ISSN2303 - 0852

PRIORITAS PENDIDIKANEdition 4Jul - Sept

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

Jakarta. The Ministry of Education and Culture asked USAID PRIORITAS to help with the development of a District Level Education Management Information System (SIMPK) and School Operating

Cost (BOS) reporting software. The SIMPK will be used to assist the mapping of the achievement of minimum service standards in education in 110 districts/cities, while the BOS reporting application has been simulated with BOS managers from 550 districts and will help schools to complete their financial accountability reports on time. Read full story on page 3. (Anw)

EMIS Application and School Operational Funding Reporting Software

PRIORITAS Education Policy Workshop in U.S. with TTI Rectors and Ministry Officials focused on

Innovative Learning in TTIs and schools

“Bring TTIs Closer to Schools”

Dr. Sri Minda Murni a lecturer of State University

of Medan (Unimed), a teacher training institute (TTI) shared her experience in applying Contextual Teaching

and Learning (CTL) with a consortium of universities and Teacher Training Institutes (TTIs) at the Grand Angkasa Hotel, Medan (21/8).

After taking part in training in Good Practices in Learning for Junior Secondary Schools for TTI pedagogy lecturers organized by USAID PRIORITAS, she wanted to change the method of lecturing on her campus by using the CTL approach. "Since I decided to put CTL in practice I have seen the students become more active and engaged in their activities and they have managed to achieve their learning objectives," she explained enthusiastically.

As a lecturer in the Postgraduate Program of Unimed, she claims that USAID PRIORITAS has been successful in bringing TTIs closer to schools.” We can now learn first-hand about the successes and problems in schools and use it as course material for our pedagogy students in the TTIs,” she stated. (Eh/Rep)

Visit:www.prioritaspendidikan.org

The TTI rectors and staff had the opportunity to observe close up educational innovations developed in American universities and schools.

A PARTY of 18 persons including rectors and other senior staff from USAID PRIORITAS partner universities/teacher training institutes (TTIs), as well as representatives from the Coordinating Ministry of People's Welfare and the Ministry of Education and

Culture were invited to visit Education Programs in the United States as part of a PRIORITAS Education Policy Workshop (16-20/9). The Indonesian delegation was invited to take a close look at a variety of innovations in universities, schools and other educational institutions in the U.S.,

including innovative classroom learning, the use of technology in education and professional development models for American teachers.

The participants were invited to visit two famous universities, Harvard University and the Massachusetts Institute of Technology (MIT), both of which actively support the improvement of the quality of education in American schools. At Harvard University, the participants

listened to a short lecture by Professor Paul Reville about the experience of the State of Massachusetts in reforming their education system. At MIT the participants listened to talks from Professor Dr. Vijay Kumar, Director of Educational Innovation and Technology, and Professor Dr. Richard Larson, a central character in developing BLOSSOMS (Blended Learning Open Source Science or Math Studies). MIT is active in developing technology for education.

The participants also visited St. Columbkille School and Natick High School in and near Boston, MA and two Elementary Schools in Virginia. They observed a number of new ideas developed by universities being applied consistently in schools. "A lot of things we saw here such as BLOSSOMS can be adapted for our own programs," said Prof. Dr. Samani Muchlas, the Rector of Surabaya State University and one of the participants. (Fs/Anw)

Dr. Sri Minda Murni

2 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

USAID PRIORITAS and 16 Partner TTIs Develop Curriculum Enrichment Material for Pre-Service Teachers

New Teachers with Good Knowledge of Content and How to Teach it

Jakarta – Teaching content and methods are two compulsory subjects for TTI students. The course material is designed to prepare students to become competent teachers. But in practice, many students have difficulty in combining the content they have to teach and the teaching methods. As a result, once they stand alone in front of the class, they cannot use appropriate teaching methods to facilitate their school students to achieve the target competencies.

One solution is for lecturers to model the teaching methods/approaches with the students. The courses should be an inspiration for students on how to deliver good teaching. This issue was raised in discussion in the Initial Workshop on the Pre-Service Teacher Training Curriculum which was attended by 48 lecturers from various USAID PRIORITAS partner TTIs at the Atlet Century Hotel, Jakarta (2-5/7).

Discussion of the varied experiences of the participants started off the activities to develop and enrich the pre-service teacher training curriculum of the TTIs. Three main topics were discussed. These were reading for early grade students in the primary school and mathematics and science for junior secondary schools. The participants shared their experiences on content and course methodologies in the TTIs and started preparing a draft of the enrichment materials.

The presentations and discussion sessions gave the participants an overview of what is happening currently in the TTIs.

Based on the discussions, several priorities to be developed were agreed upon. The participants then divided into three major groups; each group began to work on mapping out existing course material and identifying gaps. They also looked for a variety of references and other information to fill the gaps.

According to Lynne Hill, the Teaching and Learning Advisor of USAID PRIORITAS, there were two important focuses in developing the course material in this workshop. First, the role of TTI lecturers in facilitating students to understand course content; second, the role of lecturers in assisting students to be able to teach the content in schools.

"It is important for a teacher or lecturer to focus on how to deliver the content properly. Equally important is that students should learn how to understand the content and how to teach it to school students. The materials

we develop here are to help the students understand the content and teach it in a better way," she said. (Anw)

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

”Moving Forward to Develop More Qualified Teachers”PROF. DR. Nuryanie

Rustaman, a lecturer of Universitas Pendidikan Indonesia and representative of the MOEC Directorate of Higher Education described the development of materials for TTI curriculum enrichment as a step forward for the TTIs and USAID PRIORITAS. "We TTI lecturers have been waiting for programs like this to help us improve. An enriched curriculum will enable us to design and enrich our courses for

the TTI students as potential teachers. Moreover, with the implementation of the 2013 curriculum we need more resource materials to enhance prospective teachers' ability to teach," said the Mathematics and Sciences professor.

The same appreciation was also expressed by Prof. Dr. Ani Rusilowati, a lecturer at the State University of Semarang.

"Modeling good practices in our courses is essential so that our students experience examples of innovative teaching methods. I also use these methods when teaching my postgraduate (S2) and doctoral (S3) students on our campus," she said.

This workshop produced several main topics for further development. Participants received valuable inputs related to what to teach and how to deliver it, in order to improve teaching to the prospective teachers in their respective TTIs. The next step is to process the information already gathered. An analysis will be done by the USAID PRIORITAS team to see if any gaps still exists. The results of the team's work will be reviewed and discussed in workshops to be held in each province involving the 16 partner TTIs.

"USAID PRIORITAS will organize activities to develop curriculum enrichment materials for each partner TTI. Our target is to complete this by January 2014, so it can be used for training in the faculties,” said Lynne Hill, the USAID PRIORITAS Teaching and Learning Advisor. (Anw)

Course Material Enrichment with Relevant to K-13

THE PREPARATION of curriculum enrichment materials for pre-service teachers involving lecturers from 16 TTIs was designed to be relevant to the 2013 curriculum (K-13). Using this material, TTI graduates are expected to be able to better implement teaching and learning in Science, Math and Reading in line with the 2013 curriculum and apply active learning approaches. The preparation of the enrichment materials involved a number of teachers who have successfully implemented good practice in teaching.

Sabar Nurohman, M.Pd, lecturer from Universitas Negeri Yogyakarta, appreciated the workshop organized by USAID PRIORITAS. Sabar admitted this was the first time for him to collaborate with teachers to develop TTI course materials. "University lecturers and school teachers usually collaborate to develop instructional materials to be used in schools. This is now the reverse, we are working together to develop teaching materials for TTIs. It's an interesting experience,” he said. (Anw/Eh)

Good courses can be a model of good teaching for students of the TTIs.

Prof. Nuryanie Rustaman

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 3

Achievement of Minimum Service Standards (MSS) at School Level

MOEC Appreciates the USAID PRIORITAS District Education MIS Tool for Mapping MSS

Jakarta. The Ministry of Education and Culture (MOEC) expressed their appreciation of the District Education Management Information System (SIMPK) tool developed by USAID PRIORITAS during a presentation of the application in the ministry (17/9). Conducted by USAID PRIORITAS the presentation was facilitated by the Head of Legal and Human Resource Bureau of the Basic Education Directorate General, Ibu Sri Renani Pantjastuti. Attending the presentation were representatives from the Directorate General, the education database (DAPODIK) team, and donor agencies including the ADB and AusAID. USAID PRIORITAS was requested to make a presentation of the SIMPK to be used in mapping achievement of the minimum service standards (MSS) in 110 districts/cities in Indonesia.

SIMPK itself is a tool developed to support district education offices in formulating educational policies based on accurate data. This application uses the DAPODIK database, which is updated by all the districts in Indonesia. The advantage of using this application is the ability to immediately identify the number of schools that have or have not met the MSS across all districts. To do this a user does not need to re-enter the data because it is already available in DAPODIK. District governments can also do more in-depth analysis by comparing the distribution level of MSS achievement in different sub-districts within their district.

One problem at present is that not all MSS indicators can

be shown using SIMPK because of the limited data sets available on DAPODIK. In response to this issue, the DAPODIK Team Leader, Bpk Supriyatno, S.Pd., MA., Head of the Sub-Section for Data and Information of DAPODIK, said that some indicators currently not available in the MSS will be the target for development and improvement in the 2014 DAPODIK.

Liberty Marpaung, a representative of the Directorate General suggested the importance of using SIMPK to respond to requests for progress reports on the attainment of the MSS by the Presidential Work Unit for Development Monitoring and Control (UKP4). "The SIMPK needs to be developed not only to help the districts, but also to help the UKP4 since until now we have difficulty presenting them with updated reports on MSS levels of achievement," he said. Looking at the potential use of this Excel-based application program, one participant suggested SIMPK should be disseminated throughout Indonesia through the MOEC website. (Aff/Vh)

Dr. Afiffudin from USAID PRIORITAS making a presentation about the SIMPK in an MOEC Office.

MANY SCHOOLS are struggling to produce their BOS (school operational funding) reports every month. So far schools prepare the report manually, which normally takes quite a long time. With the amount of data and transactions that need to be summarized, the process becomes more and more complex every month. To facilitate schools in making BOS reports, the Ministry of Education and Culture (MOEC) in collaboration with USAID PRIORITAS has developed a management and reporting software application for BOS 2013.

Designed to ease administration and reporting, this software is also useful for increasing the transparency and accountability of the use of BOS funds. It is also able to generate reports for the

public, in order to make them aware of how schools have been using the BOS funds. The 2013 BOS Software not only reports the school expenditure sourced from BOS, it has also been developed to report the use of other financial resources. It means that all financial resources administered by the schools can be reported in an integrated manner. Thus,

cases of double payment should be able to be avoided.

At the demonstration in front of MOEC's BOS software technical team, the Excel-based software program proved to be practical, informative, easy to use even at school level, and useful, especially in making it easy for school administrators to manage and report the BOS. "We will be piloting the use

of this Software in a limited number of schools. But within the next three months, we expect to see this software used by all schools in Indonesia," said Ahmad Badar, an MOEC BOS technical team member (23/8).

Schools do not need to procure or bring in experts to use this software. "Anyone who can read and understand the guidelines will be able to run this application," said Handoko Widagdo, Whole School Development Specialist of USAID PRIORITAS who was involved in the development of the software. The software can be downloaded via the website of the national BOS. (Hw/Anw)

Helping Schools Make Accountable Reports of School Operational Funding (BOS)

550 BOS Managers Think It is Helpful

The front display page of the BOS reporting software developed by USAID PRIORITAS.

BOS SOFTWARE TRAINING has already been held in four regions; Jakarta, Solo, Bandung and Makassar, involving at least 550 BOS managers Most were staff of District and Provincial Education Offices responsible for the BOS program implementation in their areas, known as 'BOS managers'. After attending the one day training, the participants agreed that the software will be very helpful.

"This software makes it easy to administer school BOS funds. The reporting is easier and more time efficient," said one BOS manager. The software is designed to improve administration and prevent fraud because it includes financial reports from multiple sources and is easily accessible to the public. (Anw)

PRIORITAS - NationalPRIORITAS - National

2 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

USAID PRIORITAS and 16 Partner TTIs Develop Curriculum Enrichment Material for Pre-Service Teachers

New Teachers with Good Knowledge of Content and How to Teach it

Jakarta – Teaching content and methods are two compulsory subjects for TTI students. The course material is designed to prepare students to become competent teachers. But in practice, many students have difficulty in combining the content they have to teach and the teaching methods. As a result, once they stand alone in front of the class, they cannot use appropriate teaching methods to facilitate their school students to achieve the target competencies.

One solution is for lecturers to model the teaching methods/approaches with the students. The courses should be an inspiration for students on how to deliver good teaching. This issue was raised in discussion in the Initial Workshop on the Pre-Service Teacher Training Curriculum which was attended by 48 lecturers from various USAID PRIORITAS partner TTIs at the Atlet Century Hotel, Jakarta (2-5/7).

Discussion of the varied experiences of the participants started off the activities to develop and enrich the pre-service teacher training curriculum of the TTIs. Three main topics were discussed. These were reading for early grade students in the primary school and mathematics and science for junior secondary schools. The participants shared their experiences on content and course methodologies in the TTIs and started preparing a draft of the enrichment materials.

The presentations and discussion sessions gave the participants an overview of what is happening currently in the TTIs.

Based on the discussions, several priorities to be developed were agreed upon. The participants then divided into three major groups; each group began to work on mapping out existing course material and identifying gaps. They also looked for a variety of references and other information to fill the gaps.

According to Lynne Hill, the Teaching and Learning Advisor of USAID PRIORITAS, there were two important focuses in developing the course material in this workshop. First, the role of TTI lecturers in facilitating students to understand course content; second, the role of lecturers in assisting students to be able to teach the content in schools.

"It is important for a teacher or lecturer to focus on how to deliver the content properly. Equally important is that students should learn how to understand the content and how to teach it to school students. The materials

we develop here are to help the students understand the content and teach it in a better way," she said. (Anw)

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

”Moving Forward to Develop More Qualified Teachers”PROF. DR. Nuryanie

Rustaman, a lecturer of Universitas Pendidikan Indonesia and representative of the MOEC Directorate of Higher Education described the development of materials for TTI curriculum enrichment as a step forward for the TTIs and USAID PRIORITAS. "We TTI lecturers have been waiting for programs like this to help us improve. An enriched curriculum will enable us to design and enrich our courses for

the TTI students as potential teachers. Moreover, with the implementation of the 2013 curriculum we need more resource materials to enhance prospective teachers' ability to teach," said the Mathematics and Sciences professor.

The same appreciation was also expressed by Prof. Dr. Ani Rusilowati, a lecturer at the State University of Semarang.

"Modeling good practices in our courses is essential so that our students experience examples of innovative teaching methods. I also use these methods when teaching my postgraduate (S2) and doctoral (S3) students on our campus," she said.

This workshop produced several main topics for further development. Participants received valuable inputs related to what to teach and how to deliver it, in order to improve teaching to the prospective teachers in their respective TTIs. The next step is to process the information already gathered. An analysis will be done by the USAID PRIORITAS team to see if any gaps still exists. The results of the team's work will be reviewed and discussed in workshops to be held in each province involving the 16 partner TTIs.

"USAID PRIORITAS will organize activities to develop curriculum enrichment materials for each partner TTI. Our target is to complete this by January 2014, so it can be used for training in the faculties,” said Lynne Hill, the USAID PRIORITAS Teaching and Learning Advisor. (Anw)

Course Material Enrichment with Relevant to K-13

THE PREPARATION of curriculum enrichment materials for pre-service teachers involving lecturers from 16 TTIs was designed to be relevant to the 2013 curriculum (K-13). Using this material, TTI graduates are expected to be able to better implement teaching and learning in Science, Math and Reading in line with the 2013 curriculum and apply active learning approaches. The preparation of the enrichment materials involved a number of teachers who have successfully implemented good practice in teaching.

Sabar Nurohman, M.Pd, lecturer from Universitas Negeri Yogyakarta, appreciated the workshop organized by USAID PRIORITAS. Sabar admitted this was the first time for him to collaborate with teachers to develop TTI course materials. "University lecturers and school teachers usually collaborate to develop instructional materials to be used in schools. This is now the reverse, we are working together to develop teaching materials for TTIs. It's an interesting experience,” he said. (Anw/Eh)

Good courses can be a model of good teaching for students of the TTIs.

Prof. Nuryanie Rustaman

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 3

Achievement of Minimum Service Standards (MSS) at School Level

MOEC Appreciates the USAID PRIORITAS District Education MIS Tool for Mapping MSS

Jakarta. The Ministry of Education and Culture (MOEC) expressed their appreciation of the District Education Management Information System (SIMPK) tool developed by USAID PRIORITAS during a presentation of the application in the ministry (17/9). Conducted by USAID PRIORITAS the presentation was facilitated by the Head of Legal and Human Resource Bureau of the Basic Education Directorate General, Ibu Sri Renani Pantjastuti. Attending the presentation were representatives from the Directorate General, the education database (DAPODIK) team, and donor agencies including the ADB and AusAID. USAID PRIORITAS was requested to make a presentation of the SIMPK to be used in mapping achievement of the minimum service standards (MSS) in 110 districts/cities in Indonesia.

SIMPK itself is a tool developed to support district education offices in formulating educational policies based on accurate data. This application uses the DAPODIK database, which is updated by all the districts in Indonesia. The advantage of using this application is the ability to immediately identify the number of schools that have or have not met the MSS across all districts. To do this a user does not need to re-enter the data because it is already available in DAPODIK. District governments can also do more in-depth analysis by comparing the distribution level of MSS achievement in different sub-districts within their district.

One problem at present is that not all MSS indicators can

be shown using SIMPK because of the limited data sets available on DAPODIK. In response to this issue, the DAPODIK Team Leader, Bpk Supriyatno, S.Pd., MA., Head of the Sub-Section for Data and Information of DAPODIK, said that some indicators currently not available in the MSS will be the target for development and improvement in the 2014 DAPODIK.

