drs. Muhdi said that synergy between school and community in school management is an essential part of good quality school management. One of the manifestations of such synergy is cooperation in the resolution of problems and the application of participatory, transparent and accountable management.

“Synergy between the school and community needs to be developed as part of good school based management. Its realization can take the form of cooperation in resolving problem and through participatory, transparent and accountable management,” he explained.

Drs. Muhdi further said that the school and its committee should develop an annual work plan that is relevant to

Synergy between School and Community

Pekalongan. Pekalongan district has been chosen as a USAID PRIORITAS cohort 2 partner district in Central Java.

In an orientation forum at Pekalongan District Auditorium (31/10), district stakeholders made a commitment to develop their schools effectively. This commitment was stated by the District Head of Pekalongan in front of the invitees, comprising representatives of the District Parliament, Education Board, Teachers Association, District Personnel Agency, Development and Planning Body, Education Office, MORA District Office, district facilitators, school principals, teachers, school committees and community leaders.

This was conveyed by the District Head of Pekalongan through the Pekalongan District Secretary, Drs. Sentyono M.Si. The District Head stated that effective schools are the objective of the district government in education development. Achieving this effectiveness has many aspects, including the need for schools to identify and maximize their potential in order to create schools that are accountable, transparent and foster community participation.

“USAID PRIORITAS came to Pekalongan bringing many good practices to help create effective schools. Effective schools result in many things, including better teaching and learning processes, better management systems and schools that are more accountable, transparent and supported by active community participation,” said the District Head of Pekalongan in his welcome speech.

Therefore, the District Head asked teachers, school principals, school supervisors, heads of sub-district education offices and supporters of education in Pekalongan to make best use of this opportunity to work with USAID PRIORITAS. (Arz)

Banjarnegara. “Children, have you found soils that are of a different color?” asked Ibu. Nurchajati. “We have, Mam,” the students answered simultaneously. “Why do the cassavas behind the school grow well and why they don't when they grow near the beach?” asked Ibu Nur. “The conditions of the soil are different,” answered one of the students.

That's how Ibu Nurchajati started the class. After the students showed interest in the topic that was going to be discussed, Ibu Nurchajati distributed reading material related to the subject and asked the students to read it quietly for 10 minutes.

After the reading session, Ibu Nur led a discussion and a question and answer session to develop the students' knowledge and understanding of soil, types of soil and their uses.

Ibu Nur asked the students to work in groups. The groups were then asked to go to an observation location that had been prepared in blocks marked with plastic string.

In the garden, the students were very enthusiastic in observing the soil in one block and comparing it with the soil in

other blocks and trying to identify plants that were suitable for growing in each kind of soil. After 30 minutes the students went back to the classroom to discuss their observations and to use the reference materials.

Representative of each group presented the results of their work for comments from other groups. After the presentation session, the results of students' work were posted on the classroom display board.

After results of the work had been displayed, Ibu Nur continued the lesson by giving reinforcement of the concepts learned, leading a discussion and then concluded the activity by giving additional reading tasks and asking for the students' reflections on the lesson. (Shs)

Finding Different Types of Soil

Dissemination of CTL in Bojonegoro; 1,233 Teachers Trained

THERE is a high level commitment in the Bojonegoro District Education Office to improving teacher quality. This is indicated by a funding allocation from the District Budget in 2013 to support the dissemination of CTL (Contextual Teaching and Learning) training for 1,233 teachers from state and private Junior Secondary Schools in Bojonegoro district. This was announced by Rasmadji, M.Pd, M.Si, the Head of Secondary Education Section of the Bojonegoro District Education Office.

“I feel that the program developed by USAID PRIORITAS is very helpful in assisting teachers to increase quality, particularly in teaching and learning in Bojonegoro. Therefore, we did not hesitate to allocate funds for dissemination. The focus in 2013 activity has been to enhance SMP teacher quality through training in CTL,” said Rasmadji.

A total of 1,233 teachers from 49 state and 52 private junior secondary schools participated in this activity. As a follow-up to this activity the Bojonegoro District Education Office has also allocated fund for mentoring. (Dkd)

Participants of SBM training in discussion to find solutions to problems in their schools.

Julita Kinho teaching science in grade VIIIH at SMPN 4 Sidoarjo.

Knowledge Sharing through Peer Supervision

LIMITED support is not a problem. Limited training from USAID PRIORITAS brought its rewards for Pak Subroto, the School Principal of SMPN 3 Geger in Madiun district. Although only five teachers from his school received USAID PRIORITAS training, that didn't stop him! His teacher have been doing peer supervision and mentoring. Knowledge obtained during the training has to be transferred to other teachers who have not been trained by the project.

“Each teacher that has been trained by USAID PRIORITAS has to transfer his/her knowledge to several other teachers through supervision and mentoring in class,” he explained.

Each teacher that has been trained is undertaking mentoring and supervision of five other teachers in turn in their classes. The knowledge transfer is also taking place through the school based teachers working

groups (MGMPS), which are conducted in the school each month. “The results so far have been very effective,” he said. In less than a month, all the teachers at SMPN 3 Geger Madiun have implemented CTL in their classes.

Although it is acknowledged that there are still shortcomings, the results have started to show. Classes have begun to be filled with student work displayed on the classroom walls. To increase

interest in reading and writing, Subroto also

holds a “Writing Day” each Saturday. “Each student is required to write whatever is in his/her mind on a piece of paper. At the end of the semester we collect the writing and make it into a book. There are books specifically for poems and short stories, as well as other kinds of writing. All of this is the students' own work,” he said.

Since implementation of this writing day two months ago, students' interest in writing has been high. This has now resulted in an increase in students' interest in reading. To support this, Pak Subroto plans to renovate the school library, which he thinks is no longer sufficient to satisfy the students' needs. (Dkd)

Pak Subroto explaining the changes in his school to USAID PRIORITAS Program Director, Stuart Weston.

the conditions of the community surrounding the school. The community will be interested and will send its children to the school, when their needs are met. A Koran reading program, use of Javanese language, participatory efforts to provide teaching aids led by a parents' forum, and the strengthening of the school entrepreneurship system were some examples given to the 47 participants comprising school principals, teachers, school committee members, school supervisors and staff of the District Education, Youth, and Sport Office.

The participants were very enthusiastic during the training. Pak Agus, a school committee member of SMPN 5 Banjarnegara stated that there are many problems in the school which had not so far been solved, but in this training they found out other schools are also experiencing similar problems and between them they were able to discuss various solutions. According to him, there

are many things that can be changed, especially poor management practices.

“This training helped change many practices we have been accustomed to up to now. We found many solutions to problems that we had not previously thought of. I am glad that finally a number of problems have been solved. We will immediately take follow up action after this training,” he said seriously. (Nj)

Sentyono, M.Si

Students in small groups identifying different types of soil found in the school garden.

PRIORITAS - South Sulawesi PRIORITAS - South Sulawesi

Potatoes that could no longer be sold were used by Yeni Satriani, S.Pd, a teacher at SDN Pondok Gajah, District Bener Meriah as a teaching aid. “Children in this area are used to seeing and playing with the left over small potatoes. I thought this agricultural product could be used as teaching-learning media in Mathematics,” Yeni related.

By way of an example, she created a cube by using 12 satay sticks or a straight wooden sticks and 8 potatoes. “We can use them to introduce the frame of a cube with its corners and square sides to the students,” she said.

This is how to construct it. Make a four sided base by sticking four satay sticks into four potatoes. (illustration 1).

Continuing on, stick four more satay sticks into the four potatoes so that the position of the satay sticks is vertical (illustration 2). Then stick four potatoes onto the upper end of the satay sticks (illustration 3) and connect these potatoes together with satay sticks (illustration 4) so that a square shape is created.

Using this example, the students can be asked to measure the corners, length and width of the cube. Potatoes and satay sticks can also be used to create other three dimensional shapes.

The results of the use of these media are significant. Students are able to grasp the concepts of corners and volume quickly and calculate them easily. “Using the cube they have built they can count the number of sides and number of corners. They enjoy working and learning like this,” she repeated.

Yeni Satriani, S.Pd, a teacher at SDN Pondok Gajah, Bener Meriah, Aceh.

12 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 13

Learning Angles and Volume with “Potato Satay”

UNEVEN teacher distribution is one of the problems that inhibit improvement in the quality of education in South Sulawesi. Too many teachers are concentrated in urban schools when they are actually needed to teach in remote areas.

Meanwhile, too many teachers are also concentrated in schools with small numbers of students. These facts were

revealed during Workshop 2: An Analysis of Bantaeng, Maros and Wajo District Policies on Teacher Management and Deployment held by USAID PRIORITAS. The workshop was attended by representatives of the South Sulawesi Provincial Education Office, Bantaeng, Maros and Wajo District Education Offices and the MORA District Offices (6-9/11).

“Policies to resolve problems in teacher management and deployment developed in this workshop need to be explained to other relevant agencies,” said USAID PRIORITAS Program Director, Stuart Weston at the opening

of the event.He said that data shows that

Indonesia has an overall excess number of teachers. If teachers can be better deployed, the use of the education budget will become more efficient.

Discussions during the workshop concluded that the problem of teacher shortages in some schools did not need

to be addressed solely through a policy of recruiting new civil servant teachers. The group from Maros district, for example, showed that remote areas are experiencing a large shortage of teachers. The solution they offered is to adopt policies to merge schools with small numbers of students that are located close to one another.

Meanwhile, the Wajo district group recommended a multigrade teaching program to address similar problems. The Wajo group also recommended a policy of teacher redeployment to address teacher distribution problems. Several policy recommendations were formulated in the workshop. It is hoped that these policies will be followed by each of the district governments.

The participants gave a positive assessment of the workshop. They were able to identify problems in teacher management and deployment and ways to address these problems with suitable policy strategies. (Ajb)

Shortage of Teachers Does Not Have To Be Solved by Recruitment of New Teachers

Pak Aos Santosa facilitating the development of teacher deployment policy strategies with the Wajo district representatives.

MA'RANG, is a sub district in Pangkep District that has undertaken dissemination of active learning (PAKEM) to primary school principals, supervisors and teachers. Dissemination of the junior secondary school CTL training in this district has already been conducted for eleven batches of schools, however, only Ma'rang has disseminated PAKEM to primary schools.

The Ma'rang Education Sub District Office Head, Drs. H. Fachruddin M.Si, who is also a USAID PRIORITAS District Facilitator, has supported the initiative very strongly. He wants Ma'rang sub district to become an inspiration for PAKEM dissemination to all the other sub districts in Pangkep. “Let us be an inspiration for others sub districts to hold PAKEM training. Our sub district can be a pioneer because PAKEM training is needed by students to increase the quality of their learning,” he said enthusiastically in front of the teachers who participated in PAKEM training at SDN 14 Bonto-Bonto.

So far, in Ma'rang, seven USAID DBE partner schools are implementing PAKEM. It is hoped that after this dissemination PAKEM will be implemented in all primary schools. The potential for success of this dissemination in Ma'rang is supported by the existence of Cluster Learning Resource Center in SDN 14 Bonto-Bonto Ma'rang. This center was chosen to be the location for the first round of PAKEM dissemination training. This building that was supported by USAID under the DBE2 project has consistently been used as a center for teacher training and other activities in Ma'rang. (Ajb)

Dissemination of Active Learning as an Inspiration for Other Sub Districts

A classroom that is implementing PAKEM in SDN 14 Bonto-Bonto, Ma'rang Pangkep.

AFTER the District Heads of the four cohort 2 districts in South Sulawesi sent formal letters in July 2013 stating their willingness to become partners, the USAID PRIORITAS team undertook selection of partner primary and junior secondary schools in the districts.

The District Education Offices and MORA District Offices were asked to submit proposed school clusters, 2 urban clusters and 2 non-urban clusters. The leaders of the proposed clusters were invited to come to Education Offices to state their commitment, readiness and potential, including cluster school data and details of supporting facilities.

The team also assessed the proposed schools' readiness to disseminate good practices to other schools. The results of the presentations were assessed by the team, the Education Offices and MORA Offices. The school clusters scoring the highest were identified.

The schools that passed the selection process were then chosen to be partners of USAID PRIORITAS. The principals of the selected schools signed letters of cooperation and commitment witnessed by District Education Office and MORA Office staff. (Ajb)

Selection of Cohort 2 District Partner

Schools

The teacher helping the students to create the corners of the cube.

An illustration of the stages in creating a cube using potatoes and satay sticks.

Medan. In order to provide quality education services for its students, the SMPN 1 Sunggal school committee has established class committees to strengthen the performance of the school committee. Class committee members are selected and appointed by the parents of

students in each class. The objectives for establishing class committees are, (1) creating a close relationship and a sense of solidarity between class teachers and parents of students so that parents won't hesitate to consult teachers about matters related to improvement of students' performance, (2) creating a more comfortable and pleasant environment in the classrooms and surrounding areas.

Class committees have the

following tasks: 1) assessing students' learning needs; 2) presenting the results of the assessment of students' needs to parents, class teachers, the school principal and school committee for discussion. After the assessments have taken place and programs have been agreed for the committees to work on, the committees 3) implement the programs that have been mutually agreed; 4) collect funds; 5) record activities and financial transactions correctly and in a transparent manner; and 6) give written accountability reports to the parents of the students.

The existence of the school committee and class committees has had a positive impact on teaching and learning. Students have become more creative and achieve more. The Head of the District Education, Youth and Sports Office, Dra. Hj. Sa'adah Lubis, MAP was very impressed with the role of the school committee at SMPN 1 Sunggal. It was indeed on her recommendation that the school established class committees for all the classes.

(Eh)

SMPN 1 Sunggal Establishes Class Committees

Class Committees at SMPN 1 Sunggal provide support for active learning in classes.

Illustration 1 Illustration 2

Illustration 4Illustration 3

PRIORITAS - South Sulawesi PRIORITAS - South Sulawesi

Potatoes that could no longer be sold were used by Yeni Satriani, S.Pd, a teacher at SDN Pondok Gajah, District Bener Meriah as a teaching aid. “Children in this area are used to seeing and playing with the left over small potatoes. I thought this agricultural product could be used as teaching-learning media in Mathematics,” Yeni related.

By way of an example, she created a cube by using 12 satay sticks or a straight wooden sticks and 8 potatoes. “We can use them to introduce the frame of a cube with its corners and square sides to the students,” she said.

This is how to construct it. Make a four sided base by sticking four satay sticks into four potatoes. (illustration 1).

Continuing on, stick four more satay sticks into the four potatoes so that the position of the satay sticks is vertical (illustration 2). Then stick four potatoes onto the upper end of the satay sticks (illustration 3) and connect these potatoes together with satay sticks (illustration 4) so that a square shape is created.

Using this example, the students can be asked to measure the corners, length and width of the cube. Potatoes and satay sticks can also be used to create other three dimensional shapes.

The results of the use of these media are significant. Students are able to grasp the concepts of corners and volume quickly and calculate them easily. “Using the cube they have built they can count the number of sides and number of corners. They enjoy working and learning like this,” she repeated.

Yeni Satriani, S.Pd, a teacher at SDN Pondok Gajah, Bener Meriah, Aceh.