Liberty Marpaung, a representative of the Directorate General suggested the importance of using SIMPK to respond to requests for progress reports on the attainment of the MSS by the Presidential Work Unit for Development Monitoring and Control (UKP4). "The SIMPK needs to be developed not only to help the districts, but also to help the UKP4 since until now we have difficulty presenting them with updated reports on MSS levels of achievement," he said. Looking at the potential use of this Excel-based application program, one participant suggested SIMPK should be disseminated throughout Indonesia through the MOEC website. (Aff/Vh)

Dr. Afiffudin from USAID PRIORITAS making a presentation about the SIMPK in an MOEC Office.

MANY SCHOOLS are struggling to produce their BOS (school operational funding) reports every month. So far schools prepare the report manually, which normally takes quite a long time. With the amount of data and transactions that need to be summarized, the process becomes more and more complex every month. To facilitate schools in making BOS reports, the Ministry of Education and Culture (MOEC) in collaboration with USAID PRIORITAS has developed a management and reporting software application for BOS 2013.

Designed to ease administration and reporting, this software is also useful for increasing the transparency and accountability of the use of BOS funds. It is also able to generate reports for the

public, in order to make them aware of how schools have been using the BOS funds. The 2013 BOS Software not only reports the school expenditure sourced from BOS, it has also been developed to report the use of other financial resources. It means that all financial resources administered by the schools can be reported in an integrated manner. Thus,

cases of double payment should be able to be avoided.

At the demonstration in front of MOEC's BOS software technical team, the Excel-based software program proved to be practical, informative, easy to use even at school level, and useful, especially in making it easy for school administrators to manage and report the BOS. "We will be piloting the use

of this Software in a limited number of schools. But within the next three months, we expect to see this software used by all schools in Indonesia," said Ahmad Badar, an MOEC BOS technical team member (23/8).

Schools do not need to procure or bring in experts to use this software. "Anyone who can read and understand the guidelines will be able to run this application," said Handoko Widagdo, Whole School Development Specialist of USAID PRIORITAS who was involved in the development of the software. The software can be downloaded via the website of the national BOS. (Hw/Anw)

Helping Schools Make Accountable Reports of School Operational Funding (BOS)

550 BOS Managers Think It is Helpful

The front display page of the BOS reporting software developed by USAID PRIORITAS.

BOS SOFTWARE TRAINING has already been held in four regions; Jakarta, Solo, Bandung and Makassar, involving at least 550 BOS managers Most were staff of District and Provincial Education Offices responsible for the BOS program implementation in their areas, known as 'BOS managers'. After attending the one day training, the participants agreed that the software will be very helpful.

"This software makes it easy to administer school BOS funds. The reporting is easier and more time efficient," said one BOS manager. The software is designed to improve administration and prevent fraud because it includes financial reports from multiple sources and is easily accessible to the public. (Anw)

PRIORITAS - NationalPRIORITAS - National

PRIORITAS - National

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 5

The PRIORITAS Education Policy Workshop, which was held in Boston

MA and Washington DC in the U.S.A. from September 16 to 20, 2013, made a

strong impression on the university rectors and staff of USAID PRIORITAS

partner TTIs and other education stakeholders participating in the event.

After visiting a number of schools, the State University of Surabaya (UNESA)

Rector, Prof. Dr. Muchlas Samani recorded his experiences and

observations of the learning processes in American schools.

On Friday, 20 September 2013 we were invited to Eagle View Elementary School. The school is located in Fairfax County Virginia, about 1 hour's drive from Georgetown Suites, the hotel where I am staying.

At the school, after listening to a short briefing from the vice-principal and teachers, and observing the classroom learning processes, I learnt a valuable lesson. What the school is trying to develop are the children's competencies as critical and creative thinkers and problem solvers as well as a good character. It is linked to real world situations so the children possess the life skills that they need.

Teaching Children to Think at a Higher Level

When visiting the fifth grade at the school, I saw the students reading books at their desks. Each child had a piece of paper

divided into two columns. At the top of the left column was written: WHAT ARE YOU CONFUSED ABOUT? and in the right column: WHAT IS YOUR INNER VOICE? I observed what the students did. During or after completing their reading they wrote in the left column items they were confused about or did not fully understand. In the right column they wrote their comments and questions.

After completing both columns, students sat in a circle on the carpet and the teacher sat on a chair in front. There were two other teachers who were responsible for helping children with special needs. For example, slow learners and those not very good at reading.

What were they doing? The teacher displayed the book page by page on a smart board. Students were asked to talk about items they had not yet understood (what are you confused about?) and then give their comments and ask their questions related to the reading material (what is your inner voice?). Almost all the children raised their hands every time the teacher asked a question. And the teacher responded well to their answers. So what was written in the two columns was discussed in the class. This is a good example of how to develop critical thinking.

When I entered the second grade, the students were sitting on the carpet and the teacher was guiding the lesson. Students were asked how to get friends. What if other people try to invite you to become their friend? Those second graders must be about 7-8 years of age. So they gave all sorts of answers. It was interesting that the teacher was encouraging the children to find suitable ways to make friends. Maybe it's part of creative thinking. What if the person you are trying to invite is not very happy to be your friend? It looked like it was a problem solving skill building session as well.

A lot of the students' work was displayed on the walls of the 2nd grade classroom. On one chart there was writing in capital letters: I AGREE BECAUSE.. I DISAGREE BECAUSE.. I am not sure how the students were supposed to fill in the blanks. However, from the writing I suppose the students were given an example of how to make an expression of their personal opinions. They were asked to state agreement or disagreement with a statement and then had to provide an explanation why they did so.

I believe it this is the way to develop high order thinking skills. To complete the

assignment, according to Bloom's theory, children have to be able to think up to the evaluation phase. Looking back at what was happening in the Eagle View Elementary School I was captivated. It turns out we can develop higher order thinking skills, critical thinking skills, the ability to think creatively and how to solve problems even at kindergarten and elementary school levels.

I remember what I saw in the kindergarten class at St. Columbkille School in Boston. The music teacher brought in a guitar and a violin. Children were asked to point out what is similar and what is not between the two. Surely this was intended to develop the analytical skills of those young children. Hopefully we can learn from the experience. ***

Learning Higher Level Thinking in American SchoolsNotes from the Rector of the State University of Surabaya, Prof. Dr. Muchlas Samani during the PRIORITAS Education Policy Workshop

Questions that encourage early year students to use higher thinking skill

Captions: 1. Making use of every part of the classroom to challenge children to

express their ideas.2. The teacher guiding a group of children in reading in pairs. Students

were asked to take turns in reading a story book, and give each other feedback.

3. The reading corner in the classroom is designed for easy accessibility and to be interesting. At least 2000 books are available for each classroom.

PRIORITAS - National

4 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

Lessons Learned from PRIORITAS Education Policy Workshop in America

After participating in a series of workshop activities in the United States, rectors and other senior staff of the PRIORITAS partner Teacher Training Institutes (TTIs), and representatives of the Coordinating Ministry for People's Welfare, and MOEC, learned some important lessons particularly on teacher professional development which can be applied in Indonesia. Here are some notes.

The Indonesian TTI Teacher Education Programs (PPG) should select their lab school and partner school so that the student teachers can be exposed to good models of teaching. Teacher in these schools with proven track records should act as teacher mentors for the students. They should be successful teachers, who are committed to acting as learning partners for the prospective teachers.

Learning to read in primary school is crucial and should be strengthened. Schools trained in teaching a reading skills program can act as models for other schools. Children should be taught reading skills early. (This is the case of Eagle View primary school, Fairfax County, which the participants visited, where children are taught the skills to process their reading by having a dialog with themselves. Developing reading skills is considered an activity in

which students actively interact with the text they read).

Professional Learning Communities in Indonesia such as the KKG and MGMPs are not used to the best effect. KKG and MGMP Programs should be based on bottom up needs (as opposed to simply implementing top down regulations).

We often know the theory but to deliver it in practice is not at all easy; for example, the implementation of student-centered MGMP activities, where success is still limited.

Recommendations Group schools and TTI staff which have

commitment and energy (teachers, lecturers) to develop tools, models and methods to train student teachers to be used in PPG programs and in laboratory schools. Implementation of this idea can start with TTI lab schools and partner schools, as well as trying to use the concept of 'BLOSSOMS' (see page 1) with the prospective teachers.

MOEC plans to train some 1.6 million teachers in the 2013 curriculum. The approach will be based less on lecturing and a lot more on practice. Student textbooks and exercise books are

already available. USAID PRIORITAS is expected to make video tutorials to promote active learning in grades 1 and 4 and in junior and senior secondary schools. The videos are expected to disseminate the ideas further and to enable more teachers see the ideas and practice them in their classrooms. Seeing is believing.

Follow-up Each participant was asked to make an

action plan to apply the principles, concepts and approaches in their institutions as an outcome of the education policy workshop in the U.S.

In approximately 3 months, the participants will gather together again with the technical coordinator from each partner TTI to discuss progress on their follow-up. (Fs)

Closely observing learning process in an American school.

Attending a lecture by Prof. Paul Reville, director of the Harvard Graduate School of Education.Attending a lecture by Prof. Paul Reville, director of the Harvard Graduate School of Education.

Professor Unifah giving a presentation about Indonesian teacher professional development in USAID Washington.

Documentation of PRIORITAS Education Policy Workshop

A teacher at Fairfax County Schools helping a student to learn to read.

Listening to presentation about USAID Education Program's new strategies for reading for early grade classes, education research and best practices.

Learning about a university and school partnership that has had an impact on improving the quality of learning in St. Columbkille School.

Learning about the development of learning technologies at MIT.

Observing a reading lesson in Daniels Run Elementary School.

Group picture with the university rectors and staff, representatives of the Coordinating Ministry for People's Welfare, MOEC, USAID, RTI International and EDC at the Harvard Graduate School of Education.

Professor Unifah giving a presentation about Indonesian teacher professional development in USAID Washington.

Observing a reading lesson in Daniels Run Elementary School.

Learning about the development of learning technologies at MIT.

Listening to presentation about USAID Education Program's new strategies for reading for early grade classes, education research and best practices.

A teacher at Fairfax County Schools helping a student to learn to read.

Learning about a university and school partnership that has had an impact on improving the quality of learning in St. Columbkille School.

Group picture with the university rectors and staff, representatives of the Coordinating Ministry for People's Welfare, MOEC, USAID, RTI International and EDC at the Harvard Graduate School of Education.

PRIORITAS - National

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 5

The PRIORITAS Education Policy Workshop, which was held in Boston

MA and Washington DC in the U.S.A. from September 16 to 20, 2013, made a

strong impression on the university rectors and staff of USAID PRIORITAS

partner TTIs and other education stakeholders participating in the event.

After visiting a number of schools, the State University of Surabaya (UNESA)

Rector, Prof. Dr. Muchlas Samani recorded his experiences and

observations of the learning processes in American schools.

On Friday, 20 September 2013 we were invited to Eagle View Elementary School. The school is located in Fairfax County Virginia, about 1 hour's drive from Georgetown Suites, the hotel where I am staying.

At the school, after listening to a short briefing from the vice-principal and teachers, and observing the classroom learning processes, I learnt a valuable lesson. What the school is trying to develop are the children's competencies as critical and creative thinkers and problem solvers as well as a good character. It is linked to real world situations so the children possess the life skills that they need.

Teaching Children to Think at a Higher Level

When visiting the fifth grade at the school, I saw the students reading books at their desks. Each child had a piece of paper

divided into two columns. At the top of the left column was written: WHAT ARE YOU CONFUSED ABOUT? and in the right column: WHAT IS YOUR INNER VOICE? I observed what the students did. During or after completing their reading they wrote in the left column items they were confused about or did not fully understand. In the right column they wrote their comments and questions.

After completing both columns, students sat in a circle on the carpet and the teacher sat on a chair in front. There were two other teachers who were responsible for helping children with special needs. For example, slow learners and those not very good at reading.

What were they doing? The teacher displayed the book page by page on a smart board. Students were asked to talk about items they had not yet understood (what are you confused about?) and then give their comments and ask their questions related to the reading material (what is your inner voice?). Almost all the children raised their hands every time the teacher asked a question. And the teacher responded well to their answers. So what was written in the two columns was discussed in the class. This is a good example of how to develop critical thinking.

When I entered the second grade, the students were sitting on the carpet and the teacher was guiding the lesson. Students were asked how to get friends. What if other people try to invite you to become their friend? Those second graders must be about 7-8 years of age. So they gave all sorts of answers. It was interesting that the teacher was encouraging the children to find suitable ways to make friends. Maybe it's part of creative thinking. What if the person you are trying to invite is not very happy to be your friend? It looked like it was a problem solving skill building session as well.

A lot of the students' work was displayed on the walls of the 2nd grade classroom. On one chart there was writing in capital letters: I AGREE BECAUSE.. I DISAGREE BECAUSE.. I am not sure how the students were supposed to fill in the blanks. However, from the writing I suppose the students were given an example of how to make an expression of their personal opinions. They were asked to state agreement or disagreement with a statement and then had to provide an explanation why they did so.

I believe it this is the way to develop high order thinking skills. To complete the

assignment, according to Bloom's theory, children have to be able to think up to the evaluation phase. Looking back at what was happening in the Eagle View Elementary School I was captivated. It turns out we can develop higher order thinking skills, critical thinking skills, the ability to think creatively and how to solve problems even at kindergarten and elementary school levels.

I remember what I saw in the kindergarten class at St. Columbkille School in Boston. The music teacher brought in a guitar and a violin. Children were asked to point out what is similar and what is not between the two. Surely this was intended to develop the analytical skills of those young children. Hopefully we can learn from the experience. ***

Learning Higher Level Thinking in American SchoolsNotes from the Rector of the State University of Surabaya, Prof. Dr. Muchlas Samani during the PRIORITAS Education Policy Workshop

Questions that encourage early year students to use higher thinking skill

Captions: 1. Making use of every part of the classroom to challenge children to

express their ideas.2. The teacher guiding a group of children in reading in pairs. Students

were asked to take turns in reading a story book, and give each other feedback.

3. The reading corner in the classroom is designed for easy accessibility and to be interesting. At least 2000 books are available for each classroom.

PRIORITAS - National

4 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

Lessons Learned from PRIORITAS Education Policy Workshop in America

After participating in a series of workshop activities in the United States, rectors and other senior staff of the PRIORITAS partner Teacher Training Institutes (TTIs), and representatives of the Coordinating Ministry for People's Welfare, and MOEC, learned some important lessons particularly on teacher professional development which can be applied in Indonesia. Here are some notes.

The Indonesian TTI Teacher Education Programs (PPG) should select their lab school and partner school so that the student teachers can be exposed to good models of teaching. Teacher in these schools with proven track records should act as teacher mentors for the students. They should be successful teachers, who are committed to acting as learning partners for the prospective teachers.

Learning to read in primary school is crucial and should be strengthened. Schools trained in teaching a reading skills program can act as models for other schools. Children should be taught reading skills early. (This is the case of Eagle View primary school, Fairfax County, which the participants visited, where children are taught the skills to process their reading by having a dialog with themselves. Developing reading skills is considered an activity in

which students actively interact with the text they read).

Professional Learning Communities in Indonesia such as the KKG and MGMPs are not used to the best effect. KKG and MGMP Programs should be based on bottom up needs (as opposed to simply implementing top down regulations).

We often know the theory but to deliver it in practice is not at all easy; for example, the implementation of student-centered MGMP activities, where success is still limited.

Recommendations Group schools and TTI staff which have

commitment and energy (teachers, lecturers) to develop tools, models and methods to train student teachers to be used in PPG programs and in laboratory schools. Implementation of this idea can start with TTI lab schools and partner schools, as well as trying to use the concept of 'BLOSSOMS' (see page 1) with the prospective teachers.

MOEC plans to train some 1.6 million teachers in the 2013 curriculum. The approach will be based less on lecturing and a lot more on practice. Student textbooks and exercise books are

already available. USAID PRIORITAS is expected to make video tutorials to promote active learning in grades 1 and 4 and in junior and senior secondary schools. The videos are expected to disseminate the ideas further and to enable more teachers see the ideas and practice them in their classrooms. Seeing is believing.

Follow-up Each participant was asked to make an

action plan to apply the principles, concepts and approaches in their institutions as an outcome of the education policy workshop in the U.S.

In approximately 3 months, the participants will gather together again with the technical coordinator from each partner TTI to discuss progress on their follow-up. (Fs)

Closely observing learning process in an American school.

Attending a lecture by Prof. Paul Reville, director of the Harvard Graduate School of Education.Attending a lecture by Prof. Paul Reville, director of the Harvard Graduate School of Education.

Professor Unifah giving a presentation about Indonesian teacher professional development in USAID Washington.

Documentation of PRIORITAS Education Policy Workshop

A teacher at Fairfax County Schools helping a student to learn to read.

Listening to presentation about USAID Education Program's new strategies for reading for early grade classes, education research and best practices.

Learning about a university and school partnership that has had an impact on improving the quality of learning in St. Columbkille School.

Learning about the development of learning technologies at MIT.

Observing a reading lesson in Daniels Run Elementary School.

Group picture with the university rectors and staff, representatives of the Coordinating Ministry for People's Welfare, MOEC, USAID, RTI International and EDC at the Harvard Graduate School of Education.

Professor Unifah giving a presentation about Indonesian teacher professional development in USAID Washington.

Observing a reading lesson in Daniels Run Elementary School.

Learning about the development of learning technologies at MIT.

Listening to presentation about USAID Education Program's new strategies for reading for early grade classes, education research and best practices.

A teacher at Fairfax County Schools helping a student to learn to read.

Learning about a university and school partnership that has had an impact on improving the quality of learning in St. Columbkille School.

Group picture with the university rectors and staff, representatives of the Coordinating Ministry for People's Welfare, MOEC, USAID, RTI International and EDC at the Harvard Graduate School of Education.

6 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - National

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 7

RTI Head Office Impressed by Learning in MI Asih Putera

Eddie Story, Senior Vice President, General Counsel, and Corporate Secretary of RTI International was impressed with the learning processes in MI Asih Putera, Cimahi, West Java.

Cimahi - USAID PRIORITAS West Java. Three officials of the Research Triangle Institute (RTI) International Head Office based in North Carolina, USA, were impressed when visiting and observing the learning process in MI Asih Putera. The three visitors specifically wanted to see the direct impact on the USAID PRIORITAS program's partner schools; they were Edward "Eddie" Story (Senior Vice President, General Counsel, and Corporate Secretary), Mohammad Ali (Senior Director - Chief Procurement Officer), and Dan Segal (International Counsel). "I saw all the students apparently enjoying the lessons in the classroom. This is very important to help students learn well," said Eddie Story to the other guests who were participating in the visit (11/7).