12 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 13

Learning Angles and Volume with “Potato Satay”

UNEVEN teacher distribution is one of the problems that inhibit improvement in the quality of education in South Sulawesi. Too many teachers are concentrated in urban schools when they are actually needed to teach in remote areas.

Meanwhile, too many teachers are also concentrated in schools with small numbers of students. These facts were

revealed during Workshop 2: An Analysis of Bantaeng, Maros and Wajo District Policies on Teacher Management and Deployment held by USAID PRIORITAS. The workshop was attended by representatives of the South Sulawesi Provincial Education Office, Bantaeng, Maros and Wajo District Education Offices and the MORA District Offices (6-9/11).

“Policies to resolve problems in teacher management and deployment developed in this workshop need to be explained to other relevant agencies,” said USAID PRIORITAS Program Director, Stuart Weston at the opening

of the event.He said that data shows that

Indonesia has an overall excess number of teachers. If teachers can be better deployed, the use of the education budget will become more efficient.

Discussions during the workshop concluded that the problem of teacher shortages in some schools did not need

to be addressed solely through a policy of recruiting new civil servant teachers. The group from Maros district, for example, showed that remote areas are experiencing a large shortage of teachers. The solution they offered is to adopt policies to merge schools with small numbers of students that are located close to one another.

Meanwhile, the Wajo district group recommended a multigrade teaching program to address similar problems. The Wajo group also recommended a policy of teacher redeployment to address teacher distribution problems. Several policy recommendations were formulated in the workshop. It is hoped that these policies will be followed by each of the district governments.

The participants gave a positive assessment of the workshop. They were able to identify problems in teacher management and deployment and ways to address these problems with suitable policy strategies. (Ajb)

Shortage of Teachers Does Not Have To Be Solved by Recruitment of New Teachers

Pak Aos Santosa facilitating the development of teacher deployment policy strategies with the Wajo district representatives.

MA'RANG, is a sub district in Pangkep District that has undertaken dissemination of active learning (PAKEM) to primary school principals, supervisors and teachers. Dissemination of the junior secondary school CTL training in this district has already been conducted for eleven batches of schools, however, only Ma'rang has disseminated PAKEM to primary schools.

The Ma'rang Education Sub District Office Head, Drs. H. Fachruddin M.Si, who is also a USAID PRIORITAS District Facilitator, has supported the initiative very strongly. He wants Ma'rang sub district to become an inspiration for PAKEM dissemination to all the other sub districts in Pangkep. “Let us be an inspiration for others sub districts to hold PAKEM training. Our sub district can be a pioneer because PAKEM training is needed by students to increase the quality of their learning,” he said enthusiastically in front of the teachers who participated in PAKEM training at SDN 14 Bonto-Bonto.

So far, in Ma'rang, seven USAID DBE partner schools are implementing PAKEM. It is hoped that after this dissemination PAKEM will be implemented in all primary schools. The potential for success of this dissemination in Ma'rang is supported by the existence of Cluster Learning Resource Center in SDN 14 Bonto-Bonto Ma'rang. This center was chosen to be the location for the first round of PAKEM dissemination training. This building that was supported by USAID under the DBE2 project has consistently been used as a center for teacher training and other activities in Ma'rang. (Ajb)

Dissemination of Active Learning as an Inspiration for Other Sub Districts

A classroom that is implementing PAKEM in SDN 14 Bonto-Bonto, Ma'rang Pangkep.

AFTER the District Heads of the four cohort 2 districts in South Sulawesi sent formal letters in July 2013 stating their willingness to become partners, the USAID PRIORITAS team undertook selection of partner primary and junior secondary schools in the districts.

The District Education Offices and MORA District Offices were asked to submit proposed school clusters, 2 urban clusters and 2 non-urban clusters. The leaders of the proposed clusters were invited to come to Education Offices to state their commitment, readiness and potential, including cluster school data and details of supporting facilities.

The team also assessed the proposed schools' readiness to disseminate good practices to other schools. The results of the presentations were assessed by the team, the Education Offices and MORA Offices. The school clusters scoring the highest were identified.

The schools that passed the selection process were then chosen to be partners of USAID PRIORITAS. The principals of the selected schools signed letters of cooperation and commitment witnessed by District Education Office and MORA Office staff. (Ajb)

Selection of Cohort 2 District Partner

Schools

The teacher helping the students to create the corners of the cube.

An illustration of the stages in creating a cube using potatoes and satay sticks.

Medan. In order to provide quality education services for its students, the SMPN 1 Sunggal school committee has established class committees to strengthen the performance of the school committee. Class committee members are selected and appointed by the parents of

students in each class. The objectives for establishing class committees are, (1) creating a close relationship and a sense of solidarity between class teachers and parents of students so that parents won't hesitate to consult teachers about matters related to improvement of students' performance, (2) creating a more comfortable and pleasant environment in the classrooms and surrounding areas.

Class committees have the

following tasks: 1) assessing students' learning needs; 2) presenting the results of the assessment of students' needs to parents, class teachers, the school principal and school committee for discussion. After the assessments have taken place and programs have been agreed for the committees to work on, the committees 3) implement the programs that have been mutually agreed; 4) collect funds; 5) record activities and financial transactions correctly and in a transparent manner; and 6) give written accountability reports to the parents of the students.

The existence of the school committee and class committees has had a positive impact on teaching and learning. Students have become more creative and achieve more. The Head of the District Education, Youth and Sports Office, Dra. Hj. Sa'adah Lubis, MAP was very impressed with the role of the school committee at SMPN 1 Sunggal. It was indeed on her recommendation that the school established class committees for all the classes.

(Eh)

SMPN 1 Sunggal Establishes Class Committees

Class Committees at SMPN 1 Sunggal provide support for active learning in classes.

Illustration 1 Illustration 2

Illustration 4Illustration 3

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 15

PRIORITAS - Good Practice

WHEN studying Mathematics, students are often confused when they have to solve problems related to finding the Highest Common Factor (HCF) and Lowest Common Multiples (LCM) particularly when the problem requires a lot of working out. This prompted Abdul Kamid, S.Pd, a grade VI Class Teacher at SDN Sedati Gede 2, Sidoarjo to use colored paper as an aid to solving HCF and LCM problems.

“Color pieces of paper are used to represent the variables usually found in the Mathematic problems. The basis of the HCF and LCM calculation is to find the prime numbers using the colored paper to represent these variables. Using colored paper, the students can make a factor tree by dividing color A papers together with color B papers evenly,” explained the teacher with a smile.

Abdul Kamid writes a problem on the board where there are 12 apple and 18 oranges. When those 12 apples and 18 oranges are equally distributed into plastic bags, what is the highest number of plastic bags that can used with the same number of apples and same number of oranges in each plastic bag?

Each group of students cuts 12 red pieces of paper to represent the apples and 18 yellow pieces of paper to represent the oranges. Sitting on the floor, the students distribute the red and yellow pieces of paper equally into plastic bags. The result is 6 plastic bags, each of which contains 2 apples and 3 oranges (6 is therefore the HCF).

This of course makes it easier for students to solve story problems given by teachers. Each group enthusiastically solved six problems given by the teacher within a short time and with all the correct answers.

The students get the impression that learning Mathematics is fun. The students were enthusiastic about doing Mathematics, a subject that is usually quite frightening. “Studying Mathematics today is like doing handicraft,” commented one of the students while he was busy cutting the colored paper.

(Dkd)

Enhancing the Quality of Teaching and Learning through Peer Observation

Students working in groups to solve HCF problems. They look serious and are enjoying learning Mathematics.