He also expressed his appreciation of the positive impact of USAID PRIORITAS programs in MI Asih Putera. "What we hope for from our partner schools has been realized in MI Asih Putera. The teaching and learning practices in this school meet our expectations," he said.

The visitors were greeted by the school management, a representative of the local education office, the Head of the MORA office in Cimahi District and USAID PRIORITAS staff. When they toured the classrooms, they witnessed the first day of the new school year. They were surprised at the work of the early grade students; they wrote a short essay

on their vacation experiences, the results were then displayed on the classroom walls as the learning outcome for that morning.

After the classroom visit, a brief meeting followed, in which the visiting team discussed the USAID PRIORITAS program. The meeting was attended by Drs. H. Hilmi Riva'i, M.Pd, Head of MORA for Cimahi, Hj. Hartati, S.Pd., M.Si, Head of Primary Education for Cimahi, Iis Siti Aisyah, SS, the Principal of MI Asih Putera, and Mrs. Anindya Dhian a School Committee member as well as several teachers and students from MI Asih Putera.

The principal, the school committee, and the officials commented on the question, "What do you think of USAID PRIORITAS program?" They made various similar comments, that the program is very welcome and the school is grateful to have been selected as one of the program partners.

They also expressed their readiness to support the implementation of the program, for example, the principal allows teachers to take training courses and encourages them to apply the results in the classroom. "The implementation of the USAID PRIORITAS program has greatly assisted us in improving the quality of education. We hope that a lot more madrasah and schools can participate in this program," said Hilmi Rivai, Head of Ministry of Religious Affairs Office of Cimahi. (Anw)

20 Partner Districts from Cohort 2 Ready for Innovation

USAID PRIORITAS is expanding its partnership program by adding a second cohort of 20 partner districts in seven provinces. This adds to the 69 partner districts which include the DBE and USAID PRIORITAS cohort 1 districts which are already taking part in the program. So now in 2013 there are 89 partner districts overall. The group will be getting bigger soon with the planned addition of Papua province.

The new partners will conduct a series of activities including an educational assessment, Early Grade Reading Assessment (EGRA), program coordination with education stakeholders, district training facilitator selection, training and mentoring for schools, analyzing teacher distribution and calculating education unit costs.

Strengthening Coordination with GovernmentIn mid-August 2013 USAID PRIORITAS appointed Ruwiyati

Ahmadi as Technical Coordinator to work with the Government of Indonesia (GOI) with a base in MOEC. She will help strengthening coordination and synergy with the government.

During a coordination meeting with Prof. Dr. Ibrahim Bafadal, the Director of Primary Education, he expressed his expectation that USAID PRIORITAS should work as a team with MOEC. Dr. Didik Suhardi, Director of Junior Secondary Education (JSE) requested USAID PRIORITAS to get involved in the PPMBS (school-based quality improvement program) under

his Directorate. This is in line with USAID

PRIORITAS programs which assist schools to implement good practices in teaching and learning and school-based management.

Drs. Khamim M.Pd, Program Head of a JSE Sub Directorate and Drs. Didik Prabangkat, MA, Head of the Primary School Sub Directorate for Curriculum also hope that USAID PRIORITAS will be involved in training to support the 2013 Curriculum. While Drs. Rochmat, MA Head of the Sub-Directorate for Institutional and Cooperation in the Directorate of Madrasah Education of the Ministry of Religious Affairs (MORA) suggested the need to have an implementing unit in MORA. This will be a basis for MORA to be able to allocate counterpart funds for any companion program." If 20% of the partner schools in any one district are madrasahs, the District MORA Office may submit a budget to the Ministry of Religious Affairs for dissemination in 2014," he said. (Ra/Anw)

Meeting of USAID PRIORITAS in South Sulawesi with the the Provincial Development Agency, Education Office, Religious Affairs Office, Parliament and representatives of the Teachers Association (PGRI) of Tana Toraja District.

Kudus. Thanks to the consistency in implementing good practices in teaching, Abdul Rochim, M.Pd a teacher at SMPN 1 Kudus, Central Java won 1st prize in a Teacher Performance award at national level for 2013. Pak Rochim is a science teacher and also a training facilitator for USAID PRIORITAS. He first became a training facilitator in 2007 for the USAID DBE program, which has now continued into the USAID PRIORITAS program.

He admitted that a lot of the inspiration for his success came from his involvement as a facilitator in the USAID programs. "I have applied all the USAID training in my teaching. Consistency has finally helped me to win first prize at national level," said Pak Rochim.

First, in April 2013, Pak Rochim won the first prize for Teaching and Learning at district level in Kudus. Then in June 2013 he competed with the 35 best teachers from other districts/cities in Central Java, where he won the 1st prize at province level. Then in August 2013, he entered the national competition and won. His scientific paper titled Professional Teaching and Meaningful Learning in its Classroom Application, was, in the opinion of Prof. Dr. Slamet Ahmad, one of the jurors, the most relevant to the demands of the 2013 Curriculum.

The paper went through a portfolio assessment stage, then a written test, a presentation of the paper and an interview, before the announcement was finally made. The USAID PRIORITAS facilitator has now been crowned national champion for the best scientific paper in teaching and learning. Interestingly, Pak Rochim was accompanied by his school's principal, H. Oky Sudarto who also stood on the winners' stage for winning the school principal award. "The USAID's Better Teaching and Learning program was developed to address the challenges of 2013 Curriculum. That's what made me confident using the USAID program to developed my paper and finally win this Teacher Performance Award" he said proudly.

(Shs)

Pak Rochim received his national level award for teacher performance for 2013 from the Minister of Education and Culture Prof. Dr. Moh Nuh.

PRIORITAS - National

USAID PRIORITAS Facilitator Wins 1st Prize at National Level

2013 Civil Service Recruitment Quota and Lessons Learned from Teacher Deployment Activity

THE APPROACH to Teacher Management and Deployment developed by USAID PRIORITAS is getting ever more interesting, with the issuance of a quota for the recruitment of new civil servants for districts. Almost all districts applied for an allocation of new civil servants. But the majority (over 60%) will not see their proposal approved.

According to Dr. Aos Santosa, Education Management and Governance Specialist of USAID PRIORITAS, there are two binding conditions for the districts to get an allocation of new government employees. First, their personnel expenditure must not be more than 50% of the total district budget, and secondly, the district must have undertaken a redistribution of government employees, more specifically teachers, as required by the Five Ministers Joint Decree of 2011.

Why do teachers play an important role in the recruitment of civil servants? Because most of the civil servants in districts are teachers. If the teachers in a district are well managed, it will have a major impact on the management of all civil servants.

Based on experience in working on the analysis of teacher redistribution in USAID PRIORITAS partner districts, data shows that most of the districts have excess numbers of teachers. This applies particularly to subject teachers for junior and senior secondary schools and is

compounded by uneven distribution. The only overall shortage of teachers occurs sometimes in primary schools.

Out of the 23 USAID PRIORITAS partner districts, only 5 (22%) will be allocated a quota of new employess in 2013, namely the Districts of Bantaeng, Semarang, Mojokerto, Serang, and South Nias. The five districts share a similar issue; a significant shortage of classroom teachers. One of them is Kebupaten Semarang. The district has done some redistribution of civil servants, particularly teachers of PE (physical education) and PAI (Islamic Education) by using a model of one teacher covering two schools. Under this model, teachers can address two problems at once; overcoming the shortage of teachers and also fulfilling the teachers' minimum teaching hours of at least 24 hours per week.

To date, USAID PRIORITAS has facilitated the teacher redistribution analysis in the 23 districts by using simple, user friendly software and making use of existing data from the schools, using DAPODIK (the Database of Basic Education) which is updated each semester. One of the results of the analysis shows that the issue of teacher shortages does not have to be solved by adding teachers, especially in primary schools with very few students, where

the ratio of students to teachers is less than 8 (a quarter of the MSS). "If a teacher shortage is experienced by small schools, they do not need to add teachers, but can select other suitable policy options. Adopting multigrade teaching is an example, merging some small schools located near to each other, or regulating new student admissions and the using itinerant teachers are other options," said Aos.

USAID PRIORITAS partners have found the Teacher Deployment program very helpful in managing the distribution of their teachers. As stated by Ashari, M.Pd., Head of the HR Bureau for District Education of Purbalingga, Central Java. "The program is very helpful to us in improving the quality of education," he said.

(Ash/Arz)

Equitable distribution of teachers is part of the effort to ensure equity of education quality.

6 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - National

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 7

RTI Head Office Impressed by Learning in MI Asih Putera

Eddie Story, Senior Vice President, General Counsel, and Corporate Secretary of RTI International was impressed with the learning processes in MI Asih Putera, Cimahi, West Java.

Cimahi - USAID PRIORITAS West Java. Three officials of the Research Triangle Institute (RTI) International Head Office based in North Carolina, USA, were impressed when visiting and observing the learning process in MI Asih Putera. The three visitors specifically wanted to see the direct impact on the USAID PRIORITAS program's partner schools; they were Edward "Eddie" Story (Senior Vice President, General Counsel, and Corporate Secretary), Mohammad Ali (Senior Director - Chief Procurement Officer), and Dan Segal (International Counsel). "I saw all the students apparently enjoying the lessons in the classroom. This is very important to help students learn well," said Eddie Story to the other guests who were participating in the visit (11/7).

He also expressed his appreciation of the positive impact of USAID PRIORITAS programs in MI Asih Putera. "What we hope for from our partner schools has been realized in MI Asih Putera. The teaching and learning practices in this school meet our expectations," he said.

The visitors were greeted by the school management, a representative of the local education office, the Head of the MORA office in Cimahi District and USAID PRIORITAS staff. When they toured the classrooms, they witnessed the first day of the new school year. They were surprised at the work of the early grade students; they wrote a short essay

on their vacation experiences, the results were then displayed on the classroom walls as the learning outcome for that morning.

After the classroom visit, a brief meeting followed, in which the visiting team discussed the USAID PRIORITAS program. The meeting was attended by Drs. H. Hilmi Riva'i, M.Pd, Head of MORA for Cimahi, Hj. Hartati, S.Pd., M.Si, Head of Primary Education for Cimahi, Iis Siti Aisyah, SS, the Principal of MI Asih Putera, and Mrs. Anindya Dhian a School Committee member as well as several teachers and students from MI Asih Putera.

The principal, the school committee, and the officials commented on the question, "What do you think of USAID PRIORITAS program?" They made various similar comments, that the program is very welcome and the school is grateful to have been selected as one of the program partners.

They also expressed their readiness to support the implementation of the program, for example, the principal allows teachers to take training courses and encourages them to apply the results in the classroom. "The implementation of the USAID PRIORITAS program has greatly assisted us in improving the quality of education. We hope that a lot more madrasah and schools can participate in this program," said Hilmi Rivai, Head of Ministry of Religious Affairs Office of Cimahi. (Anw)

20 Partner Districts from Cohort 2 Ready for Innovation

USAID PRIORITAS is expanding its partnership program by adding a second cohort of 20 partner districts in seven provinces. This adds to the 69 partner districts which include the DBE and USAID PRIORITAS cohort 1 districts which are already taking part in the program. So now in 2013 there are 89 partner districts overall. The group will be getting bigger soon with the planned addition of Papua province.

The new partners will conduct a series of activities including an educational assessment, Early Grade Reading Assessment (EGRA), program coordination with education stakeholders, district training facilitator selection, training and mentoring for schools, analyzing teacher distribution and calculating education unit costs.

Strengthening Coordination with GovernmentIn mid-August 2013 USAID PRIORITAS appointed Ruwiyati

Ahmadi as Technical Coordinator to work with the Government of Indonesia (GOI) with a base in MOEC. She will help strengthening coordination and synergy with the government.

During a coordination meeting with Prof. Dr. Ibrahim Bafadal, the Director of Primary Education, he expressed his expectation that USAID PRIORITAS should work as a team with MOEC. Dr. Didik Suhardi, Director of Junior Secondary Education (JSE) requested USAID PRIORITAS to get involved in the PPMBS (school-based quality improvement program) under

his Directorate. This is in line with USAID

PRIORITAS programs which assist schools to implement good practices in teaching and learning and school-based management.

Drs. Khamim M.Pd, Program Head of a JSE Sub Directorate and Drs. Didik Prabangkat, MA, Head of the Primary School Sub Directorate for Curriculum also hope that USAID PRIORITAS will be involved in training to support the 2013 Curriculum. While Drs. Rochmat, MA Head of the Sub-Directorate for Institutional and Cooperation in the Directorate of Madrasah Education of the Ministry of Religious Affairs (MORA) suggested the need to have an implementing unit in MORA. This will be a basis for MORA to be able to allocate counterpart funds for any companion program." If 20% of the partner schools in any one district are madrasahs, the District MORA Office may submit a budget to the Ministry of Religious Affairs for dissemination in 2014," he said. (Ra/Anw)

Meeting of USAID PRIORITAS in South Sulawesi with the the Provincial Development Agency, Education Office, Religious Affairs Office, Parliament and representatives of the Teachers Association (PGRI) of Tana Toraja District.

Kudus. Thanks to the consistency in implementing good practices in teaching, Abdul Rochim, M.Pd a teacher at SMPN 1 Kudus, Central Java won 1st prize in a Teacher Performance award at national level for 2013. Pak Rochim is a science teacher and also a training facilitator for USAID PRIORITAS. He first became a training facilitator in 2007 for the USAID DBE program, which has now continued into the USAID PRIORITAS program.

He admitted that a lot of the inspiration for his success came from his involvement as a facilitator in the USAID programs. "I have applied all the USAID training in my teaching. Consistency has finally helped me to win first prize at national level," said Pak Rochim.

First, in April 2013, Pak Rochim won the first prize for Teaching and Learning at district level in Kudus. Then in June 2013 he competed with the 35 best teachers from other districts/cities in Central Java, where he won the 1st prize at province level. Then in August 2013, he entered the national competition and won. His scientific paper titled Professional Teaching and Meaningful Learning in its Classroom Application, was, in the opinion of Prof. Dr. Slamet Ahmad, one of the jurors, the most relevant to the demands of the 2013 Curriculum.

The paper went through a portfolio assessment stage, then a written test, a presentation of the paper and an interview, before the announcement was finally made. The USAID PRIORITAS facilitator has now been crowned national champion for the best scientific paper in teaching and learning. Interestingly, Pak Rochim was accompanied by his school's principal, H. Oky Sudarto who also stood on the winners' stage for winning the school principal award. "The USAID's Better Teaching and Learning program was developed to address the challenges of 2013 Curriculum. That's what made me confident using the USAID program to developed my paper and finally win this Teacher Performance Award" he said proudly.

(Shs)

Pak Rochim received his national level award for teacher performance for 2013 from the Minister of Education and Culture Prof. Dr. Moh Nuh.

PRIORITAS - National

USAID PRIORITAS Facilitator Wins 1st Prize at National Level

2013 Civil Service Recruitment Quota and Lessons Learned from Teacher Deployment Activity

THE APPROACH to Teacher Management and Deployment developed by USAID PRIORITAS is getting ever more interesting, with the issuance of a quota for the recruitment of new civil servants for districts. Almost all districts applied for an allocation of new civil servants. But the majority (over 60%) will not see their proposal approved.

According to Dr. Aos Santosa, Education Management and Governance Specialist of USAID PRIORITAS, there are two binding conditions for the districts to get an allocation of new government employees. First, their personnel expenditure must not be more than 50% of the total district budget, and secondly, the district must have undertaken a redistribution of government employees, more specifically teachers, as required by the Five Ministers Joint Decree of 2011.

Why do teachers play an important role in the recruitment of civil servants? Because most of the civil servants in districts are teachers. If the teachers in a district are well managed, it will have a major impact on the management of all civil servants.

Based on experience in working on the analysis of teacher redistribution in USAID PRIORITAS partner districts, data shows that most of the districts have excess numbers of teachers. This applies particularly to subject teachers for junior and senior secondary schools and is

compounded by uneven distribution. The only overall shortage of teachers occurs sometimes in primary schools.

Out of the 23 USAID PRIORITAS partner districts, only 5 (22%) will be allocated a quota of new employess in 2013, namely the Districts of Bantaeng, Semarang, Mojokerto, Serang, and South Nias. The five districts share a similar issue; a significant shortage of classroom teachers. One of them is Kebupaten Semarang. The district has done some redistribution of civil servants, particularly teachers of PE (physical education) and PAI (Islamic Education) by using a model of one teacher covering two schools. Under this model, teachers can address two problems at once; overcoming the shortage of teachers and also fulfilling the teachers' minimum teaching hours of at least 24 hours per week.

To date, USAID PRIORITAS has facilitated the teacher redistribution analysis in the 23 districts by using simple, user friendly software and making use of existing data from the schools, using DAPODIK (the Database of Basic Education) which is updated each semester. One of the results of the analysis shows that the issue of teacher shortages does not have to be solved by adding teachers, especially in primary schools with very few students, where

the ratio of students to teachers is less than 8 (a quarter of the MSS). "If a teacher shortage is experienced by small schools, they do not need to add teachers, but can select other suitable policy options. Adopting multigrade teaching is an example, merging some small schools located near to each other, or regulating new student admissions and the using itinerant teachers are other options," said Aos.

USAID PRIORITAS partners have found the Teacher Deployment program very helpful in managing the distribution of their teachers. As stated by Ashari, M.Pd., Head of the HR Bureau for District Education of Purbalingga, Central Java. "The program is very helpful to us in improving the quality of education," he said.

(Ash/Arz)

Equitable distribution of teachers is part of the effort to ensure equity of education quality.

PRIORITAS - North Sumatra PRIORITAS - Aceh

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 98 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

Teachers Redeployment in Aceh Jaya and Bener Meriah

Aceh. Both Aceh Jaya and Bener Meriah districts have declared their readiness to undertake redeployment of teachers based on education data from the National Education Data Base (DAPODIK). The socialization of the analysis of teacher deployment in the two districts was attended by stakeholders in education, including the

Local Parliaments, Education Office, MORA, Personnel Office, Bappeda and MPD (Board of Education).