Studying Mathematics as Easy as Doing Handicraft

Grade VI Mathematics Lesson

Basic Competency:Applying arithmetical operations including Highest Common Factors (HCF) and Lowest Common Multiples (LCM)

Lesson Topic:Using arithmetical operations with whole numbers to solve problems

Learning Objective: Students can use commutative, distributive

and mixed arithmetical operations Students can find the HCF and LCM of two

or more numbers Students can solve daily problems related

to HCF and LCM

Teaching aids and materials:Colored paper, plastic bags, scissors, markers

Assessment: Assessment of Learning Process: Focus on

students' problem solving techniques Assessment of Results: Written test

focusing on solving problem to find HCF

Worksheet

Environmental Pollution

Parts of our environment are well managed and maintained. There are other parts that are neglected or even damaged. One of the reasons for the degradation of environmental quality is pollution. Pollution, based on where it occurs, can be divided into three types, namely (1) soil pollution, (2) water pollution, and (3) air pollution.Later you will observe the conditions of the environment outside the school. There you can see whether the environment is polluted or not.

1. Choose a part of the environment outside your school for observation.2. Observe thoroughly and carefully the condition of the environment,

especially the conditions of its soil, water and even the air.3. After that, answer the questions below.

a. Based on your observation on the environment, would you classify the soil, water and air are as being healthy or polluted? Why?

b. If, based on your observations, there is a polluted environment, state the sources of the pollutants.

c. Make one creative piece of work (letter, poster, power point or bulletin) that is directed at the school community to request their attention in solving and stopping the pollution that is occurring

Abdul Kamid, S.Pd, a Teacher of Grade VI at SDN Sedati Gede 2 Sidoarjo.

I observed a subject teacher for the Living Environment teaching in Grade VII/G. There were two objectives of the lesson: (1) differentiate between a healthy environment (soil, air, and air) and a polluted environment through observation of whether there are pollutants present, and (2) state the sources of pollution.

After setting out the objectives to be achieved in the lesson, the activities the students would undertake, showing them the worksheet and how to complete it and the format of the reports they would make, and when they would present these reports, the teacher divided the students into groups and invited them to walk to the fields, gardens, ponds and ditches.

I observed the teacher: (1) asking questions that encouraged the students to take action, (2) asking high level

questions, (3) asking questions to the whole class when appropriate, (4) asking questions to students individually, (5) encouraging the students to develop social and academic skills, (6) helping the students to propose solutions, (7) arranging the classroom furniture to support cooperative learning, (8) using students' work as a learning resource, (9) using a variety of learning resources, and (10) encouraging students to produce their written work.

Students seemed to work well together in completing their groups' tasks. They cooperated well to make decisions, choose appropriate places to work and observe the environment. The teacher walked around observing each group and provided guidance at the request of the students and answered their questions. The observation was completed within the allocated time and the students returned to the classroom

to present their results.

Peer AdviceAfter having observed the lesson, I

thought of several ideas to develop it further. For example, in the worksheet (see below), a question or task could be included which encourages the students' creative ideas. After the students have collected the data, they could be tasked to do some written work using their own words.

When the students return to the classroom, they need to be given about 10 minutes to prepare their presentations. At presentation time, the students should sit facing the front of the classroom so that they can pay attention to the presentations.

Baren Barnabas, S.Pd – a Teacher of SMPN 2 Cikajang – West Java

The teacher provides support to the students working in small groups.

Finding Highest Common Factors and Lowest Common Multiples using Colored Paper

Left-Right: Students going to the observation location; The teacher reminds the groups of what they have to do; The environment that is observed by each group of students includes ditches, water tanks, ponds and gardens; After listening to the teacher's explanation and instructions, each group spreads out to make their observations.

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 15

PRIORITAS - Good Practice

WHEN studying Mathematics, students are often confused when they have to solve problems related to finding the Highest Common Factor (HCF) and Lowest Common Multiples (LCM) particularly when the problem requires a lot of working out. This prompted Abdul Kamid, S.Pd, a grade VI Class Teacher at SDN Sedati Gede 2, Sidoarjo to use colored paper as an aid to solving HCF and LCM problems.

“Color pieces of paper are used to represent the variables usually found in the Mathematic problems. The basis of the HCF and LCM calculation is to find the prime numbers using the colored paper to represent these variables. Using colored paper, the students can make a factor tree by dividing color A papers together with color B papers evenly,” explained the teacher with a smile.

Abdul Kamid writes a problem on the board where there are 12 apple and 18 oranges. When those 12 apples and 18 oranges are equally distributed into plastic bags, what is the highest number of plastic bags that can used with the same number of apples and same number of oranges in each plastic bag?

Each group of students cuts 12 red pieces of paper to represent the apples and 18 yellow pieces of paper to represent the oranges. Sitting on the floor, the students distribute the red and yellow pieces of paper equally into plastic bags. The result is 6 plastic bags, each of which contains 2 apples and 3 oranges (6 is therefore the HCF).

This of course makes it easier for students to solve story problems given by teachers. Each group enthusiastically solved six problems given by the teacher within a short time and with all the correct answers.

The students get the impression that learning Mathematics is fun. The students were enthusiastic about doing Mathematics, a subject that is usually quite frightening. “Studying Mathematics today is like doing handicraft,” commented one of the students while he was busy cutting the colored paper.

(Dkd)

Enhancing the Quality of Teaching and Learning through Peer Observation

Students working in groups to solve HCF problems. They look serious and are enjoying learning Mathematics.

Studying Mathematics as Easy as Doing Handicraft

Grade VI Mathematics Lesson

Basic Competency:Applying arithmetical operations including Highest Common Factors (HCF) and Lowest Common Multiples (LCM)

Lesson Topic:Using arithmetical operations with whole numbers to solve problems

Learning Objective: Students can use commutative, distributive

and mixed arithmetical operations Students can find the HCF and LCM of two

or more numbers Students can solve daily problems related

to HCF and LCM

Teaching aids and materials:Colored paper, plastic bags, scissors, markers

Assessment: Assessment of Learning Process: Focus on

students' problem solving techniques Assessment of Results: Written test

focusing on solving problem to find HCF

Worksheet

Environmental Pollution

Parts of our environment are well managed and maintained. There are other parts that are neglected or even damaged. One of the reasons for the degradation of environmental quality is pollution. Pollution, based on where it occurs, can be divided into three types, namely (1) soil pollution, (2) water pollution, and (3) air pollution.Later you will observe the conditions of the environment outside the school. There you can see whether the environment is polluted or not.

1. Choose a part of the environment outside your school for observation.2. Observe thoroughly and carefully the condition of the environment,

especially the conditions of its soil, water and even the air.3. After that, answer the questions below.

a. Based on your observation on the environment, would you classify the soil, water and air are as being healthy or polluted? Why?

b. If, based on your observations, there is a polluted environment, state the sources of the pollutants.

c. Make one creative piece of work (letter, poster, power point or bulletin) that is directed at the school community to request their attention in solving and stopping the pollution that is occurring

Abdul Kamid, S.Pd, a Teacher of Grade VI at SDN Sedati Gede 2 Sidoarjo.

I observed a subject teacher for the Living Environment teaching in Grade VII/G. There were two objectives of the lesson: (1) differentiate between a healthy environment (soil, air, and air) and a polluted environment through observation of whether there are pollutants present, and (2) state the sources of pollution.

After setting out the objectives to be achieved in the lesson, the activities the students would undertake, showing them the worksheet and how to complete it and the format of the reports they would make, and when they would present these reports, the teacher divided the students into groups and invited them to walk to the fields, gardens, ponds and ditches.

I observed the teacher: (1) asking questions that encouraged the students to take action, (2) asking high level

questions, (3) asking questions to the whole class when appropriate, (4) asking questions to students individually, (5) encouraging the students to develop social and academic skills, (6) helping the students to propose solutions, (7) arranging the classroom furniture to support cooperative learning, (8) using students' work as a learning resource, (9) using a variety of learning resources, and (10) encouraging students to produce their written work.

Students seemed to work well together in completing their groups' tasks. They cooperated well to make decisions, choose appropriate places to work and observe the environment. The teacher walked around observing each group and provided guidance at the request of the students and answered their questions. The observation was completed within the allocated time and the students returned to the classroom

to present their results.

Peer AdviceAfter having observed the lesson, I

thought of several ideas to develop it further. For example, in the worksheet (see below), a question or task could be included which encourages the students' creative ideas. After the students have collected the data, they could be tasked to do some written work using their own words.

When the students return to the classroom, they need to be given about 10 minutes to prepare their presentations. At presentation time, the students should sit facing the front of the classroom so that they can pay attention to the presentations.

Baren Barnabas, S.Pd – a Teacher of SMPN 2 Cikajang – West Java

The teacher provides support to the students working in small groups.

Finding Highest Common Factors and Lowest Common Multiples using Colored Paper

Left-Right: Students going to the observation location; The teacher reminds the groups of what they have to do; The environment that is observed by each group of students includes ditches, water tanks, ponds and gardens; After listening to the teacher's explanation and instructions, each group spreads out to make their observations.

Sengkang. SMPN 3 Sengkang is one of the USAID PRIORITAS partner schools in Wajo District, South Sulawesi. In the 1990s this was a favorite school. The number of students reached more than 700. However, within the last four years it has been experiencing a decline, only 80-100 new students registered each year. Now the total number of students is only about 300. “We cannot compete with other junior secondary schools in the district,” said Drs. Aco Karumpa, the new principal of the school who was appointed in July 2013.

According to the principal, many primary school graduates are not interested in transferring to the school that he leads because the school does not market itself well enough and the quality of teaching and learning has dropped.

As the new school principal, he wants to address the challenge of recruiting many students again so that there are not too many empty classrooms by enhancing the quality of the education offered by the school. With the slogan “SMPN 3 Sengkang One Step Forward” he has begun to change the school programs.

His involvement in USAID PRIORITAS training is his initial step in his strategy to change the school. Together with his teachers, he has begun to improve the quality of teaching and learning by changing the way teachers teach. They want to move away from a model where the teachers just talk about contextual teaching and learning to one where the students are the ones who are active and creative.

The classrooms have been made more attractive as a lot of the students' work is displayed. He also practices SBM (School Based Management) that emphasizes transparency and accountability.

Inspired by the SBM training he participated in, and to increase the number of students in the school, he designed a Poetry Writing Competition for all Sengkang's primary school students. With this competition, he expected the primary school students that participated in the competition would visit the school, get to know more about the school and become interested in the style of teaching that uses contextual approaches.

An orientation activity was conducted for all the primary schools in Sengkang. All the primary school principals in Wajo District were invited to visit the school. Guidance was given for teacher of the schools represented on writing poetry and the students that entered the competition were invited to the school so that their work could be verified for its originality.

Poems submitted for the poetry competition were compiled into a '2013 Collection of Poems by the Children of our Country'. The winners received awards at the book launching event held during the celebration of Youth Pledge Day in Wajo District at Sengkang's Lapangan Merdeka (Freedom Square).

The winner was presented with a cup by from District Head of Wajo, and the second prize was presented by Wajo's Head of the District Parliament. The event was covered live by the local television station.

The government of Wajo District appreciated this event very much. The District Head was present accompanied by Wajo's Head of the District Parliament and representatives of the Sub District Heads' Forum. The District Head, Andi Burhanuddin Unru uncovered the billboard to indicate the launching of the poetry book. “Tell me directly what this school needs to help it improve,” said Wajo's District Head.

H. Yunus Panaungi, the Head of the District Parliament, in welcoming the book, stated that this collection of poems should be an inspiration to increase children's creativity and interest in writing. He is convinced that SMPN 3 Sengkang has fulfilled its slogan to move 'one step forward'.

The launching event was attended by members of parliament, district government officers, school committee members, school supervisors, school principals, teachers, and primary school students, as well as the general public. Taking advantage of this event, students

of SMPN 3 Sengkang distributed the book of the poetry collection to invitees who in turn expressed their gratitude by giving contributions to support school activities. This creative idea came out of SBM as a way of encouraging community participation in funding school activities.

Ika Khaerunnisa, the competition winner from SDN 1 Padduppa was proud to be able to come forward to read her work in front of so many people. However, the most impressive thing was that she expressed her wish to continue her studies at SMPN 3 Sengkang. She was impressed with the display of students' work in the classrooms and with the library that has a good collection of books. “No wonder this library received a 2nd prize at Province Level this year,” said Ika. (Ajb)

Book of Students' Poetry Launched by District Head

16 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 17

PRIORITAS - Good Practice

Measuring Length Using Similar Triangles

Banjarnegara. Innovation in learning Mathematics can be take place in many ways. One of them is modeling to calculate the height of trees and width of rivers. This was done by Puji Rahayu, S.Pd a teacher of Mathematics at SMPN 1 Mandiraja, Banjarnegara, Central Java.

The class started by dividing the students into 5 groups and continued with distribution of a worksheet. Ibu Puji invited the students to go to the yard in front of the classroom to do their observations and measurements.

To measure the height of a tree, she asked one of the students to stand in front of the person doing the observation looking from the top of the head towards the top of the tree in a straight line. If it is not a straight line, the standing student has to move forward or backward until it is a straight line.

The steps the students took to make the observation are described below.

The students enjoyed following the steps written in the guidelines in the worksheet given to them by the teacher. To measure the width of the river, students were told to collect stones to make a model of a river. Then wooden stakes were used to calculate the width of the river using similar triangles.

After the activity was completed in accordance with guidelines given, students were asked to return to the classroom to discuss the results of their observations and measurements.

The discussions started with a presentation of the measurements from the groups to be used as the basis of calculations. Several children who still did not understand asked the presenters to explain. For questions where the answers were not yet clear, the teacher helped by giving her own explanation.

After understanding concept of similar triangles, the students were asked to place the results of their measuring on the classroom display board. The teacher then guided the discussion and drew conclusions form the lesson. The lesson closed with a reflection together.

(Se)

xxx

The winners of the poetry competition with the District Head.

Drs. Aco Karumpa, Mpd, Principal of SMPN 3 Sengkang, South Sulawesi.

“The Land of Wajo”

By: Nurul Izzah Afiqah

This is the land inherited from my

ancestors

Land of Wajo …

Country of tanddangpare

puangrimaggalatung

My beloved homeland

A place to stay while welcoming hopes

For children of the land

I am proud of you

For all the outstanding things

You own

The stately traditional houses

Tappareng Tempe that is brave and wide

Your silk cloths sought by many countries

Or even …

The solid Bulu Alauna Tempe

That stretches out green

The tranquil flow of the Walannae river

As well as the Tosora historical site, a

place to assemble

“Arung Matoa” a historical chain

Here you are …

The land of my ancestors

Prepared for advancement

Organizing itself toward renewal

Let's continue to maintain

To restore the meaning and significance

of “Maradeka to Wajo'e Adena

Napopuang”

Prosperity, my country prosperity, my Wajo

A group of students are measuring their friends' heights.

·Left: Ibu Puji gives directions to the students before they make their observations and measurements. Right: A group of students measure the distance from their friend to one of the observers.

Measure your friend's height from his/her feet to the top of his/her head (AB) = ….m, and the distance from you, the observer to the standing student (AP) = ….m, the height of the observer from the eyes to the ground (PD) = ….m.

When these are known, calculate the length (BC) = the height of the standing student up to the height of the observer = ….m.

If the height of the tree (TS) = t meter, then: t/BC=PR/AP, so the actual height of the tree = t + DP (the height of the observer).