The Bupati (District Head) of Aceh Jaya agrees with and fully recognizes the importance of this analysis to support equitable teacher distribution, "Equitable distribution of our teachers is important to enhance the quality and competitiveness of our graduates in the future," said the Bupati Ir. Azhar Abdurrahman.

According to the Bupati, it is not easy to relocate a teacher due to social and political pressures and

conflicts of interest. "To achieve an even quality of education, we need to deploy teachers equitably according to needs," he said.

In the District of Bener Meriah, The Vice Bupati also supports the deployment program for teachers in his district, "We support this analysis and

after we get the results, we will take follow up action immediately. Any teacher, who is a civil servant, who wants to move to another place must obtain permission directly from the Bupati and Vice Bupati,” said Drs. M. Rusli Saleh.

The Vice Bupati has also planned a distribution strategy for non-civil servant teachers. He said, "We shall prioritize the provision of salaries for teachers in remote areas. Husband-and-wife teachers will also be prioritized, if they teach in the same area.”

The process of accurate teacher distribution data analysis will take around 4 months. The result will be discussed in a public consultation or a presentation to decision makers at the district level.

Staff of the Education Office and the Ministry of Religious Affairs (MORA) will be working together using TTI staff as service providers to support them. With this engagement, it is expected that the education office staff, MORA and the TTIs will be able to complete the mapping and analysis and get a picture of teacher needs at school, sub-district, dan district levels.

(Tmk)

Aceh. 18 TTI lecturers from Malang, Semarang, Yogyakarta, Medan and Surabaya State Universities, Syah Kuala University and IAIN Ar Raniry took part in a workshop to prepare enrichment materials for science teaching for Junior Secondary School (JSS) level (27-29/8).

In addition to the lecturers, a number of science teachers from JSS also participated to share their knowledge and experience. These instructional materials will be used for teaching student teachers with a focus on how to teach science competencies in school.

Dr. Erman, and M. Pd. and Prof. Dr. Ani Rusilowati from the State Universities of Surabaya and Semarang State University were excited working with their fellow lecturers in Aceh in preparing material for the enrichment of Science teaching with reference to the 2013 Curriculum. "Preparation of enrichment materials for TTI lecturers is very useful for TTI students who are prospective teachers since we have to apply the 2013 Curriculum," Erman said.

Besides those present in Aceh, other partner TTIs are also developing teaching materials for the Early Grade Reading and Math for JSS. (Tmk)

Seven TTIs Work on Science Enrichment

Material

Medan. Six TTIs (Teacher Training Institutes) in North Sumatra have agreed to form a consortium. The consortium consists of two USAID PRIORITAS partner TTIs namely the State University of Medan (Unimed) and the Islamic State University of North Sumatra and another four TTIs namely Muhammadiyah University of Sumatra Utara, Universitas Muslim Nusantara Al-Walsyiah, HKBP Nommensen University and University Sisingamangaraja Tapanuli XII. The agreement was reached at a Provincial Consortium Meeting in the Grand Angkasa International Hotel, Medan (21/8).

A professor of the State University of Medan (Unimed) Prof. Dr. Abdul Hamid, M. Pd appreciated the formation of the TTI consortium in North Sumatra. Abdul Hamid said the consortium will develop activities to fulfill the needs of the TTIs. “There are many activities that can be carried out by the consortium, including training teachers, developing learning models and publishing media publications,” he explained.

The USAID PRIORITAS North Sumatra TTI Development Specialist, Parapat Gultom, Ph.D. emphasized the role of the TTIs as service providers. The

TTI Consortium Formed in North SumatraTTIs in the future are expected to design and implement training to suit the needs of teachers. “ Teachers need to be regularly trained to maintain their capacity. TTIs will be expected to provide that training,” he explained.

The USAID PRIORITAS Provincial Coordinator for North Sumatra, Agus Marwan, said the consortium is an organization for sharing experiences. It

Ready for Implementation of Teacher Deployment Program in North Sumatra

Rp. 2.9 billion for Dissemination in Deli Serdang

Lubuk Pakam. The District of Deli Serdang is committed to make use of the USAID PRIORITAS program to improve the quality of education. This commitment is embodied in the dissemination budget allocation of Rp. 2.9 billion in the 2013 district budget. The budget will be used to implement 12 activities. The activities will benefit altogether 1,190 teachers and education personnel. Implementation of

our dissemination activities started in April 2013.We are disseminating USAID PRIORITAS programs to

improve teacher quality. Teacher quality is still very low. Even though teachers have received professional training and are receiving their professional allowances, the quality of teaching and the management of education are still quite poor. Therefore, we feel the need to implement training to continue to improve the quality of teachers and education managers.

We chose to use modules developed by and trainers trained by USAID PRIORITAS because they have been proven in practice. USAID PRIORITAS has developed training methods which are very practical and can help teachers overcome problems in teaching and learning. The education community in Deli Serdang has already noticed the success of the programs. We are targeting better school management, better and more qualified teachers and well

performing students as a result of this training.The disseminated training packages cover the following: (1)

Training in good teaching and learning practices in primary and junior secondary schools, (2) Training in SBM (School Based Management) for primary and junior secondary schools, (3) Training in school leadership for principals, deputy principals and school committees, (4) Training in the preparation of school plans for primary and junior secondary schools, and (5) Mentoring and workshops to measure the impact of dissemination.

Hj. Sa'adah Lubis, S.Pd, M.AP, Head of the Education, Youth and Sports Office for Deli Serdang District. Taken from a presentation entitled 'Education, Youth and

Sports Office Strategic Policy for Deli Serdang 2013.

can be used to improve the quality of TTI education. TTIs as the agency responsible for teacher education are responsible for producing good quality teachers. To fulfill that responsibility, TTIs need be able to increase the capacity of teachers periodically. “In order to achieve that goal, TTI need to share their experiences and work together,” said Agus Marwan. (Eh)

Left : Lecturers of the TTI Consortium during PAKEM training in the Grand Kanaya Hotel in June 2013. Right : The Dean of the Faculty of Education (Guidance and Counseling) of the University of Sisingamangaraja XII Tapanuli (UNITA), Drs. TB Pakpahan, MPd provided input to the consortium TTI at the Grand Angkasa International Hotel, Medan (21/8)

Hj. Sa'adah Lubis, S.Pd, M.AP

"USAID PRIORITAS has been very helpful to the city government in supporting the realization of the Mayor of Medan's program," said Solin Mutsyuhito during socialization of the teacher deployment program in Medan (23/7). In Labuan Batu (31/7), the District Head (Bupati) Dr. Tigor Panusunan Siregar, Sp.PD expressed his appreciation to USAID PRIORITAS for providing constructive support in improving the quality of education in Labuan Batu.

A Professor of State University of Medan, Prof. Dr. Napitupulu Efendi said, “What is needed is the correct analysis of the data so that we can map the teachers in each school,” he said this during a workshop while facilitating the analysis of teacher deployment in Berastagi (19/9).

USAID PRIORITAS itself has developed software that can map the deployment of teachers at the school, sub-district, district and provincial levels.” With the data that is correct and accurate, policy makers can formulate appropriate measures to redeploy teachers," said USAID PRIORITAS North Sumatra Provincial Coordinator Agus Marwan. (Eh)

Bener Meriah. Lesson times had not yet started, but students of MTs Simpang Tiga Bukit in Sub-district of Bukit in Bener Meriah District were sitting reading in their classroom waiting for the teacher. Some of the students were taking books from the bookshelf at the back of the classroom, while others had already started reading at their desks. Such discipline is based on reading habits that the students have become accustomed to.

The Principal of MTs Simpang Tiga, Masdi S.Pd., who is also a district training facilitator for USAID PRIORITAS, explained that, as soon as he set up a class library a few months ago, the students' interest in reading started to develop right away. "The library, which we provide in every classroom, has significantly increased students' interest in reading. With easy access to books, students do not need to walk to the library," said Pak Masdi the MTs Simpang Principal.

As well as classroom libraries, the classrooms also have a computer and printer. "On the computers, we store digital books and other learning materials. So the students can easily find and print learning materials if they need to,” Masdi explained again.

The students like having the class library. "We can use any free time to read and learn on our own if the teacher is absent or late for class. In addition, not only books, but a computer and printer are provided in the classroom. So we can read, view and print a variety of learning materials," said Nia Simeherti, a ninth grader. (Tmk)

Fostering an Interest in Reading with a Class Library

The Bupati of Aceh Jaya, Ir. Azhar Abdurrahman, together with the Secretary of the Education Office, Masril Yusdi, S.Pd, the Head of the MORA District Office, Drs. H. Amiruddin, MA and the Chairman of the Local Parliament (DPRK), H. Hasan Ahmad as well as a School Committee Member, T. Asrizal, SH.

Mts Simpang Tiga students are accustomed to use their time reading books from their classroom’s library.

PRIORITAS - North Sumatra PRIORITAS - Aceh

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 98 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

Teachers Redeployment in Aceh Jaya and Bener Meriah

Aceh. Both Aceh Jaya and Bener Meriah districts have declared their readiness to undertake redeployment of teachers based on education data from the National Education Data Base (DAPODIK). The socialization of the analysis of teacher deployment in the two districts was attended by stakeholders in education, including the

Local Parliaments, Education Office, MORA, Personnel Office, Bappeda and MPD (Board of Education).

The Bupati (District Head) of Aceh Jaya agrees with and fully recognizes the importance of this analysis to support equitable teacher distribution, "Equitable distribution of our teachers is important to enhance the quality and competitiveness of our graduates in the future," said the Bupati Ir. Azhar Abdurrahman.

According to the Bupati, it is not easy to relocate a teacher due to social and political pressures and

conflicts of interest. "To achieve an even quality of education, we need to deploy teachers equitably according to needs," he said.

In the District of Bener Meriah, The Vice Bupati also supports the deployment program for teachers in his district, "We support this analysis and

after we get the results, we will take follow up action immediately. Any teacher, who is a civil servant, who wants to move to another place must obtain permission directly from the Bupati and Vice Bupati,” said Drs. M. Rusli Saleh.

The Vice Bupati has also planned a distribution strategy for non-civil servant teachers. He said, "We shall prioritize the provision of salaries for teachers in remote areas. Husband-and-wife teachers will also be prioritized, if they teach in the same area.”

The process of accurate teacher distribution data analysis will take around 4 months. The result will be discussed in a public consultation or a presentation to decision makers at the district level.

Staff of the Education Office and the Ministry of Religious Affairs (MORA) will be working together using TTI staff as service providers to support them. With this engagement, it is expected that the education office staff, MORA and the TTIs will be able to complete the mapping and analysis and get a picture of teacher needs at school, sub-district, dan district levels.

(Tmk)

Aceh. 18 TTI lecturers from Malang, Semarang, Yogyakarta, Medan and Surabaya State Universities, Syah Kuala University and IAIN Ar Raniry took part in a workshop to prepare enrichment materials for science teaching for Junior Secondary School (JSS) level (27-29/8).

In addition to the lecturers, a number of science teachers from JSS also participated to share their knowledge and experience. These instructional materials will be used for teaching student teachers with a focus on how to teach science competencies in school.

Dr. Erman, and M. Pd. and Prof. Dr. Ani Rusilowati from the State Universities of Surabaya and Semarang State University were excited working with their fellow lecturers in Aceh in preparing material for the enrichment of Science teaching with reference to the 2013 Curriculum. "Preparation of enrichment materials for TTI lecturers is very useful for TTI students who are prospective teachers since we have to apply the 2013 Curriculum," Erman said.

Besides those present in Aceh, other partner TTIs are also developing teaching materials for the Early Grade Reading and Math for JSS. (Tmk)

Seven TTIs Work on Science Enrichment

Material

Medan. Six TTIs (Teacher Training Institutes) in North Sumatra have agreed to form a consortium. The consortium consists of two USAID PRIORITAS partner TTIs namely the State University of Medan (Unimed) and the Islamic State University of North Sumatra and another four TTIs namely Muhammadiyah University of Sumatra Utara, Universitas Muslim Nusantara Al-Walsyiah, HKBP Nommensen University and University Sisingamangaraja Tapanuli XII. The agreement was reached at a Provincial Consortium Meeting in the Grand Angkasa International Hotel, Medan (21/8).

A professor of the State University of Medan (Unimed) Prof. Dr. Abdul Hamid, M. Pd appreciated the formation of the TTI consortium in North Sumatra. Abdul Hamid said the consortium will develop activities to fulfill the needs of the TTIs. “There are many activities that can be carried out by the consortium, including training teachers, developing learning models and publishing media publications,” he explained.

The USAID PRIORITAS North Sumatra TTI Development Specialist, Parapat Gultom, Ph.D. emphasized the role of the TTIs as service providers. The

TTI Consortium Formed in North SumatraTTIs in the future are expected to design and implement training to suit the needs of teachers. “ Teachers need to be regularly trained to maintain their capacity. TTIs will be expected to provide that training,” he explained.

The USAID PRIORITAS Provincial Coordinator for North Sumatra, Agus Marwan, said the consortium is an organization for sharing experiences. It

Ready for Implementation of Teacher Deployment Program in North Sumatra

Rp. 2.9 billion for Dissemination in Deli Serdang

Lubuk Pakam. The District of Deli Serdang is committed to make use of the USAID PRIORITAS program to improve the quality of education. This commitment is embodied in the dissemination budget allocation of Rp. 2.9 billion in the 2013 district budget. The budget will be used to implement 12 activities. The activities will benefit altogether 1,190 teachers and education personnel. Implementation of

our dissemination activities started in April 2013.We are disseminating USAID PRIORITAS programs to

improve teacher quality. Teacher quality is still very low. Even though teachers have received professional training and are receiving their professional allowances, the quality of teaching and the management of education are still quite poor. Therefore, we feel the need to implement training to continue to improve the quality of teachers and education managers.

We chose to use modules developed by and trainers trained by USAID PRIORITAS because they have been proven in practice. USAID PRIORITAS has developed training methods which are very practical and can help teachers overcome problems in teaching and learning. The education community in Deli Serdang has already noticed the success of the programs. We are targeting better school management, better and more qualified teachers and well

performing students as a result of this training.The disseminated training packages cover the following: (1)

Training in good teaching and learning practices in primary and junior secondary schools, (2) Training in SBM (School Based Management) for primary and junior secondary schools, (3) Training in school leadership for principals, deputy principals and school committees, (4) Training in the preparation of school plans for primary and junior secondary schools, and (5) Mentoring and workshops to measure the impact of dissemination.

Hj. Sa'adah Lubis, S.Pd, M.AP, Head of the Education, Youth and Sports Office for Deli Serdang District. Taken from a presentation entitled 'Education, Youth and

Sports Office Strategic Policy for Deli Serdang 2013.

can be used to improve the quality of TTI education. TTIs as the agency responsible for teacher education are responsible for producing good quality teachers. To fulfill that responsibility, TTIs need be able to increase the capacity of teachers periodically. “In order to achieve that goal, TTI need to share their experiences and work together,” said Agus Marwan. (Eh)

Left : Lecturers of the TTI Consortium during PAKEM training in the Grand Kanaya Hotel in June 2013. Right : The Dean of the Faculty of Education (Guidance and Counseling) of the University of Sisingamangaraja XII Tapanuli (UNITA), Drs. TB Pakpahan, MPd provided input to the consortium TTI at the Grand Angkasa International Hotel, Medan (21/8)

Hj. Sa'adah Lubis, S.Pd, M.AP

"USAID PRIORITAS has been very helpful to the city government in supporting the realization of the Mayor of Medan's program," said Solin Mutsyuhito during socialization of the teacher deployment program in Medan (23/7). In Labuan Batu (31/7), the District Head (Bupati) Dr. Tigor Panusunan Siregar, Sp.PD expressed his appreciation to USAID PRIORITAS for providing constructive support in improving the quality of education in Labuan Batu.

A Professor of State University of Medan, Prof. Dr. Napitupulu Efendi said, “What is needed is the correct analysis of the data so that we can map the teachers in each school,” he said this during a workshop while facilitating the analysis of teacher deployment in Berastagi (19/9).

USAID PRIORITAS itself has developed software that can map the deployment of teachers at the school, sub-district, district and provincial levels.” With the data that is correct and accurate, policy makers can formulate appropriate measures to redeploy teachers," said USAID PRIORITAS North Sumatra Provincial Coordinator Agus Marwan. (Eh)

Bener Meriah. Lesson times had not yet started, but students of MTs Simpang Tiga Bukit in Sub-district of Bukit in Bener Meriah District were sitting reading in their classroom waiting for the teacher. Some of the students were taking books from the bookshelf at the back of the classroom, while others had already started reading at their desks. Such discipline is based on reading habits that the students have become accustomed to.

The Principal of MTs Simpang Tiga, Masdi S.Pd., who is also a district training facilitator for USAID PRIORITAS, explained that, as soon as he set up a class library a few months ago, the students' interest in reading started to develop right away. "The library, which we provide in every classroom, has significantly increased students' interest in reading. With easy access to books, students do not need to walk to the library," said Pak Masdi the MTs Simpang Principal.

As well as classroom libraries, the classrooms also have a computer and printer. "On the computers, we store digital books and other learning materials. So the students can easily find and print learning materials if they need to,” Masdi explained again.

The students like having the class library. "We can use any free time to read and learn on our own if the teacher is absent or late for class. In addition, not only books, but a computer and printer are provided in the classroom. So we can read, view and print a variety of learning materials," said Nia Simeherti, a ninth grader. (Tmk)

Fostering an Interest in Reading with a Class Library

The Bupati of Aceh Jaya, Ir. Azhar Abdurrahman, together with the Secretary of the Education Office, Masril Yusdi, S.Pd, the Head of the MORA District Office, Drs. H. Amiruddin, MA and the Chairman of the Local Parliament (DPRK), H. Hasan Ahmad as well as a School Committee Member, T. Asrizal, SH.

Mts Simpang Tiga students are accustomed to use their time reading books from their classroom’s library.

PRIORITAS - Banten PRIORITAS - West Java

10 - Prioritas Pendidikan: Edition 4/ July - September/ 2013 Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 11

Stakeholder Provinsi Sepakati FGD Rutin

To find out about good implementation of teacher

redeployment in practice, Ipin Rohana, the PRIORITAS District Coordinator of

Ciamis interviewed Sukiman, Head of Personnel and General Affairs in the District Education Office (Disdik) in

Ciamis, West Java.

What is the background of why Disdik is doing teachers mapping?

Based on the issuance of the Joint Regulation of 5 Ministers, Ciamis needs to identify the actual need for teachers per school unit. We are aware that we have 11,016 teachers in this district, but it turns out that schoolchildren in some schools do not have enough teachers. Also many teachers are still working fewer than the minimum compulsory teaching hour standard, which requires them to teach between 24 and 40 hours a week, and to handle 150-250 students for a guidance and counseling teacher. This is an issue of the uneven distribution of manpower.

Only 6 out of 8,124 Teachers in Ciamis Not Yet MappedWhat was the follow-up then?In 2010 a team for Teachers Mapping and Redeployment was established, chaired by the Bupati with members including the District Secretary, Personnel Office, and Disdik office. Our Bupati issued the Regulation of Bupati of Ciamis No. 8 on the Implementation of the Joint Regulation of 5 Ministers, and our job is to implement that.

What has the team been doing?The team analyzed the current

teacher distribution in the district and planned for redeployment by a) inviting personal requests from teachers whose weekly teaching hours were fewer than the required number, b) developing teachers' performance criteria in terms of academic qualifications, classification, teaching hours, teaching certificates and additional tasks to ensure the Bupati's regulation is met.

What are the findings of the mapping analysis?In 2012 as many as 498 teachers at all levels of educations have been identified as potential candidates for redeployment, due to shortages of teachers in some areas in our district. At that point we had fulfilled the request of the Joint Regulation. By April 2013 we completed the second stage of mapping and another 94 teachers were identified for the next redeployment. We are now in the third phase of the ongoing mapping. The USAID PRIORITAS program is helping us greatly especially with an application for the calculation of needs for class and subject teachers.

What is the correlation between teachers mapping and redeployment and teacher professionalism?

At this moment, out of 8,124 teachers, as many as 8,118 teachers have reached or exceeded their minimum weekly teaching hours. It means that, in our district, only 6 teachers are not yet achieving this standard. If you do not meet your minimum hours, your professional allowance as a teacher will not be paid, because the minimum teaching hours standard is one of the professional standards for teachers. The mapping provides us with baseline data for sustainable professional development of teachers.

What is the general impact on the District of Ciamis ?So far we have seen some positive impacts of the ongoing mapping and redeployment of teachers. Among others, (1) teachers’ careers are now better managed, measured and planned, (2) teacher quality is increasing, (3) HR management in education institutions is under better control, (4) teachers’ performance assessment is being carried out; and (5) our district has avoided sanctions from the Joint Regulation of 5 Ministers. (Ir)

Developing Media for

Learning English

TEACHERS as educators have to become more professional in their mastery of information and communications technology (ICT) to support quality improvement in class. Thus said Pak Utomo, Head of the Primary Education Section of the District Education Office of Sukabumi, when attending the opening of a Distance Education workshop (24-26/7). 188 teachers attended the workshops on the use of ICT for learning.

Workshop participants were trained to find online media as learning resources to use in their lessons. They also learned

to design a blog as a learning medium as well as for sharing their school's success stories. The participants also practiced communicating through Skype and were actively involved in social networking. All of these skills are oriented to improve the quality of teaching and student learning.

The workshop was funded by the district budget. "The Sukabumi Education Office has allocated a larger budget allocation for the dissemination of the ICT-Based PAKEM through training for school supervisors and teachers , who have not yet been trained." explained Utomo. (Ddn)

Disseminating Distance Education in Sukabumi

ICT Supports Teachers to be More Professional

Representatives of Ciamis District participating in the 1st Teacher Redeployment Workshop on Data Analysis in Cianjur, West Java.

Participants in groups designing a school blog.

The faculty of education dean and the two lecturers invited the primary school students to go out to observe the effects of the sun. The students sang a song about the sun. Students tried to understand why the heat and light of the sun are as crucial to human daily life.

That was the start of the lesson at SDN 2 Kayu Ambon, Lembang. The training was part of a series of pedagogy training sessions for TTI lecturers (27-29/7). It was attended by 117 lecturers from various universities and institutes in West Java, including UPI, UIN, Unpas, UNINUS, STAI Siliwangi, and IAI Darussalam.

"Each lecturer got valuable practical experience. There is no better way to appreciate a theory than by practicing it in the field," said Dr. Hendi S. Muhtar, Dean of the Faculty of Teacher of UNINUS. Hendi later said that he had decided to ask the 26 lecturers participating in this training to practice what they had learnt when they got back to their campus and influence others to change their practices. (Ddn)

“Not enough time to satisfy the students," said Abdul Mupahir, a teacher of Bahasa Indonesia at SMPN1 Petir.

Training in good practices in teaching and learning for junior secondary school teachers in Serang, Banten provided a good opportunity for all the participants to do practical teaching in a number of classes at SMPN1 Ciruas. The training involved 144 participants consisting of subject teachers, principals, school supervisors and staff of the district education office.

The focus of the training was on how to teach using CTL (Contextual Teaching and Learning), a seemingly familiar concept to most teachers but unfamiliar in its daily application. This learning approach is centered round the principles of constructivism, asking questions, inquiry, a community of learning, modeling, authentic assessment and reflection. The main difference between this system and traditional approaches is that the theory is given early in the lesson, then students are asked to explore the application of the theory through group work. The groups then present the result of their work to the class.

Many people, including the Head of Education and Culture of Banten province, Drs. Hudaya Latuconsina, believe that these teaching methods are in accordance with the 2013 Curriculum. In a meeting with USAID PRIORITAS in Banten some time ago, he commented, "A number of our teachers have received PAKEM, CTL, or MBS training from USAID PRIORITAS. What we need now is to find a way to motivate other teachers, principals, and community to help improve the quality of basic education together."

Most teachers participating in the training that day (23-26/8) saw that the CTL approach made students more active in their learning. "Unfortunately, we don't have enough time to satisfy them fully during a lesson," said Abdul Mupahir, after witnessing the enjoyment of the students in participating in active learning.

(Nic)

When the Dean did Practical Teaching in School

Too Much Fun for Teachers and Students

Students seem to enjoy presenting their group work in front of the class.

Examples of cue cards made by the students

IN A traditional Introduction and Training for Teaching Program (PPLK) a prospective English teacher will experience a training program where he/she will be relying too much on textbooks when teaching in the classroom. Both the teacher and the students end up reading from the same book. This kind of process makes the knowledge transfer one-directional, a monologue and boring. Yayu Heryatun, a lecturer of the English Education Department (PBI) of Faculty of Tarbiyah and Teaching (FTK) of the Islamic University of IAIN Sultan Maulana Hasanuddin, Banten decided for once to try a contextual approach.

Having received new knowledge as a training facilitator of USAID PRIORITAS in Banten, she immediately tried out the new approach . Yayu invited the student teachers on her course to develop instructional media for learning English. The media could be in the form of flash cards, flip charts, cue cards, power point presentations, pictures and even posters.

Siti Humairoh, one of her students, found that the method initially made extra work. " But there is a certain satisfaction after the media are finished. And especially when we use it for teaching; such learning media really help students understand the teaching material better," said Siti.

Yayu Heryatun, a lecturer of the English Education Department - Faculty of Tarbiyah and Teaching of

IAIN "SMH" Banten.

A LECTURER in a TTI needs to be someone with pedagogic qualifications, since he/she teaches would-be teachers. This is particularly true concerning the Training for Primary Level (3-5/9) and Secondary Level (27-29/8) Lecturers of TTI. As many as 60 lecturers participated in a heated discussion over the issues of teaching and learning and school-based management.

"Actually nothing in this material is new, but we have never had discussions like this before." said Siti Aisyah S.Pd., M. Hum, a lecturer from the University of Banten Sultan Ageng Tirtayasa. Bu Ais, as she commonly called, further added that the method of

delivery through discussions like this would be easily applicable on the campus.

The English lecturer admitted that this USAID PRIORITAS training is very useful to her and other fellow lecturers. Training methods using group discussion were also viewed with enthusiasm by Evi Afiati, S.Pd., M.Pd., a lecturer in Educational Psychology at Untirta. "Discussion groups like this make participants more engaged in the learning process and they do not easily get bored," she said. "This is great. I have no objection if they invite me again and again to participate in training like this," she laughed. (Nic)

Same Material, New Experience

TTI lecturers in Banten actively participating in the training.

Dr. Hendi S. Mukhtar, Dean of the Faculty of Teacher of UNINUS guiding primary school students working on a Math worksheet in the practical teaching session in SDN 1 Kayu Ambon, West Bandung.

PRIORITAS - Banten PRIORITAS - West Java

10 - Prioritas Pendidikan: Edition 4/ July - September/ 2013 Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 11

Stakeholder Provinsi Sepakati FGD Rutin

To find out about good implementation of teacher

redeployment in practice, Ipin Rohana, the PRIORITAS District Coordinator of

Ciamis interviewed Sukiman, Head of Personnel and General Affairs in the District Education Office (Disdik) in

Ciamis, West Java.

What is the background of why Disdik is doing teachers mapping?

Based on the issuance of the Joint Regulation of 5 Ministers, Ciamis needs to identify the actual need for teachers per school unit. We are aware that we have 11,016 teachers in this district, but it turns out that schoolchildren in some schools do not have enough teachers. Also many teachers are still working fewer than the minimum compulsory teaching hour standard, which requires them to teach between 24 and 40 hours a week, and to handle 150-250 students for a guidance and counseling teacher. This is an issue of the uneven distribution of manpower.

Only 6 out of 8,124 Teachers in Ciamis Not Yet MappedWhat was the follow-up then?In 2010 a team for Teachers Mapping and Redeployment was established, chaired by the Bupati with members including the District Secretary, Personnel Office, and Disdik office. Our Bupati issued the Regulation of Bupati of Ciamis No. 8 on the Implementation of the Joint Regulation of 5 Ministers, and our job is to implement that.

What has the team been doing?The team analyzed the current

teacher distribution in the district and planned for redeployment by a) inviting personal requests from teachers whose weekly teaching hours were fewer than the required number, b) developing teachers' performance criteria in terms of academic qualifications, classification, teaching hours, teaching certificates and additional tasks to ensure the Bupati's regulation is met.

What are the findings of the mapping analysis?In 2012 as many as 498 teachers at all levels of educations have been identified as potential candidates for redeployment, due to shortages of teachers in some areas in our district. At that point we had fulfilled the request of the Joint Regulation. By April 2013 we completed the second stage of mapping and another 94 teachers were identified for the next redeployment. We are now in the third phase of the ongoing mapping. The USAID PRIORITAS program is helping us greatly especially with an application for the calculation of needs for class and subject teachers.

What is the correlation between teachers mapping and redeployment and teacher professionalism?

At this moment, out of 8,124 teachers, as many as 8,118 teachers have reached or exceeded their minimum weekly teaching hours. It means that, in our district, only 6 teachers are not yet achieving this standard. If you do not meet your minimum hours, your professional allowance as a teacher will not be paid, because the minimum teaching hours standard is one of the professional standards for teachers. The mapping provides us with baseline data for sustainable professional development of teachers.

What is the general impact on the District of Ciamis ?So far we have seen some positive impacts of the ongoing mapping and redeployment of teachers. Among others, (1) teachers’ careers are now better managed, measured and planned, (2) teacher quality is increasing, (3) HR management in education institutions is under better control, (4) teachers’ performance assessment is being carried out; and (5) our district has avoided sanctions from the Joint Regulation of 5 Ministers. (Ir)

Developing Media for

Learning English

TEACHERS as educators have to become more professional in their mastery of information and communications technology (ICT) to support quality improvement in class. Thus said Pak Utomo, Head of the Primary Education Section of the District Education Office of Sukabumi, when attending the opening of a Distance Education workshop (24-26/7). 188 teachers attended the workshops on the use of ICT for learning.

Workshop participants were trained to find online media as learning resources to use in their lessons. They also learned

to design a blog as a learning medium as well as for sharing their school's success stories. The participants also practiced communicating through Skype and were actively involved in social networking. All of these skills are oriented to improve the quality of teaching and student learning.

The workshop was funded by the district budget. "The Sukabumi Education Office has allocated a larger budget allocation for the dissemination of the ICT-Based PAKEM through training for school supervisors and teachers , who have not yet been trained." explained Utomo. (Ddn)

Disseminating Distance Education in Sukabumi

ICT Supports Teachers to be More Professional

Representatives of Ciamis District participating in the 1st Teacher Redeployment Workshop on Data Analysis in Cianjur, West Java.

Participants in groups designing a school blog.

The faculty of education dean and the two lecturers invited the primary school students to go out to observe the effects of the sun. The students sang a song about the sun. Students tried to understand why the heat and light of the sun are as crucial to human daily life.

That was the start of the lesson at SDN 2 Kayu Ambon, Lembang. The training was part of a series of pedagogy training sessions for TTI lecturers (27-29/7). It was attended by 117 lecturers from various universities and institutes in West Java, including UPI, UIN, Unpas, UNINUS, STAI Siliwangi, and IAI Darussalam.

"Each lecturer got valuable practical experience. There is no better way to appreciate a theory than by practicing it in the field," said Dr. Hendi S. Muhtar, Dean of the Faculty of Teacher of UNINUS. Hendi later said that he had decided to ask the 26 lecturers participating in this training to practice what they had learnt when they got back to their campus and influence others to change their practices. (Ddn)

“Not enough time to satisfy the students," said Abdul Mupahir, a teacher of Bahasa Indonesia at SMPN1 Petir.

Training in good practices in teaching and learning for junior secondary school teachers in Serang, Banten provided a good opportunity for all the participants to do practical teaching in a number of classes at SMPN1 Ciruas. The training involved 144 participants consisting of subject teachers, principals, school supervisors and staff of the district education office.

The focus of the training was on how to teach using CTL (Contextual Teaching and Learning), a seemingly familiar concept to most teachers but unfamiliar in its daily application. This learning approach is centered round the principles of constructivism, asking questions, inquiry, a community of learning, modeling, authentic assessment and reflection. The main difference between this system and traditional approaches is that the theory is given early in the lesson, then students are asked to explore the application of the theory through group work. The groups then present the result of their work to the class.

Many people, including the Head of Education and Culture of Banten province, Drs. Hudaya Latuconsina, believe that these teaching methods are in accordance with the 2013 Curriculum. In a meeting with USAID PRIORITAS in Banten some time ago, he commented, "A number of our teachers have received PAKEM, CTL, or MBS training from USAID PRIORITAS. What we need now is to find a way to motivate other teachers, principals, and community to help improve the quality of basic education together."

Most teachers participating in the training that day (23-26/8) saw that the CTL approach made students more active in their learning. "Unfortunately, we don't have enough time to satisfy them fully during a lesson," said Abdul Mupahir, after witnessing the enjoyment of the students in participating in active learning.

(Nic)

When the Dean did Practical Teaching in School

Too Much Fun for Teachers and Students

Students seem to enjoy presenting their group work in front of the class.

Examples of cue cards made by the students

IN A traditional Introduction and Training for Teaching Program (PPLK) a prospective English teacher will experience a training program where he/she will be relying too much on textbooks when teaching in the classroom. Both the teacher and the students end up reading from the same book. This kind of process makes the knowledge transfer one-directional, a monologue and boring. Yayu Heryatun, a lecturer of the English Education Department (PBI) of Faculty of Tarbiyah and Teaching (FTK) of the Islamic University of IAIN Sultan Maulana Hasanuddin, Banten decided for once to try a contextual approach.

Having received new knowledge as a training facilitator of USAID PRIORITAS in Banten, she immediately tried out the new approach . Yayu invited the student teachers on her course to develop instructional media for learning English. The media could be in the form of flash cards, flip charts, cue cards, power point presentations, pictures and even posters.

Siti Humairoh, one of her students, found that the method initially made extra work. " But there is a certain satisfaction after the media are finished. And especially when we use it for teaching; such learning media really help students understand the teaching material better," said Siti.

Yayu Heryatun, a lecturer of the English Education Department - Faculty of Tarbiyah and Teaching of

IAIN "SMH" Banten.

A LECTURER in a TTI needs to be someone with pedagogic qualifications, since he/she teaches would-be teachers. This is particularly true concerning the Training for Primary Level (3-5/9) and Secondary Level (27-29/8) Lecturers of TTI. As many as 60 lecturers participated in a heated discussion over the issues of teaching and learning and school-based management.

"Actually nothing in this material is new, but we have never had discussions like this before." said Siti Aisyah S.Pd., M. Hum, a lecturer from the University of Banten Sultan Ageng Tirtayasa. Bu Ais, as she commonly called, further added that the method of

delivery through discussions like this would be easily applicable on the campus.

The English lecturer admitted that this USAID PRIORITAS training is very useful to her and other fellow lecturers. Training methods using group discussion were also viewed with enthusiasm by Evi Afiati, S.Pd., M.Pd., a lecturer in Educational Psychology at Untirta. "Discussion groups like this make participants more engaged in the learning process and they do not easily get bored," she said. "This is great. I have no objection if they invite me again and again to participate in training like this," she laughed. (Nic)

Same Material, New Experience

TTI lecturers in Banten actively participating in the training.

Dr. Hendi S. Mukhtar, Dean of the Faculty of Teacher of UNINUS guiding primary school students working on a Math worksheet in the practical teaching session in SDN 1 Kayu Ambon, West Bandung.

PRIORITAS - Central Java PRIORITAS - East Java

Blitar. Results of data analysis on teacher management and deployment by the district team in Blitar received support for immediate implementation. This emerged at a public consultation event in the Blitar District Parliament Meeting Hall (30/7).

At the public consultation, the Head of the Education Office presented the results of teacher deployment data analysis in front of members of the Local Parliament, District Planning Agency, Personnel Agency, MORA, the Board of Education, the School Supervisors Working Group (KKPS), School Principals Working Group (KKKS), Teacher Union (PGRI) representatives and staff of the Blitar Education Office. According the Head of the Education Office, the analysis of Basic Education Data from

DAPODIK using the District Education Management of Information System (SIMPK) developed by USAID PRIORITAS succeeding in producing a number of policy alternatives. Many interesting findings emerged from the analysis. Among these findings are the following: there is a shortage of 1,066 primary schools teachers but an excess of junior secondary school teachers.