Sengkang. SMPN 3 Sengkang is one of the USAID PRIORITAS partner schools in Wajo District, South Sulawesi. In the 1990s this was a favorite school. The number of students reached more than 700. However, within the last four years it has been experiencing a decline, only 80-100 new students registered each year. Now the total number of students is only about 300. “We cannot compete with other junior secondary schools in the district,” said Drs. Aco Karumpa, the new principal of the school who was appointed in July 2013.

According to the principal, many primary school graduates are not interested in transferring to the school that he leads because the school does not market itself well enough and the quality of teaching and learning has dropped.

As the new school principal, he wants to address the challenge of recruiting many students again so that there are not too many empty classrooms by enhancing the quality of the education offered by the school. With the slogan “SMPN 3 Sengkang One Step Forward” he has begun to change the school programs.

His involvement in USAID PRIORITAS training is his initial step in his strategy to change the school. Together with his teachers, he has begun to improve the quality of teaching and learning by changing the way teachers teach. They want to move away from a model where the teachers just talk about contextual teaching and learning to one where the students are the ones who are active and creative.

The classrooms have been made more attractive as a lot of the students' work is displayed. He also practices SBM (School Based Management) that emphasizes transparency and accountability.

Inspired by the SBM training he participated in, and to increase the number of students in the school, he designed a Poetry Writing Competition for all Sengkang's primary school students. With this competition, he expected the primary school students that participated in the competition would visit the school, get to know more about the school and become interested in the style of teaching that uses contextual approaches.

An orientation activity was conducted for all the primary schools in Sengkang. All the primary school principals in Wajo District were invited to visit the school. Guidance was given for teacher of the schools represented on writing poetry and the students that entered the competition were invited to the school so that their work could be verified for its originality.

Poems submitted for the poetry competition were compiled into a '2013 Collection of Poems by the Children of our Country'. The winners received awards at the book launching event held during the celebration of Youth Pledge Day in Wajo District at Sengkang's Lapangan Merdeka (Freedom Square).

The winner was presented with a cup by from District Head of Wajo, and the second prize was presented by Wajo's Head of the District Parliament. The event was covered live by the local television station.

The government of Wajo District appreciated this event very much. The District Head was present accompanied by Wajo's Head of the District Parliament and representatives of the Sub District Heads' Forum. The District Head, Andi Burhanuddin Unru uncovered the billboard to indicate the launching of the poetry book. “Tell me directly what this school needs to help it improve,” said Wajo's District Head.

H. Yunus Panaungi, the Head of the District Parliament, in welcoming the book, stated that this collection of poems should be an inspiration to increase children's creativity and interest in writing. He is convinced that SMPN 3 Sengkang has fulfilled its slogan to move 'one step forward'.

The launching event was attended by members of parliament, district government officers, school committee members, school supervisors, school principals, teachers, and primary school students, as well as the general public. Taking advantage of this event, students

of SMPN 3 Sengkang distributed the book of the poetry collection to invitees who in turn expressed their gratitude by giving contributions to support school activities. This creative idea came out of SBM as a way of encouraging community participation in funding school activities.

Ika Khaerunnisa, the competition winner from SDN 1 Padduppa was proud to be able to come forward to read her work in front of so many people. However, the most impressive thing was that she expressed her wish to continue her studies at SMPN 3 Sengkang. She was impressed with the display of students' work in the classrooms and with the library that has a good collection of books. “No wonder this library received a 2nd prize at Province Level this year,” said Ika. (Ajb)

Book of Students' Poetry Launched by District Head

16 - Prioritas Pendidikan: Edition 5/ October - December/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 17

PRIORITAS - Good Practice

Measuring Length Using Similar Triangles

Banjarnegara. Innovation in learning Mathematics can be take place in many ways. One of them is modeling to calculate the height of trees and width of rivers. This was done by Puji Rahayu, S.Pd a teacher of Mathematics at SMPN 1 Mandiraja, Banjarnegara, Central Java.

The class started by dividing the students into 5 groups and continued with distribution of a worksheet. Ibu Puji invited the students to go to the yard in front of the classroom to do their observations and measurements.

To measure the height of a tree, she asked one of the students to stand in front of the person doing the observation looking from the top of the head towards the top of the tree in a straight line. If it is not a straight line, the standing student has to move forward or backward until it is a straight line.

The steps the students took to make the observation are described below.

The students enjoyed following the steps written in the guidelines in the worksheet given to them by the teacher. To measure the width of the river, students were told to collect stones to make a model of a river. Then wooden stakes were used to calculate the width of the river using similar triangles.

After the activity was completed in accordance with guidelines given, students were asked to return to the classroom to discuss the results of their observations and measurements.

The discussions started with a presentation of the measurements from the groups to be used as the basis of calculations. Several children who still did not understand asked the presenters to explain. For questions where the answers were not yet clear, the teacher helped by giving her own explanation.

After understanding concept of similar triangles, the students were asked to place the results of their measuring on the classroom display board. The teacher then guided the discussion and drew conclusions form the lesson. The lesson closed with a reflection together.

(Se)

xxx

The winners of the poetry competition with the District Head.

Drs. Aco Karumpa, Mpd, Principal of SMPN 3 Sengkang, South Sulawesi.

“The Land of Wajo”

By: Nurul Izzah Afiqah

This is the land inherited from my

ancestors

Land of Wajo …

Country of tanddangpare

puangrimaggalatung

My beloved homeland

A place to stay while welcoming hopes

For children of the land

I am proud of you

For all the outstanding things

You own

The stately traditional houses

Tappareng Tempe that is brave and wide

Your silk cloths sought by many countries

Or even …

The solid Bulu Alauna Tempe

That stretches out green

The tranquil flow of the Walannae river

As well as the Tosora historical site, a

place to assemble

“Arung Matoa” a historical chain

Here you are …

The land of my ancestors

Prepared for advancement

Organizing itself toward renewal

Let's continue to maintain

To restore the meaning and significance

of “Maradeka to Wajo'e Adena

Napopuang”

Prosperity, my country prosperity, my Wajo

A group of students are measuring their friends' heights.

·Left: Ibu Puji gives directions to the students before they make their observations and measurements. Right: A group of students measure the distance from their friend to one of the observers.

Measure your friend's height from his/her feet to the top of his/her head (AB) = ….m, and the distance from you, the observer to the standing student (AP) = ….m, the height of the observer from the eyes to the ground (PD) = ….m.

When these are known, calculate the length (BC) = the height of the standing student up to the height of the observer = ….m.

If the height of the tree (TS) = t meter, then: t/BC=PR/AP, so the actual height of the tree = t + DP (the height of the observer).

PRIORITAS - Good PracticePRIORITAS - Good Practice

18 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 19

Nine Steps to Develop a PAKEM Culture in School

By Duma Sari Daulay, Spd *)

Medan -There are nine steps that I had to take in order for our teachers to put PAKEM into practice.

1. After the training I invited all the teachers in my school to a meeting. In the meeting, I presented the results of the training I had participated in and discussed with the teachers ways to implement PAKEM in all their classes. At the same time, I also asked the teachers to commit themselves to put PAKEM into practice in each of their classes.

2. I did not simply ask the teachers to teaching using PAKEM. I facilitated the teachers to participate in training so that they could acquire the skills to teach using PAKEM. The training costs were paid by from the BOS (School Operational Funding). The aim of this training was so that the teachers would have the knowledge and ability to put PAKEM into practice.

3. After the training, I undertook supervision and mentoring of teaching and learning in the classes. Every day I visited the classes to ensure that the teachers were teaching using PAKEM.

4. Every month I undertake academic supervision with the teachers. I check the completeness of their lesson plans and assess the teaching and learning methods. I invite the teachers to discuss with me the strengths and weaknesses of the lesson plans that they have designed.