“To follow up on these findings, The Education Office and Personnel Agency will take steps whereby some of the excess junior secondary school teachers can move to primary schools to cover the shortage of primary school teachers,” he explained. For the initial stage, the Blitar Education Office has allocated Rp. 161 million through a budget amendment for the socialization of the system of multi-grade teaching in order to

implement the results of the analysis of teacher deployment data in Blitar.

These steps will not be easy and will face many challenges. It will require the support of stakeholders to persuade the district head to provide a legal umbrella to support the equitable deployment of teachers in Blitar.

“The issue of teacher shortages and excess must be resolved; we hope that we can find the best solution,” said Abdul Munib, S.IP Vice Chairman of the District Parliament in Blitar. He hoped that what has been done by the Blitar Education Office can be replicated by other district agencies. (Dkd/Tri)

12 - Prioritas Pendidikan: Edition 4/ July - September/ 2013 Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 13

Outcome of Public Consultation on Teacher Deployment Program in Blitar

Education Office Allocates Rp. 161 million for Follow-upTHE School Operational Assistance

(BOS) funding from the central government of Rp.580,000 for primary schools and Rp.710,000 for junior secondary schools is felt to be inadequate for many schools in urban areas. Therefore, the district government of Batang in Central Java took the initiative to cover the gap using local government budget (APBD) funding. This is in line with Government Regulation no.48 of 2008 which states that fulfilling the operational funding needs of state and private schools is the responsibility of district governments.

The only problem is to determine the right amount of additional BOS funds needed by the schools at different levels of education to fulfill their needs. To determine the amount of extra funding needed, the District Education office of Batang working with USAID PRIORITAS recently held a workshop. The workshop

took place in the Education Office Meeting Hall. The activities started with agreement on what to include in the calculation and continued with trying to determine the actual amount of funding needed at each education level.

Drs. Joko Sutono, M.Pd., Secretary of the District Education Office of Batang district who was present at the workshop commented on the importance of reviewing, mapping and calculating unit costs per student per year in order to assess the funding needs of each institution, especially non-

personnel funding needs. “This calculation is needed as a basis for the policy of giving district operational funding to primary and junior secondary schools using our district budget," he concluded. (Nk)

How Much is Actually Needed for Additional BOS in Batang?

Bojonegoro. To prepare teachers to face the implementation of the 2013 Curriculum, the Teacher Professional Communication Forum for Non Civil Servants and the Madrasah Working Group (KKM) based in MTs 1 Bojonegoro, held a workshop on Contextual Teaching and Learning (CTL) to prepare for the 2013 Curriculum. This event at MTs Negeri 1 Bojonegoro was attended by 89 certified teachers in from the Madrasah Working Group. The workshop used the modules developed by USAID PRIORITAS. “The reason for choosing these modules was because the school supervisors from MORA Bojonegoro region 1 considered the modules developed by USAID PRIORITAS to be most appropriate and in line with the 2013 Curriculum,” said Rohman Mufid as Chairman of the Workshop Committee and also the Head of MTsN 1 Bojonegoro.

To support the implementation of Curriculum 2013 which not only

emphasizes knowledge, but also skills and attitudes, the material in the training included contextual learning, cooperative learning, formulating questions that encourage students to high level thinking, creating a learning environment that encourages students to learn effectively and reflective journal writing.

“We hope that after the training, the teachers who have passed certification can apply the training material that has been received, so that we are ready when we have to implement the 2013 curriculum to deliver meaningful learning,” he added.

(Shd)

Madrasah Working Group at MTs 1 Bojonegoro

Preparation Training for the 2013 Curriculum using USAID PRIORITAS Modules

Teacher Deployment Public Consultation attended by education stakeholders in the District of Blitar.

The participants working together

Madiun District Head Issues a Decree for District

Facilitators

Madiun. To support the work of the district training facilitators (DF) in facilitating training and mentoring in schools, the Madiun District Head issued a decree to give official status to the USAID PRIORITAS facilitators in Madiun. The decree was numbered 188.45/1314/KPTS/402.031/2013 and created a clear legal framework for their work.

Madiun has 30 District Facilitators, consisting of 10 School Based Management (SBM) facilitators and 20 facilitators for teaching and learning from two sub-districts, Geger and Mejayan.

Routine Voluntary MeetingsNot satisfied with their

preparedness following the training of trainers, the facilitators decided to meet regularly once a month at their own cost. “I find the regular facilitator meetings of great benefit for me. Besides being a forum for the district facilitators to discuss every month, we are able in these meetings to solve a variety of problems that we encounter ,” said Tinuk Rachmawati S. Pd, a social studies teacher at MTs Al Basmalah in Wonoasri sub-district in Madiun. (Cw)

Bringing the Community Closer to the School

Banjarnegara. At 70 years old Pak Nirsoengkowo is still determined to take part in the School Based Management (SBM) training. He was born in 1943 and took part without a break in the three day training together with 44 other participants from school committees, school principals and teachers (24-26/7). Taking parting in the training increased his experience and knowledge.

Pak Soengkowo is still serving as Chairman of the School Committee of SD Negeri 1 Semarang Banjarnegara, a position which is more of a community mandate to him than a position. "After this training, the other committee members and I will develop a program to bring the community and school closer together, so that the local people know the school's and children's needs to help them to learn. And I think it works the other way around too. The school needs to get closer to the community and hear what the parents think," the man said expectantly. (Lhr)

Unit Costs Per Student Calculationin Batang District

THE SCHOOL HOLIDAYS are a good time for teachers to refresh themselves with new knowledge in preparation for the next school year. This was exactly what teachers from 10 primary schools from Jodipati School Cluster in Kemangon sub-district in Purbalingga district did, when they attended a training workshop in PAKEM which took place in SDN 1 Toyareka (3/7). The participants included all 96 teachers from the 10 schools in the cluster.

Sutarman, M.Pd., the supervisor of the school cluster and also the initiator of this activity commented that the teacher did not have a clear idea of how to implement PAKEM, so that the learning

conditions in almost all of the classrooms he visited were entirely conventional. Teachers lecture and students listen. "I was introduced to PAKEM when I joined SBM training conducted by USAID PRIORITAS," said Sutarman.

This senior supervisor saw that the SBM training by USAID PRIORITAS made the participants active and gave them the opportunity to express their own ideas. This kind of training encourages teachers to implement PAKEM in their lessons.

During the workshop, PAKEM was introduced as a basis for establishing a system of a more student-centered and enjoyable learning. Through PAKEM, students are facilitated to develop skills, to express their opinions and discuss in groups to solve problems. "I learned that this way of teaching accustoms students to become active and the teaching and the teaching material is no longer boring for them," said Nur Sabar Widiningsih, S.Pd., one of the participants. (Di)

PAKEM Becomes an Inspiration for Primary School Teachers in Kemangkon

Teachers of SD Kemangkon participating in the workshop identifying active learning activities.

Pak Nirsoengkowo (in a batik shirt) taking notes in a group discussion.

PRIORITAS - Central Java PRIORITAS - East Java

Blitar. Results of data analysis on teacher management and deployment by the district team in Blitar received support for immediate implementation. This emerged at a public consultation event in the Blitar District Parliament Meeting Hall (30/7).

At the public consultation, the Head of the Education Office presented the results of teacher deployment data analysis in front of members of the Local Parliament, District Planning Agency, Personnel Agency, MORA, the Board of Education, the School Supervisors Working Group (KKPS), School Principals Working Group (KKKS), Teacher Union (PGRI) representatives and staff of the Blitar Education Office. According the Head of the Education Office, the analysis of Basic Education Data from

DAPODIK using the District Education Management of Information System (SIMPK) developed by USAID PRIORITAS succeeding in producing a number of policy alternatives. Many interesting findings emerged from the analysis. Among these findings are the following: there is a shortage of 1,066 primary schools teachers but an excess of junior secondary school teachers.

“To follow up on these findings, The Education Office and Personnel Agency will take steps whereby some of the excess junior secondary school teachers can move to primary schools to cover the shortage of primary school teachers,” he explained. For the initial stage, the Blitar Education Office has allocated Rp. 161 million through a budget amendment for the socialization of the system of multi-grade teaching in order to

implement the results of the analysis of teacher deployment data in Blitar.

These steps will not be easy and will face many challenges. It will require the support of stakeholders to persuade the district head to provide a legal umbrella to support the equitable deployment of teachers in Blitar.

“The issue of teacher shortages and excess must be resolved; we hope that we can find the best solution,” said Abdul Munib, S.IP Vice Chairman of the District Parliament in Blitar. He hoped that what has been done by the Blitar Education Office can be replicated by other district agencies. (Dkd/Tri)

12 - Prioritas Pendidikan: Edition 4/ July - September/ 2013 Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 13

Outcome of Public Consultation on Teacher Deployment Program in Blitar

Education Office Allocates Rp. 161 million for Follow-upTHE School Operational Assistance

(BOS) funding from the central government of Rp.580,000 for primary schools and Rp.710,000 for junior secondary schools is felt to be inadequate for many schools in urban areas. Therefore, the district government of Batang in Central Java took the initiative to cover the gap using local government budget (APBD) funding. This is in line with Government Regulation no.48 of 2008 which states that fulfilling the operational funding needs of state and private schools is the responsibility of district governments.

The only problem is to determine the right amount of additional BOS funds needed by the schools at different levels of education to fulfill their needs. To determine the amount of extra funding needed, the District Education office of Batang working with USAID PRIORITAS recently held a workshop. The workshop

took place in the Education Office Meeting Hall. The activities started with agreement on what to include in the calculation and continued with trying to determine the actual amount of funding needed at each education level.

Drs. Joko Sutono, M.Pd., Secretary of the District Education Office of Batang district who was present at the workshop commented on the importance of reviewing, mapping and calculating unit costs per student per year in order to assess the funding needs of each institution, especially non-

personnel funding needs. “This calculation is needed as a basis for the policy of giving district operational funding to primary and junior secondary schools using our district budget," he concluded. (Nk)

How Much is Actually Needed for Additional BOS in Batang?

Bojonegoro. To prepare teachers to face the implementation of the 2013 Curriculum, the Teacher Professional Communication Forum for Non Civil Servants and the Madrasah Working Group (KKM) based in MTs 1 Bojonegoro, held a workshop on Contextual Teaching and Learning (CTL) to prepare for the 2013 Curriculum. This event at MTs Negeri 1 Bojonegoro was attended by 89 certified teachers in from the Madrasah Working Group. The workshop used the modules developed by USAID PRIORITAS. “The reason for choosing these modules was because the school supervisors from MORA Bojonegoro region 1 considered the modules developed by USAID PRIORITAS to be most appropriate and in line with the 2013 Curriculum,” said Rohman Mufid as Chairman of the Workshop Committee and also the Head of MTsN 1 Bojonegoro.

To support the implementation of Curriculum 2013 which not only

emphasizes knowledge, but also skills and attitudes, the material in the training included contextual learning, cooperative learning, formulating questions that encourage students to high level thinking, creating a learning environment that encourages students to learn effectively and reflective journal writing.

“We hope that after the training, the teachers who have passed certification can apply the training material that has been received, so that we are ready when we have to implement the 2013 curriculum to deliver meaningful learning,” he added.

(Shd)

Madrasah Working Group at MTs 1 Bojonegoro

Preparation Training for the 2013 Curriculum using USAID PRIORITAS Modules

Teacher Deployment Public Consultation attended by education stakeholders in the District of Blitar.

The participants working together

Madiun District Head Issues a Decree for District

Facilitators

Madiun. To support the work of the district training facilitators (DF) in facilitating training and mentoring in schools, the Madiun District Head issued a decree to give official status to the USAID PRIORITAS facilitators in Madiun. The decree was numbered 188.45/1314/KPTS/402.031/2013 and created a clear legal framework for their work.

Madiun has 30 District Facilitators, consisting of 10 School Based Management (SBM) facilitators and 20 facilitators for teaching and learning from two sub-districts, Geger and Mejayan.

Routine Voluntary MeetingsNot satisfied with their

preparedness following the training of trainers, the facilitators decided to meet regularly once a month at their own cost. “I find the regular facilitator meetings of great benefit for me. Besides being a forum for the district facilitators to discuss every month, we are able in these meetings to solve a variety of problems that we encounter ,” said Tinuk Rachmawati S. Pd, a social studies teacher at MTs Al Basmalah in Wonoasri sub-district in Madiun. (Cw)

Bringing the Community Closer to the School

Banjarnegara. At 70 years old Pak Nirsoengkowo is still determined to take part in the School Based Management (SBM) training. He was born in 1943 and took part without a break in the three day training together with 44 other participants from school committees, school principals and teachers (24-26/7). Taking parting in the training increased his experience and knowledge.

Pak Soengkowo is still serving as Chairman of the School Committee of SD Negeri 1 Semarang Banjarnegara, a position which is more of a community mandate to him than a position. "After this training, the other committee members and I will develop a program to bring the community and school closer together, so that the local people know the school's and children's needs to help them to learn. And I think it works the other way around too. The school needs to get closer to the community and hear what the parents think," the man said expectantly. (Lhr)

Unit Costs Per Student Calculationin Batang District

THE SCHOOL HOLIDAYS are a good time for teachers to refresh themselves with new knowledge in preparation for the next school year. This was exactly what teachers from 10 primary schools from Jodipati School Cluster in Kemangon sub-district in Purbalingga district did, when they attended a training workshop in PAKEM which took place in SDN 1 Toyareka (3/7). The participants included all 96 teachers from the 10 schools in the cluster.

Sutarman, M.Pd., the supervisor of the school cluster and also the initiator of this activity commented that the teacher did not have a clear idea of how to implement PAKEM, so that the learning

conditions in almost all of the classrooms he visited were entirely conventional. Teachers lecture and students listen. "I was introduced to PAKEM when I joined SBM training conducted by USAID PRIORITAS," said Sutarman.

This senior supervisor saw that the SBM training by USAID PRIORITAS made the participants active and gave them the opportunity to express their own ideas. This kind of training encourages teachers to implement PAKEM in their lessons.

During the workshop, PAKEM was introduced as a basis for establishing a system of a more student-centered and enjoyable learning. Through PAKEM, students are facilitated to develop skills, to express their opinions and discuss in groups to solve problems. "I learned that this way of teaching accustoms students to become active and the teaching and the teaching material is no longer boring for them," said Nur Sabar Widiningsih, S.Pd., one of the participants. (Di)

PAKEM Becomes an Inspiration for Primary School Teachers in Kemangkon

Teachers of SD Kemangkon participating in the workshop identifying active learning activities.

Pak Nirsoengkowo (in a batik shirt) taking notes in a group discussion.

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 15

PRIORITAS - South Sulawesi

TWO TTI rectors, Prof. Dr. H. Abdul Kadir Gassing HT, MS and Prof. Dr. H. Arismunandar, M Ed, Rectors of the Islamic State University of Makassar (UIN) and Makassar State University (UNM)

respectively, were actively involved in School Based Management (SBM) Trainng for TTI lecturers (20-22/7) at Hotel La Macca, Makassar. They worked together and played an active role in the event held as part of the partnership with USAID PRIORITAS. They took turns to open and close the activities. The UNM Rector, Arismunandar, chose to be a participant in the Good Practices Training in School-Based Management, after the Rector of UIN, Abdul Kadir Gassing, opened the event.

The training was active and lively when Professor Arismunandar was engaged in group discussions. The participants were enthusiastic in talking about and sharing their experiences of

school management. The rector then drew their attention by asserting, “SBM must be applied in a professional manner. If not, then the principal could face the law. This training is an eye-opener for our lecturers and education practitioners at the school level,” he said.

When opening the training, Professor Abdul Kadir Gassing reminded the participants to apply the knowledge and experience gained during the training. Drs. Nuryamin, M.Ag, Head of the Religious Education Department of the Tarbiyah (Education) Faculty of UIN, concluded that the training was very important for management in the university. He was of the opinion that lecturers and university management should give an example of transparency and accountability to their students.

One of the UNM participants recommended that, before going out on teaching practice, students should receive orientation about school based management so that they

work well with school management in carrying out their teaching duties. A total of 30 lecturers took part in the workshop. They were from UNM , UIN and five other universities and high education institutions which are members of the South Sulawesi TTI Consortium: the Muhammadiyah Universities of Makassar and Pare-Pare, University of Cokroaminoto, Palopo, STAIN Watampone, and STAIN Palopo. They included lecturers, heads of departments and subject coordinators at the various institutions. (Ham)

A CHESS BOX, which was lying idle on the table in my house, inspired me to use it as a teaching aid. I turned the chess box into a Math teaching aid. I called the simple teaching the Chess Box 7 in 1, since it can support the learning of seven math topics; namely reflection, rotation, the Cartesian coordinate systems, determining the perimeter and area of a rectangle and a square, recognizing simple 2D shapes, simple arithmetical operations and playing chess.

With 6 learning topics and 1 game, I focused on using it in the higher classes. It is easy to do because I had one set all in one box.

Initially I just wanted to teach reflections using the Cartesian coordinate system and play football using coordinates. I then saw that it could also be used for rotation if the center line of the chess box is extended. Then after I saw the potential for teaching rotations, I realized that it was possible to calculate area too. I also put a mirror on the inside partition of the chess board for reflection.

How I Designed the ApparatusFirst, I had a large chess box. I put a

mirror on one of the inside parts of the chess box (where you put the chess pieces) and on the other side I put small nails. The distance between the nails was the same so that they formed squares. After that, I drew the axes of the Cartesian coordinates (x and y axes).

To increase its use and make it more appealing to students, I prepare a small sheet of plywood or thick card. The plywood or thick cardboard had holes corresponding to the place of nails and drew a football field on it, so that it could be used to play 'coordinate' football using the coordinate points. In addition, I also prepared some small shapes made of plywood or thick card including a parallelogram, square, trapezoid, and triangle to be used specifically to demonstrate rotation.

How to PlayTo teach reflection, which is part of

the fourth grade Math curriculum, I used the inside part of the chess board. I asked the students to draw a shape on the mirror using a marker. Then I asked them to place a rubber band on the nails on the board to copy the shape on the mirror. Using this material, the students became familiar with reflections. They could compare the shape they had made with the rubber bands with the one they had drawn on the mirror.

To teach rotation in the fourth grade,

we need a few small geometric shapes. You put a shape in the center of the nail board facing along the long axis. For example, we put an isosceles triangle at the zero position, then the triangle is rotated by 90 degrees. Students are required to draw the position of the triangle before and after the rotation.

Students can also use rubber bands to familiarize themselves with 2D shapes. This material for third grade students can be introduced by asking the students to make shapes on the nail board using rubber bands and then draw them on paper.

Students can also be asked to calculate the perimeter and area of rectangles and squares, again by using rubber bands to make the shapes on nails. The students can calculate the perimeter and surface area on their own, because the distance between the nails is the same. The students enjoy the fourth grade material presented in this way as they can work things out for themselves.

For the fifth and sixth year grades, arithmetic operations using integers can be performed using chess pieces. Black

chess pieces represent negative numbers, while white chess pieces represent positive numbers. One black and one white chess pieces (a pair of the same pieces) will have a value equal to zero. The students are asked to do calculations with integers using the chess pieces. With these props, I hope to help students having difficulties understanding calculations with integers.

Other material that can be taught using this apparatus includes determining the Cartesian coordinates of a point by placing objects (such as a dice with a hole in the center) at the desired coordinates (x and y axis) on the board of nails. Another activity uses the plywood or cardboard picture of a football field. The students are invited to play football by taking turns to specify coordinate points, where the ball lands.

Lastly, the students can also be invited to learn to use the top of the chess board and chess pieces to play chess. As a sport for the brain, playing chess makes the students think a lot.

I hope the Chess Board 7 in 1 teaching aid will help students see how mathematical processes work, since mathematics is so often an abstract subject (mostly learned only by memorizing and imagining). Hopefully the chessboard can help students to enjoy learning mathematics.

Adek Elfera Chandrawati, S.Pd, Fifth and sixth grade math teacher

of MIN Rukoh, Banda AcehEmail: fendi_ulayya@yahoo.com

7 in 1, A Chess Box Becomes a Teaching Aid

1

22

4

53

(1) Playing football with the nails representing Cartesian coordinates, (2) Shapes used for reflection and rotation, using Cartesian coordinates, determining the circumference and area of a rectangle and square and recognizing 2D shapes; (3, 4 and 5) A 7 in 1 chess box: a set of teaching aids in a chess box: mirror, nail board and soccer field.

Lecturers Challenged to Prepare their Students to Teach

“THESE activities take us into the schools and we see the reality of teaching in schools. With this experience we are being challenged to prepare student teachers to teach in schools,” said Professor Dr. Nurhayati, M. Pd., after doing practice teaching in school.

The training, which the UNM Biology Professor attended, was Junior Secondary School Pedagogy Training for TTI lecturers (3-5/6). The training was held at Hotel La Macca, Makassar and was opened by Prof. Dr. Aris Munandar, the Rector of UNM. In his speech, the president stressed the importance of this training to improve the competencies of the pedagogy lecturers.

During the three days of training, 54 participants from UNM, UIN Alauddin,

the Muhammadiyah Universities of Makassar and Pare-Pare, University of Cokroaminoto, Palopo, STAIN Watampone, and STAIN Palopo learned to develop good practices in teaching and learning, as well as school-based management that supports active and innovative learning in schools.

The practical teaching session on the second day was very useful for the participants. They did the practice teaching at the following schools: YP-SMP PGRI Makassar, MTsN Model Makassar, and MTs Alauddin.

At the schools they put into practice applying active and contextual learning. During two lesson periods, using team teaching, they facilitated the learning of the grade VII and VIII student. They

implemented active learning in groups, using worksheets, encouraging critical thinking, experimenting, using discovery methods, discussion and working on tasks, making presentations and evaluating the results and process of the learning through a reflective journal.

“We felt that we had to work hard to manage the students in the classroom, especially to focus on actively engaging them in the lesson. The lesson had to be well prepared in relation to the management of the classroom,” said Pariabti Palloan, S.Si., MT., a physics lecturer at UNM Makassar.

“Lecturers are strong on theory, but during practical teaching in the classroom they can become awkward and overwhelmed, especially when organizing the class to do active learning. We are not familiar with the real conditions of the students in the classroom. Therefore, the material, materials, and experiences of this training are valuable for us to share with our students. Our courses should be conducted using this workshop as a model,” said Dr. Asdar, M.Pd., a lecturer of the mathematics and science faculty at UNM.

(Ham)

Prof. Dr. H. ArismunandarUNM Rector

The Rector of UNM Makassar, Arismunandar, engaged in a group discussion.

Rector of Makassar State University Participates in SBM training for TTI lecturers:

“Principals Could Face the Law, If They Don't Implement SBM”

Lecturers doing practical teaching at SDN III Sudirman Makassar. They were successful in making the students active during the lessons.

“I hope the Chess Board 7 in 1 teaching aid will help students

see how mathematical processes work, since

mathematics is so often an abstract subject, mostly learned

only by memorizing an imagining.” - Adek Elfera

Chandrawati, S.Pd,Fifth and Six Grade Math Teacher of MIN

Rukoh, Banda Aceh

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 15

PRIORITAS - South Sulawesi

TWO TTI rectors, Prof. Dr. H. Abdul Kadir Gassing HT, MS and Prof. Dr. H. Arismunandar, M Ed, Rectors of the Islamic State University of Makassar (UIN) and Makassar State University (UNM)

respectively, were actively involved in School Based Management (SBM) Trainng for TTI lecturers (20-22/7) at Hotel La Macca, Makassar. They worked together and played an active role in the event held as part of the partnership with USAID PRIORITAS. They took turns to open and close the activities. The UNM Rector, Arismunandar, chose to be a participant in the Good Practices Training in School-Based Management, after the Rector of UIN, Abdul Kadir Gassing, opened the event.

The training was active and lively when Professor Arismunandar was engaged in group discussions. The participants were enthusiastic in talking about and sharing their experiences of

school management. The rector then drew their attention by asserting, “SBM must be applied in a professional manner. If not, then the principal could face the law. This training is an eye-opener for our lecturers and education practitioners at the school level,” he said.

When opening the training, Professor Abdul Kadir Gassing reminded the participants to apply the knowledge and experience gained during the training. Drs. Nuryamin, M.Ag, Head of the Religious Education Department of the Tarbiyah (Education) Faculty of UIN, concluded that the training was very important for management in the university. He was of the opinion that lecturers and university management should give an example of transparency and accountability to their students.

One of the UNM participants recommended that, before going out on teaching practice, students should receive orientation about school based management so that they

work well with school management in carrying out their teaching duties. A total of 30 lecturers took part in the workshop. They were from UNM , UIN and five other universities and high education institutions which are members of the South Sulawesi TTI Consortium: the Muhammadiyah Universities of Makassar and Pare-Pare, University of Cokroaminoto, Palopo, STAIN Watampone, and STAIN Palopo. They included lecturers, heads of departments and subject coordinators at the various institutions. (Ham)

A CHESS BOX, which was lying idle on the table in my house, inspired me to use it as a teaching aid. I turned the chess box into a Math teaching aid. I called the simple teaching the Chess Box 7 in 1, since it can support the learning of seven math topics; namely reflection, rotation, the Cartesian coordinate systems, determining the perimeter and area of a rectangle and a square, recognizing simple 2D shapes, simple arithmetical operations and playing chess.

With 6 learning topics and 1 game, I focused on using it in the higher classes. It is easy to do because I had one set all in one box.

Initially I just wanted to teach reflections using the Cartesian coordinate system and play football using coordinates. I then saw that it could also be used for rotation if the center line of the chess box is extended. Then after I saw the potential for teaching rotations, I realized that it was possible to calculate area too. I also put a mirror on the inside partition of the chess board for reflection.

How I Designed the ApparatusFirst, I had a large chess box. I put a

mirror on one of the inside parts of the chess box (where you put the chess pieces) and on the other side I put small nails. The distance between the nails was the same so that they formed squares. After that, I drew the axes of the Cartesian coordinates (x and y axes).

To increase its use and make it more appealing to students, I prepare a small sheet of plywood or thick card. The plywood or thick cardboard had holes corresponding to the place of nails and drew a football field on it, so that it could be used to play 'coordinate' football using the coordinate points. In addition, I also prepared some small shapes made of plywood or thick card including a parallelogram, square, trapezoid, and triangle to be used specifically to demonstrate rotation.

How to PlayTo teach reflection, which is part of

the fourth grade Math curriculum, I used the inside part of the chess board. I asked the students to draw a shape on the mirror using a marker. Then I asked them to place a rubber band on the nails on the board to copy the shape on the mirror. Using this material, the students became familiar with reflections. They could compare the shape they had made with the rubber bands with the one they had drawn on the mirror.

To teach rotation in the fourth grade,

we need a few small geometric shapes. You put a shape in the center of the nail board facing along the long axis. For example, we put an isosceles triangle at the zero position, then the triangle is rotated by 90 degrees. Students are required to draw the position of the triangle before and after the rotation.

Students can also use rubber bands to familiarize themselves with 2D shapes. This material for third grade students can be introduced by asking the students to make shapes on the nail board using rubber bands and then draw them on paper.

Students can also be asked to calculate the perimeter and area of rectangles and squares, again by using rubber bands to make the shapes on nails. The students can calculate the perimeter and surface area on their own, because the distance between the nails is the same. The students enjoy the fourth grade material presented in this way as they can work things out for themselves.

For the fifth and sixth year grades, arithmetic operations using integers can be performed using chess pieces. Black

chess pieces represent negative numbers, while white chess pieces represent positive numbers. One black and one white chess pieces (a pair of the same pieces) will have a value equal to zero. The students are asked to do calculations with integers using the chess pieces. With these props, I hope to help students having difficulties understanding calculations with integers.

Other material that can be taught using this apparatus includes determining the Cartesian coordinates of a point by placing objects (such as a dice with a hole in the center) at the desired coordinates (x and y axis) on the board of nails. Another activity uses the plywood or cardboard picture of a football field. The students are invited to play football by taking turns to specify coordinate points, where the ball lands.

Lastly, the students can also be invited to learn to use the top of the chess board and chess pieces to play chess. As a sport for the brain, playing chess makes the students think a lot.

I hope the Chess Board 7 in 1 teaching aid will help students see how mathematical processes work, since mathematics is so often an abstract subject (mostly learned only by memorizing and imagining). Hopefully the chessboard can help students to enjoy learning mathematics.

Adek Elfera Chandrawati, S.Pd, Fifth and sixth grade math teacher

of MIN Rukoh, Banda AcehEmail: fendi_ulayya@yahoo.com

7 in 1, A Chess Box Becomes a Teaching Aid

1

22

4

53

(1) Playing football with the nails representing Cartesian coordinates, (2) Shapes used for reflection and rotation, using Cartesian coordinates, determining the circumference and area of a rectangle and square and recognizing 2D shapes; (3, 4 and 5) A 7 in 1 chess box: a set of teaching aids in a chess box: mirror, nail board and soccer field.

Lecturers Challenged to Prepare their Students to Teach

“THESE activities take us into the schools and we see the reality of teaching in schools. With this experience we are being challenged to prepare student teachers to teach in schools,” said Professor Dr. Nurhayati, M. Pd., after doing practice teaching in school.

The training, which the UNM Biology Professor attended, was Junior Secondary School Pedagogy Training for TTI lecturers (3-5/6). The training was held at Hotel La Macca, Makassar and was opened by Prof. Dr. Aris Munandar, the Rector of UNM. In his speech, the president stressed the importance of this training to improve the competencies of the pedagogy lecturers.

During the three days of training, 54 participants from UNM, UIN Alauddin,

the Muhammadiyah Universities of Makassar and Pare-Pare, University of Cokroaminoto, Palopo, STAIN Watampone, and STAIN Palopo learned to develop good practices in teaching and learning, as well as school-based management that supports active and innovative learning in schools.

The practical teaching session on the second day was very useful for the participants. They did the practice teaching at the following schools: YP-SMP PGRI Makassar, MTsN Model Makassar, and MTs Alauddin.

At the schools they put into practice applying active and contextual learning. During two lesson periods, using team teaching, they facilitated the learning of the grade VII and VIII student. They

implemented active learning in groups, using worksheets, encouraging critical thinking, experimenting, using discovery methods, discussion and working on tasks, making presentations and evaluating the results and process of the learning through a reflective journal.

“We felt that we had to work hard to manage the students in the classroom, especially to focus on actively engaging them in the lesson. The lesson had to be well prepared in relation to the management of the classroom,” said Pariabti Palloan, S.Si., MT., a physics lecturer at UNM Makassar.

“Lecturers are strong on theory, but during practical teaching in the classroom they can become awkward and overwhelmed, especially when organizing the class to do active learning. We are not familiar with the real conditions of the students in the classroom. Therefore, the material, materials, and experiences of this training are valuable for us to share with our students. Our courses should be conducted using this workshop as a model,” said Dr. Asdar, M.Pd., a lecturer of the mathematics and science faculty at UNM.

(Ham)

Prof. Dr. H. ArismunandarUNM Rector

The Rector of UNM Makassar, Arismunandar, engaged in a group discussion.

Rector of Makassar State University Participates in SBM training for TTI lecturers:

“Principals Could Face the Law, If They Don't Implement SBM”

Lecturers doing practical teaching at SDN III Sudirman Makassar. They were successful in making the students active during the lessons.

“I hope the Chess Board 7 in 1 teaching aid will help students

see how mathematical processes work, since

mathematics is so often an abstract subject, mostly learned

only by memorizing an imagining.” - Adek Elfera

Chandrawati, S.Pd,Fifth and Six Grade Math Teacher of MIN

Rukoh, Banda Aceh

Some food additives are known to have harmful effects on our bodies. That is the message Ibu Nur Afifah

Alifia, S.Pd, a teacher of SMP 9 Mojokerto, East Java, was trying to

deliver in an Eighth Grade Chemistry Lesson on Chemicals, teaching the

Basic Competency of describing food additives and psychotropic

substances.

Bu Afifah started her lesson by asking each group of students to bring different types of snacks and soft drinks from home. They were then asked to examine the additives in the food and drink by reading the manufacturer's information on the packaging. Each group then sought more information on the internet about these additives and identified any dangers to the human body.

“They found additives including sweeteners, preservatives and flavorings printed on the food and beverage packaging," said Afifah.

Many students were surprised about their findings on the internet. For example, Monosodium Glutamate (MSG) found in many snacks can cause brain nerve cell damage and even cancer if consumed over the long term. “Wow! My brother and I used to love these light snacks but they contains MSG. I don't think I like them anymore." said Jessica Maycitra Rakhma, one of the eighth graders.

Each group then filled out a

worksheet with their findings, and observations. They continued by creating a table of 'Food and Beverages', then stuck the food and beverages wrappers and containers along with explanation of the additives they contained and the possible effects on humans and the environment.

The students were enthusiastic doing this lesson, especially when they found for themselves the dangers of the food and beverage additives that they usually consume every day.

After completing the table, each group presented the results to the class. After the presentations each of the tables were displayed on the classroom wall. The students enjoyed looking at the work of the other groups. Some of them even photographed the work using their cell phone cameras.

"I want to show this table to my sister so that she won't want to eat junk food and drink soft drinks that contain lots of additives," said Jessica.

Afifah observed that this activity produced satisfactory results for her

students. "I am pleased with my students' work. They found many things by themselves. And they think their findings are important. Some of the students even said they no longer want to consume such food and drinks. This shows that students have become aware of the dangers of additives to their bodies," she explained.

(Dkd)

Identifying Additives in Food and Beverages

“I Used to Love It. Now I Don't...”

16 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 17

PRIORITAS - Good Practice

Getting Students Interested in the Water Cycle in a Thematic Way

On a teaching practice in an early grade primary school classroom using

a thematic approach, I tried to get the students interested in exploration. I

began teaching the subject of Civics. Soon we were involved in question

and answer about health organizations in their community.

The dialogue then continued on the importance of water (Science) as a crucial element of health. The students were excited and full of confidence in answering my questions.

I then played a video depicting the water cycle. The students observed the water cycle process in the video. Then I asked the students what they thought. A number of the students raised their

hands; the first one got a chance to answer first. The students were able to explain the stages of the water cycle.

I then encouraged the students to elaborate more about the water cycle. They conducted experiments on activities that affect the water cycle; they did it carefully and thoroughly. They learned to compare the amounts of water from the experimental results using a math formula.

After completing the experiment and group discussions, students started to work on Bahasa Indonesia, and, working in their groups, wrote a brief report. As well as reporting their observations, the students were encouraged to describe how to conserve water.

Representatives of each group then presented the results of the experiment. I

felt proud as their teacher to see them so confident, as each group responded eagerly to the other groups' presentations. At this stage the creativity of the students began to appear.

After that I reinforced the lessons learned. To do this, I tried to link the human body and health. The students were also given the opportunity to ask questions about things they did not yet understand.

At the end of the lesson, I allowed some time for the students to reflect on the day's learning experiences.

Ade Yeti N A lecturer of UIN SGD Bandung

The eight grade students of SMPN 9 Mojokerto, East Java presenting their findings on additive substance in food and drinks.

The students making the table showing their findings, including the food wrappers and beverage bottles along with information on the additive substance they contain and their effects.

Photo from left to right: 1. Students conducting the experiment; 2. The teacher assisting the student to write reports; 3. Students making comparisons.

Chemistry Grade VIII

Basic Competency: To describe food additives and psychotropic substance

Topic: Chemistry in Daily LifeEquipment and materials: Food wrappers and beverage bottles, laptops, modems, worksheet, cardboard, markers

Evaluation: Process: The ability to find information on the internet, level of activity, working together and presentations.Result: Creating a table of additives in food & beverages.

Learning Objectives:1. Students identify additives in food and

beverages 2. Students seek information on the

Internet related to the additives in the food and drinks

3. Students observe the negative effects of food additives and drinks on the body and the environment

4. Based on the findings, students create a table identifying additives in food and beverages and their effects.

Serang. It was Saturday morning, at 11 a.m., but for SDN Tegal Jetak in Ciruas sub-district in Serang, Banten, it looked like an examination day. Students were sitting quietly reading. A few students were sitting in a gazebo near the football field; some were in the library with a teacher who was looking after them. They were not completing an exam, rather they were reading.