5. Materials and equipment needed by the teachers to implement PAKEM are provided.

6. To teachers who are paid an honorarium (are not permanent teachers), every year I give a Teacher Competency Test (TCT). The objective of the TCT is to ensure that these teachers maintain their competencies. I do not conduct the TCT for civil servant teachers because it is performed for them by the District Office of Education, Youth and Sports.

7. At the end of each semester I give a performance award for each teacher. The purpose of this award is to make teachers feel appreciated for their efforts and hard work. To each class teacher I give Rp. 700,000 and each subject teacher I give Rp.500,000.

8. To encourage teamwork among the teachers, each year I hold a teacher competition on each Teachers Day.

9. I want my teachers to stay enthusiastic and creative. To support this, I organized an excursion. After going on this excursion, the teachers become more of a team and more enthusiastic.

I received PAKEM (Active, Creative and Enjoyable Learning) and SBM (School Based Management)

training from the District Office of Education, Youth and Sports in Deli Serdang District in 2013. This training was

dissemination training as a result of cooperation between the government of Deli Serdang District and

USAID PRIORITAS. During the training I learned a lot of new knowledge and skills. When practicing teaching, I

was impressed with schools that have already implemented PAKEM. After that, I was determined for

my school to also put PAKEM into practice.

Academic supervision in the classroom

·From the Top: Giving performance rewards to teachers; a teacher practices PAKEM in PAKEM training funded by BOS; Honorarium teachers doing the Teacher Competency Test (TCT).

*) School Principal of SDN 106812 Bandar Kelipa, Percut Sei Tuan, Deli Serdang, North Sumatra. Summarized from a presentation entitled 'Policy of the School Principals of SDN 106812 Bandar Kelipa in Implementing PAKEM', which was presented at a Workshop on Successes in the Basic Education Quality Improvement Program, a Cooperation between USAID PRIORITAS and the Government of Deli Serdang District at the Garuda Plaza Hotel, Medan (18/12).

“I Have Never Seen Them Like This…”

Pandeglang – A contextual approach to learning that uses simple and cheap teaching aids is very helpful for students in understanding lessons previously given in a theoretical way. During practice teaching in junior secondary school teacher training in Pandeglang some time ago, Enong Atiah, S.Pd used a number of media for her Grade VII science lesson.

The media used included litmus paper to determine the acidity of bath soaps, detergents, shampoos, carbonated drinks, mineral water, oranges, salt, vinegar, toothpaste and stomach pills which were distributed to the students to be tested.

At the beginning of the lesson the students were wondering what they had to do with those things; especially when small plastic bowls and pieces of red and blue litmus paper were distributed to them by the teacher.

“Mam, what are these for?” asked one of the students curiously. “Be patient. I will explain the purpose soon,” said Ibu Enong.

Ibu Enong explained briefly the assignment that the students had to do with those things. All the solid materials had to be dissolved, and the pieces of litmus paper dipped into the liquids. The students, who had been divided into 6 groups, quickly poured mineral water into the plastic bowls and dissolved all the samples one by one in the water.

All the students appeared busy. Small discussions took place among the students on how to do the testing process. “The soap should just be wetted,” said one student holding a small bar of bath soap to his fellow member in Sundanese language.

“It does not have to be immersed in the water. The water can then be used for the other samples,” he continued. The students were given 15 minutes' time to test the acidity of the various samples, and complete a checklist prepared by the teacher. One by one they pasted the wet

pieces of litmus paper that had changed color in the columns provided in the worksheet.

Ibu Enong said, “Acid will turn litmus paper red, and alkali will turn it blue. This special characteristic is

the reason for using litmus paper as an indicator of acidity level. Salt does not change the color of the litmus paper. Now you can determine which ones are

acid, alkali, and salt. Then try to answer the questions at the back of the worksheet.”

After completing the worksheet, a representative of each group presented its results. Each group cross checked and gave input during the other groups' presentations.

“We have heard the theory before. But we have not seen these changes in reality. I have never done this before,” said Asep, a grade VII student laughing happily with the friends in his group.

(Nic).

Students in small groups conducted an experiment on the acidity of various substances and answered questions on a worksheet, based on results of the experiment.

Finding the Formula for the Surface Area of a Sphere Using Orange Peel

Ibu Andri guided the students to find out the formula for the surface area of a sphere by using orange peel.

Batang. Ibu Andri a Mathematics teacher at SMPN 7 Batang, Central Java trained her students' creativity by helping them find the formula to calculate the surface area of a sphere using orange peel. The lesson started with teacher asking question questions to stimulate the students' interest. “I am holding an orange. According to you, which formula can be derived from a small orange?” After a while a small number of students answered,

“Circle.” Some other students added, “The formula for a circle, Mam.” Yes, that's real good, to be more clear let's begin!” suggested Ibu

Andri.Then worksheets and one orange was distributed to each group which consisted

of 4 to 5 students. Each group drew the circular shape of the orange 4 times on cardboard according to the size of the orange. After 4 circles were drawn, the orang skin was peeled into small peels and pasted to cover each circle. “Mathematics!” said Ibu Andri. It was answered simultaneously by all students. “I like it, I can do it, I love it.” Students were enthusiastic in answering and their attention returned to the teacher. Ibu Andri then reminded them about the formula for the area of a circle that they had already learned and guided the students to find a formula for the surface area of a sphere from sticking the orange peels on the 4 circles.

The next activity was group presentation. Ani, a presenter representing her group, explained that a sphere's surface area was 4 times the area of the circles because the orange peel could cover the 4 circles that had been drawn. “The area of a circle is πr . Because 4 circles can be covered by the orange peel, the area of the surface of a sphere is 4 times the area of the circle or equal to 4 times r or 4 r .

Then each group displayed its work and made cross visits to look at other groups' work. When the cross visiting had finished, Ibu Andri guided the students in a discussion session. Ibu Andri gave the students the chance to ask questions and to answer those questions. She confirmed the answers from the students. After she felt that all the students understood, “Children, let's work on questions individually for 15 minutes.” Ibu Andri told them. After 15 minutes had passed the students were then asked to exchange answers with their friends, compare the answers and mark with a star each correct answer.

Ten minutes before the lesson ended the students drew conclusions about what they had done and learned. Then Ibu Andri distributed a piece of paper for them to write their reflections on the lesson. The students wrote down things that were useful, still confusing or fun. (Arz)

PRIORITAS - Good PracticePRIORITAS - Good Practice

18 - Prioritas Pendidikan: Edition 5/ October - December/ 2013 Prioritas Pendidikan: Edition 5/ October - December/ 2013 - 19

Nine Steps to Develop a PAKEM Culture in School

By Duma Sari Daulay, Spd *)

Medan -There are nine steps that I had to take in order for our teachers to put PAKEM into practice.

1. After the training I invited all the teachers in my school to a meeting. In the meeting, I presented the results of the training I had participated in and discussed with the teachers ways to implement PAKEM in all their classes. At the same time, I also asked the teachers to commit themselves to put PAKEM into practice in each of their classes.

2. I did not simply ask the teachers to teaching using PAKEM. I facilitated the teachers to participate in training so that they could acquire the skills to teach using PAKEM. The training costs were paid by from the BOS (School Operational Funding). The aim of this training was so that the teachers would have the knowledge and ability to put PAKEM into practice.

3. After the training, I undertook supervision and mentoring of teaching and learning in the classes. Every day I visited the classes to ensure that the teachers were teaching using PAKEM.

4. Every month I undertake academic supervision with the teachers. I check the completeness of their lesson plans and assess the teaching and learning methods. I invite the teachers to discuss with me the strengths and weaknesses of the lesson plans that they have designed.