This primary School is implementing a reading time policy.

All students from class I to class VI in turn get to spend half an hour reading, watched over by their class teacher. During this time students may read any available book they want, be it fiction or non-fiction. If a student needs a reference book in the middle of the lesson, he or she can ask for permission to visit the library. The school library is open during school hours including break times

The book collection continues to grow each year thanks to many donations, especially from graduating students. The teachers of SDN Tegal Jetak have made a catalog and index cards and keep a record of borrowings. Recently they made a schedule for classes to visit the library and assigned a person to look after the library.

"I am delighted every time I have a chance to read books in the library, because there are a lot of books with beautiful pictures, exciting stories and also a lot of new knowledge that I don't know. If we can't find information in the textbook, we can always go and find the answer in the library,” said Silvi Nuraeni, a sixth grader.

The teachers confirmed that the students enjoy these activities and have become accustomed to reading. The activities have also expanded their knowledge of things that are not in the textbook.

Luda Sofiah, a teacher at SDN Tegal Jetak Ciruas, Banten

Reading Time in the Library of SDN Tegal Jetak

Students reading in the library supervised by their teacher to keep them quiet and orderly.

Some food additives are known to have harmful effects on our bodies. That is the message Ibu Nur Afifah

Alifia, S.Pd, a teacher of SMP 9 Mojokerto, East Java, was trying to

deliver in an Eighth Grade Chemistry Lesson on Chemicals, teaching the

Basic Competency of describing food additives and psychotropic

substances.

Bu Afifah started her lesson by asking each group of students to bring different types of snacks and soft drinks from home. They were then asked to examine the additives in the food and drink by reading the manufacturer's information on the packaging. Each group then sought more information on the internet about these additives and identified any dangers to the human body.

“They found additives including sweeteners, preservatives and flavorings printed on the food and beverage packaging," said Afifah.

Many students were surprised about their findings on the internet. For example, Monosodium Glutamate (MSG) found in many snacks can cause brain nerve cell damage and even cancer if consumed over the long term. “Wow! My brother and I used to love these light snacks but they contains MSG. I don't think I like them anymore." said Jessica Maycitra Rakhma, one of the eighth graders.

Each group then filled out a

worksheet with their findings, and observations. They continued by creating a table of 'Food and Beverages', then stuck the food and beverages wrappers and containers along with explanation of the additives they contained and the possible effects on humans and the environment.

The students were enthusiastic doing this lesson, especially when they found for themselves the dangers of the food and beverage additives that they usually consume every day.

After completing the table, each group presented the results to the class. After the presentations each of the tables were displayed on the classroom wall. The students enjoyed looking at the work of the other groups. Some of them even photographed the work using their cell phone cameras.

"I want to show this table to my sister so that she won't want to eat junk food and drink soft drinks that contain lots of additives," said Jessica.

Afifah observed that this activity produced satisfactory results for her

students. "I am pleased with my students' work. They found many things by themselves. And they think their findings are important. Some of the students even said they no longer want to consume such food and drinks. This shows that students have become aware of the dangers of additives to their bodies," she explained.

(Dkd)

Identifying Additives in Food and Beverages

“I Used to Love It. Now I Don't...”

16 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 17

PRIORITAS - Good Practice

Getting Students Interested in the Water Cycle in a Thematic Way

On a teaching practice in an early grade primary school classroom using

a thematic approach, I tried to get the students interested in exploration. I

began teaching the subject of Civics. Soon we were involved in question

and answer about health organizations in their community.

The dialogue then continued on the importance of water (Science) as a crucial element of health. The students were excited and full of confidence in answering my questions.

I then played a video depicting the water cycle. The students observed the water cycle process in the video. Then I asked the students what they thought. A number of the students raised their

hands; the first one got a chance to answer first. The students were able to explain the stages of the water cycle.

I then encouraged the students to elaborate more about the water cycle. They conducted experiments on activities that affect the water cycle; they did it carefully and thoroughly. They learned to compare the amounts of water from the experimental results using a math formula.

After completing the experiment and group discussions, students started to work on Bahasa Indonesia, and, working in their groups, wrote a brief report. As well as reporting their observations, the students were encouraged to describe how to conserve water.

Representatives of each group then presented the results of the experiment. I

felt proud as their teacher to see them so confident, as each group responded eagerly to the other groups' presentations. At this stage the creativity of the students began to appear.

After that I reinforced the lessons learned. To do this, I tried to link the human body and health. The students were also given the opportunity to ask questions about things they did not yet understand.

At the end of the lesson, I allowed some time for the students to reflect on the day's learning experiences.

Ade Yeti N A lecturer of UIN SGD Bandung

The eight grade students of SMPN 9 Mojokerto, East Java presenting their findings on additive substance in food and drinks.

The students making the table showing their findings, including the food wrappers and beverage bottles along with information on the additive substance they contain and their effects.

Photo from left to right: 1. Students conducting the experiment; 2. The teacher assisting the student to write reports; 3. Students making comparisons.

Chemistry Grade VIII

Basic Competency: To describe food additives and psychotropic substance

Topic: Chemistry in Daily LifeEquipment and materials: Food wrappers and beverage bottles, laptops, modems, worksheet, cardboard, markers

Evaluation: Process: The ability to find information on the internet, level of activity, working together and presentations.Result: Creating a table of additives in food & beverages.

Learning Objectives:1. Students identify additives in food and

beverages 2. Students seek information on the

Internet related to the additives in the food and drinks

3. Students observe the negative effects of food additives and drinks on the body and the environment

4. Based on the findings, students create a table identifying additives in food and beverages and their effects.

Serang. It was Saturday morning, at 11 a.m., but for SDN Tegal Jetak in Ciruas sub-district in Serang, Banten, it looked like an examination day. Students were sitting quietly reading. A few students were sitting in a gazebo near the football field; some were in the library with a teacher who was looking after them. They were not completing an exam, rather they were reading.

This primary School is implementing a reading time policy.

All students from class I to class VI in turn get to spend half an hour reading, watched over by their class teacher. During this time students may read any available book they want, be it fiction or non-fiction. If a student needs a reference book in the middle of the lesson, he or she can ask for permission to visit the library. The school library is open during school hours including break times

The book collection continues to grow each year thanks to many donations, especially from graduating students. The teachers of SDN Tegal Jetak have made a catalog and index cards and keep a record of borrowings. Recently they made a schedule for classes to visit the library and assigned a person to look after the library.

"I am delighted every time I have a chance to read books in the library, because there are a lot of books with beautiful pictures, exciting stories and also a lot of new knowledge that I don't know. If we can't find information in the textbook, we can always go and find the answer in the library,” said Silvi Nuraeni, a sixth grader.

The teachers confirmed that the students enjoy these activities and have become accustomed to reading. The activities have also expanded their knowledge of things that are not in the textbook.

Luda Sofiah, a teacher at SDN Tegal Jetak Ciruas, Banten

Reading Time in the Library of SDN Tegal Jetak

Students reading in the library supervised by their teacher to keep them quiet and orderly.

18 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 19

PRIORITAS - Good Practice

Micro Teaching in UIN Alauddin Makassar

TTI Students Become Creative and Use the Environment as a Learning Resource

“When student teachers do practice teaching, they do not just transfer the knowledge; they transfer their learning experiences by copying the learning models of their lecturers. Therefore, if we want them to be good teachers in the future, the lecturers must familiarize them with active learning,” said Nursalam, a lecturer in Mathematics Education of the Faculty of Tarbiyah, UIN Alauddin Makassar.

That is why this USAID PRIORITAS Training Facilitator gives lectures to his students using active, innovative, creative, effective and enjoyable learning methods. This was also the case, when he facilitated a micro teaching practice in mathematics with 6th semester students.

To make the course and micro teaching practice interesting for the students, Nursalam encouraged his students to combine active and contextual learning both inside and outside the classroom. Teaching as a team, two students, Fitriany and Anita Purnama Putri taught material on sets for Grade VII semester 1 students. They were relaxed and natural, teaching in front of the class. Their lesson plan and worksheet were designed for active and contextual learning.

During the 2x45 minute session, Fitriany and Anita managed the lesson well using cooperative learning both inside and outside the classroom. The stages of the lesson included an introduction, an explanation of the

learning objectives, dividing the students into groups, working on a worksheet (observation, writing, and group discussion inside and outside the classroom), presentation of the groups' work, a question and answer

session, reinforcement of the learning outcomes and a reflection on the lesson and its content.

To engage the students and make them actively involved in learning activities, Fitri and Anita organized the lesson to use the environment outside the classroom as a learning resource. They divided the students into groups of 6. Each group was given a worksheet which explained their tasks: (1) observe and record the objects in the classroom, in the garden in front of the of the class, by the side of and behind the classroom, as well as in the grounds surrounding the class. The objects they observed included: different types of motorcycles, trees, rocks, grass, plastic waste and dry leaves in the yard. During the course of the observation, Fitri and Anita directed the students to answer a few questions about the collection of objects they had found, particularly the similarities between them, then (2) give names to sets or collections of the objects. As a result of the lesson, the students were able to identify types of objects that could be grouped into sets. Finally they made definitions of the sets they had made.

The lesson continued in the classroom with a presentation from each group, followed by discussion and question and answer. Fitri and Anita took turns in being the facilitator of the discussion. At the end of the lesson, Fitri reinforced the students'

understanding using two methods: first a quiz on sets and the validity of data. Then she invited three female students to stand in front of their friends and asked "Is it true that they belong to a set of beautiful women?" Various answers and arguments arose. Fitri then asserted that “It is not true if you call this a set of beautiful women, because perceptions of beauty vary and cannot be defined.”

At the end of the lesson, Fitri and Anita took a minute to reflect on the lesson. They invite their peers to give their opinions and feedback on the lesson and the learning outcomes. Fitri, Anita and their peers definitely enjoy active courses. "I really like courses like this. Before the micro-teaching, our lecturer explained about innovative teaching models. He gave us the freedom to design and develop our own lesson. What's more we now feel relaxed about doing teaching practice!" said Anita. (Ham)

The university students (acting as students) learning outside the classroom.

1

3

From the top: (1) Students presenting their group's results; (2) Students engaging in discussion and Q&A; (3) Fitri (the teacher) reinforcing in a concrete manner the validity of sets

2

Learning About the Human Senses through Cooperative Learning

Banjarnegara. Learning about the human senses should be an easy task since the object of learning is already in our bodies, which can be touched, seen and explored. However, lessons on the human senses are normally delivered by reading a textbook or a lecture, and, as a result, the lesson has no lasting impact and is not understood well by the students.

Cooperative learning methods using 'Window Shopping' (comparing each other's work) doesn't just help the students to understand the lesson material, it also develops their character – their ability to work together, their confidence, democratic attitudes, curiosity, ability to interact and their sense of responsibility. This lesson was

given by Suciningtyas, S.Pd.I, a teacher in SDN 2 Semarang, Banjarnegara (8/6).

The lesson began with simple questions and answers, which led to a discussion about the eyes. Questions included: "What am I holding in my hand?" and "How do you know this is a pen?" The students' answers were written on the blackboard. After the students understood the purpose of the questions, the teacher used an energizer of "Hi, Hallo." then they sang "I have two eyes, one nose…." and so on.

Next the students had to answer some questions about the parts of the eye and their function. For these activities, the teacher divided the students into 6 groups

and named them Retina, Cornea, Iris, Lens, Pupil and Nerves. One by one the student counted the numbers of 1 to 6 and those with number 1 went to form the Retina group, etc. The grouping took account of gender.

Each group was given a different worksheet. Then the teacher explained how to do the tasks on the worksheet and what the rules were. Then the students did the tasks. Once the groups had finished their work, the teacher helped each group to present their work. If anything was not clear, students from other groups were allowed to give their comments.

Next the students went to view the work of the other groups. Two students from each group stood and acted as presenters while the other members of the group visited the nearest groups and gave their comments (this was called 'window shopping'). After this the students were told to display their work.

Then the teacher viewed their work and showed her appreciation of each group's achievements. The teacher gave the students the opportunity ask questions. While she answered the questions she reinforced what they had learned about the parts of the eye and their function.

The teacher close the lesson by asking two students (who had shown good understanding) to give a short conclusion. The teacher then gave her conclusion and the lesson finished with the students singing again the same song: "I have two eyes, one nose…." and so on.

(Lhs)

The students indicating the external parts of the eye during their group work.

Left: The teacher assisting the students to complete their worksheet. Right: The results of the each group's work displayed on the blackboard for the students to compare.

18 - Prioritas Pendidikan: Edition 4/ July - September/ 2013

PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 4/ July - September/ 2013 - 19

PRIORITAS - Good Practice

Micro Teaching in UIN Alauddin Makassar

TTI Students Become Creative and Use the Environment as a Learning Resource

“When student teachers do practice teaching, they do not just transfer the knowledge; they transfer their learning experiences by copying the learning models of their lecturers. Therefore, if we want them to be good teachers in the future, the lecturers must familiarize them with active learning,” said Nursalam, a lecturer in Mathematics Education of the Faculty of Tarbiyah, UIN Alauddin Makassar.

That is why this USAID PRIORITAS Training Facilitator gives lectures to his students using active, innovative, creative, effective and enjoyable learning methods. This was also the case, when he facilitated a micro teaching practice in mathematics with 6th semester students.

To make the course and micro teaching practice interesting for the students, Nursalam encouraged his students to combine active and contextual learning both inside and outside the classroom. Teaching as a team, two students, Fitriany and Anita Purnama Putri taught material on sets for Grade VII semester 1 students. They were relaxed and natural, teaching in front of the class. Their lesson plan and worksheet were designed for active and contextual learning.

During the 2x45 minute session, Fitriany and Anita managed the lesson well using cooperative learning both inside and outside the classroom. The stages of the lesson included an introduction, an explanation of the

learning objectives, dividing the students into groups, working on a worksheet (observation, writing, and group discussion inside and outside the classroom), presentation of the groups' work, a question and answer

session, reinforcement of the learning outcomes and a reflection on the lesson and its content.

To engage the students and make them actively involved in learning activities, Fitri and Anita organized the lesson to use the environment outside the classroom as a learning resource. They divided the students into groups of 6. Each group was given a worksheet which explained their tasks: (1) observe and record the objects in the classroom, in the garden in front of the of the class, by the side of and behind the classroom, as well as in the grounds surrounding the class. The objects they observed included: different types of motorcycles, trees, rocks, grass, plastic waste and dry leaves in the yard. During the course of the observation, Fitri and Anita directed the students to answer a few questions about the collection of objects they had found, particularly the similarities between them, then (2) give names to sets or collections of the objects. As a result of the lesson, the students were able to identify types of objects that could be grouped into sets. Finally they made definitions of the sets they had made.

The lesson continued in the classroom with a presentation from each group, followed by discussion and question and answer. Fitri and Anita took turns in being the facilitator of the discussion. At the end of the lesson, Fitri reinforced the students'

understanding using two methods: first a quiz on sets and the validity of data. Then she invited three female students to stand in front of their friends and asked "Is it true that they belong to a set of beautiful women?" Various answers and arguments arose. Fitri then asserted that “It is not true if you call this a set of beautiful women, because perceptions of beauty vary and cannot be defined.”

At the end of the lesson, Fitri and Anita took a minute to reflect on the lesson. They invite their peers to give their opinions and feedback on the lesson and the learning outcomes. Fitri, Anita and their peers definitely enjoy active courses. "I really like courses like this. Before the micro-teaching, our lecturer explained about innovative teaching models. He gave us the freedom to design and develop our own lesson. What's more we now feel relaxed about doing teaching practice!" said Anita. (Ham)

The university students (acting as students) learning outside the classroom.

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From the top: (1) Students presenting their group's results; (2) Students engaging in discussion and Q&A; (3) Fitri (the teacher) reinforcing in a concrete manner the validity of sets

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Learning About the Human Senses through Cooperative Learning

Banjarnegara. Learning about the human senses should be an easy task since the object of learning is already in our bodies, which can be touched, seen and explored. However, lessons on the human senses are normally delivered by reading a textbook or a lecture, and, as a result, the lesson has no lasting impact and is not understood well by the students.

Cooperative learning methods using 'Window Shopping' (comparing each other's work) doesn't just help the students to understand the lesson material, it also develops their character – their ability to work together, their confidence, democratic attitudes, curiosity, ability to interact and their sense of responsibility. This lesson was

given by Suciningtyas, S.Pd.I, a teacher in SDN 2 Semarang, Banjarnegara (8/6).

The lesson began with simple questions and answers, which led to a discussion about the eyes. Questions included: "What am I holding in my hand?" and "How do you know this is a pen?" The students' answers were written on the blackboard. After the students understood the purpose of the questions, the teacher used an energizer of "Hi, Hallo." then they sang "I have two eyes, one nose…." and so on.

Next the students had to answer some questions about the parts of the eye and their function. For these activities, the teacher divided the students into 6 groups

and named them Retina, Cornea, Iris, Lens, Pupil and Nerves. One by one the student counted the numbers of 1 to 6 and those with number 1 went to form the Retina group, etc. The grouping took account of gender.

Each group was given a different worksheet. Then the teacher explained how to do the tasks on the worksheet and what the rules were. Then the students did the tasks. Once the groups had finished their work, the teacher helped each group to present their work. If anything was not clear, students from other groups were allowed to give their comments.

Next the students went to view the work of the other groups. Two students from each group stood and acted as presenters while the other members of the group visited the nearest groups and gave their comments (this was called 'window shopping'). After this the students were told to display their work.

Then the teacher viewed their work and showed her appreciation of each group's achievements. The teacher gave the students the opportunity ask questions. While she answered the questions she reinforced what they had learned about the parts of the eye and their function.

The teacher close the lesson by asking two students (who had shown good understanding) to give a short conclusion. The teacher then gave her conclusion and the lesson finished with the students singing again the same song: "I have two eyes, one nose…." and so on.

(Lhs)

The students indicating the external parts of the eye during their group work.

Left: The teacher assisting the students to complete their worksheet. Right: The results of the each group's work displayed on the blackboard for the students to compare.

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