5. Materials and equipment needed by the teachers to implement PAKEM are provided.

6. To teachers who are paid an honorarium (are not permanent teachers), every year I give a Teacher Competency Test (TCT). The objective of the TCT is to ensure that these teachers maintain their competencies. I do not conduct the TCT for civil servant teachers because it is performed for them by the District Office of Education, Youth and Sports.

7. At the end of each semester I give a performance award for each teacher. The purpose of this award is to make teachers feel appreciated for their efforts and hard work. To each class teacher I give Rp. 700,000 and each subject teacher I give Rp.500,000.

8. To encourage teamwork among the teachers, each year I hold a teacher competition on each Teachers Day.

9. I want my teachers to stay enthusiastic and creative. To support this, I organized an excursion. After going on this excursion, the teachers become more of a team and more enthusiastic.

I received PAKEM (Active, Creative and Enjoyable Learning) and SBM (School Based Management)

training from the District Office of Education, Youth and Sports in Deli Serdang District in 2013. This training was

dissemination training as a result of cooperation between the government of Deli Serdang District and

USAID PRIORITAS. During the training I learned a lot of new knowledge and skills. When practicing teaching, I

was impressed with schools that have already implemented PAKEM. After that, I was determined for

my school to also put PAKEM into practice.

Academic supervision in the classroom

·From the Top: Giving performance rewards to teachers; a teacher practices PAKEM in PAKEM training funded by BOS; Honorarium teachers doing the Teacher Competency Test (TCT).

*) School Principal of SDN 106812 Bandar Kelipa, Percut Sei Tuan, Deli Serdang, North Sumatra. Summarized from a presentation entitled 'Policy of the School Principals of SDN 106812 Bandar Kelipa in Implementing PAKEM', which was presented at a Workshop on Successes in the Basic Education Quality Improvement Program, a Cooperation between USAID PRIORITAS and the Government of Deli Serdang District at the Garuda Plaza Hotel, Medan (18/12).

“I Have Never Seen Them Like This…”

Pandeglang – A contextual approach to learning that uses simple and cheap teaching aids is very helpful for students in understanding lessons previously given in a theoretical way. During practice teaching in junior secondary school teacher training in Pandeglang some time ago, Enong Atiah, S.Pd used a number of media for her Grade VII science lesson.

The media used included litmus paper to determine the acidity of bath soaps, detergents, shampoos, carbonated drinks, mineral water, oranges, salt, vinegar, toothpaste and stomach pills which were distributed to the students to be tested.

At the beginning of the lesson the students were wondering what they had to do with those things; especially when small plastic bowls and pieces of red and blue litmus paper were distributed to them by the teacher.

“Mam, what are these for?” asked one of the students curiously. “Be patient. I will explain the purpose soon,” said Ibu Enong.

Ibu Enong explained briefly the assignment that the students had to do with those things. All the solid materials had to be dissolved, and the pieces of litmus paper dipped into the liquids. The students, who had been divided into 6 groups, quickly poured mineral water into the plastic bowls and dissolved all the samples one by one in the water.

All the students appeared busy. Small discussions took place among the students on how to do the testing process. “The soap should just be wetted,” said one student holding a small bar of bath soap to his fellow member in Sundanese language.

“It does not have to be immersed in the water. The water can then be used for the other samples,” he continued. The students were given 15 minutes' time to test the acidity of the various samples, and complete a checklist prepared by the teacher. One by one they pasted the wet

pieces of litmus paper that had changed color in the columns provided in the worksheet.

Ibu Enong said, “Acid will turn litmus paper red, and alkali will turn it blue. This special characteristic is

the reason for using litmus paper as an indicator of acidity level. Salt does not change the color of the litmus paper. Now you can determine which ones are

acid, alkali, and salt. Then try to answer the questions at the back of the worksheet.”

After completing the worksheet, a representative of each group presented its results. Each group cross checked and gave input during the other groups' presentations.

“We have heard the theory before. But we have not seen these changes in reality. I have never done this before,” said Asep, a grade VII student laughing happily with the friends in his group.

(Nic).

Students in small groups conducted an experiment on the acidity of various substances and answered questions on a worksheet, based on results of the experiment.

Finding the Formula for the Surface Area of a Sphere Using Orange Peel

Ibu Andri guided the students to find out the formula for the surface area of a sphere by using orange peel.

Batang. Ibu Andri a Mathematics teacher at SMPN 7 Batang, Central Java trained her students' creativity by helping them find the formula to calculate the surface area of a sphere using orange peel. The lesson started with teacher asking question questions to stimulate the students' interest. “I am holding an orange. According to you, which formula can be derived from a small orange?” After a while a small number of students answered,

“Circle.” Some other students added, “The formula for a circle, Mam.” Yes, that's real good, to be more clear let's begin!” suggested Ibu

Andri.Then worksheets and one orange was distributed to each group which consisted

of 4 to 5 students. Each group drew the circular shape of the orange 4 times on cardboard according to the size of the orange. After 4 circles were drawn, the orang skin was peeled into small peels and pasted to cover each circle. “Mathematics!” said Ibu Andri. It was answered simultaneously by all students. “I like it, I can do it, I love it.” Students were enthusiastic in answering and their attention returned to the teacher. Ibu Andri then reminded them about the formula for the area of a circle that they had already learned and guided the students to find a formula for the surface area of a sphere from sticking the orange peels on the 4 circles.

The next activity was group presentation. Ani, a presenter representing her group, explained that a sphere's surface area was 4 times the area of the circles because the orange peel could cover the 4 circles that had been drawn. “The area of a circle is πr . Because 4 circles can be covered by the orange peel, the area of the surface of a sphere is 4 times the area of the circle or equal to 4 times r or 4 r .

Then each group displayed its work and made cross visits to look at other groups' work. When the cross visiting had finished, Ibu Andri guided the students in a discussion session. Ibu Andri gave the students the chance to ask questions and to answer those questions. She confirmed the answers from the students. After she felt that all the students understood, “Children, let's work on questions individually for 15 minutes.” Ibu Andri told them. After 15 minutes had passed the students were then asked to exchange answers with their friends, compare the answers and mark with a star each correct answer.

Ten minutes before the lesson ended the students drew conclusions about what they had done and learned. Then Ibu Andri distributed a piece of paper for them to write their reflections on the lesson. The students wrote down things that were useful, still confusing or fun. (Arz)

Schools and Madrasahs Develop a Reading Culture

eveloping a reading culture has become D a priority program in schools. SDN Kebon Dalem Mojokerto, SD Hangtuah

X Sedati, MI Asih Putra Cimahi, SMPN 4 Sidoarjo, and MTs Nurul Huda have tried to

optimize the use of their school libraries and reading corners in classrooms to improve students' reading habits and information

seeking skill. As a result, students have become used to reading. These reading habits enrich the students' knowledge, and develop their ability to

think logically, critically and creatively.

Siswa mendiskusikan proses pengerjaan tugas kelompok.

The teachers of SDN Kebon Dalem 2 group the students who are still slow at reading to give them special help and many of those students are now demonstrating an ability to read.

Explanations of photos:1 and 2. Giving assignments that encourage students

to use the internet and reading books from the library.

3. Students write important facts they have discovered from the books they have read in their daily review journals using their own words.

4. Daily reading program lasting 10 minutes.5. Facilitating students in presenting their reading

results.6. Using the school yard to encourage a love for

reading

1

2

3

4

1

2 3

4

5

Explanation of photos:1. Creating a reading corner in

the classroom with interesting books. Students can select books that they like.

2. Students, who are already good at reading, help their friends who are not yet fluent in reading and writing.

3. A special mentoring program for students who are not yet fluent in reading.

4. Turning the library into a place that is comfortable and enjoyable to read and learn and is stocked it with reading books that are interesting and attractive for students.

5. Every month each student brings one reading book from home to be placed in the classroom reading corner and every day they exchange reading books with friends.

6

5