ISSN2303-0852

PRIORITAS PENDIDIKAN

THE Director General of Higher Education of MOEC, Prof Dr Djoko Santoso, appreciated the partnership program developed between USAID PRIORITAS and the Teacher Training Insitutes (TTIs). At the national meeting of USAID PRIORITAS partner TTIs in Jakarta (15/4), he said that courses delivered using the active learning approaches developed by the TTIs and USAID PRIORITAS were the realization of educational democracy.

“We hope that partner TTIs are able to maintain their commitment to improve the quality and results of their course,” he said. Read more on page 2. (Anw)

Kunjungi: www.prioritaspendidikan.org

USAID PRIORITAS and the seven partner provinces, held Provincial Showcase activities to demonstrate the results of program implementation in the partner schools, TTIs and districts. These activities showed to provincial stakeholders the progress and changes that have occurred in teaching and learning, school management, as well as teacher management and deployment.East Java Vice Governor, Saifullah Yusuf, showed his admiration on the results of work displayed when attending the showcase in East Java (30/4).

When visiting the education exhibition stands, Gus Ipul (the East Java Vice Governor's nickname) together with the US Consul General in Surabaya, Joaquin F. Monserrate, were seen observing carefully the students' work on display.

Among the work displayed was a simple water purifier developed by the students of SMPN 4 Mejayan, Madiun.

They tried to operate the device. When brownish water was poured into the simple water purifier, clear water came out from a hose at the bottom. “Wow, this is great. How does it work?” asked Joaquin.

MOEC's Director General of Basic Education, Hamid Muhammad PhD, who was present during the activity in Central Java, stated that the USAID PRIORITAS program is in line with the spirit of the 2013 Curriculum. He also appreciated the teacher management and deployment program developed by USAID PRIORITAS. Read more about the provincial showcase meetings on the provincial news pages. (Kom)

The Grade 7C classroom at SMPN 1 Gedeg, Mojokerto District that morning was noisy. Some students were yelling, carrying a banner and wearing headbands, “Get rid of the village head … Sack the village head!” The team from the Coordinating Ministry of People's Welfare from Jakarta, that was visiting SMPN 1 Gedeg, was surprised. Read the full story on page 5.

Schools, TTIs, and Districts Showcase Work in Partner Provinces

The Director General of Higher Education trying learning media made by students of UIN Ar-Raniry, Aceh.

Team from the Coordinating Ministry for People's Welfare Visits Partner Schools

Director General of Higher Education:

Education Democracy

(1) East Java Vice Governor Saifullah Yusuf and US Consul General Joaquin F. Monserrate showing their interest in a water purifier made by students. (2) Students of MTs Al-Mukhtariyyah, West Java, demonstrate how a water rocket works. (3) MOEC's Director General of Basic Education Hamid Muhammad PhD trying out learning media made by students in Central Java.

1 2 3

Ibu Femmy watching the social studies lesson at SMPN 1 Gedeg, Mojokerto.

Recording and Disseminating Good Practices in Education

Edition 7Apr - Jun

2014

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

National Meeting and Showcase of TTIs' Lecture Pedagogic Products Launching the Papua Contextual Book ProgramPapua is the eighth province to

join the USAID PRIORITAS program. On June 11, 2014 the

program was officially launched in Papua. The program will provide contextual curriculum books for

45 partner primary schools in Jayawijaya and Yahukimo districts

and train teachers in their use.

PRIORITAS - NationalPRIORITAS - National

Jakarta – Representatives of the 16 USAID PRIORITAS partner TTIs (teacher training institutes) attended a TTI National Meeting to discuss the development of the pre-service and in-service education programs in TTIs (15/4). Prof Dr Djoko Santoso, the MOEC Director General of Higher Education, expressed his appreciation of the TTI partnership program developed with USAID PRIORITAS. This TTI partnership program is expected to provide advice and assistance to improve the capacity of educators, as well as to play an important role in helping TTIs to prepare teachers who are of good quality and professional and who will foster change and innovation in teaching and learning.

This event held in MOEC's Building D in Jakarta was also attended by Prof Dr Supriadi Rustad, Director of Education Personnel in the Directorate General of Higher Education in MOEC, Dr Femmy Eka Kartika Putri, representing the Coordinating Ministry for People's Welfare, Dr Mastuki, representing MORA, and USAID PRIORITAS partner TTI Rectors, Deans, and Lecturers.

The TTIs also set up displays, which demonstrated the changes that have occurred in the delivery of their course as a result of their use of active learning approaches. The displays also showed developments that have taken in TTI lab schools and partner schools, which are used as teaching practice locations for TTIs' students so that they can get teaching experience in good schools.

The USAID PRIORITAS Program Director Stuart Weston explained that upcoming activities supported by USAID PRIORITAS will include training for TTIs' lecturers using modules that support the implementation of the 2013 Curriculum and developing more effective teaching practicum programs in order to develop the ability of prospective teachers by making use of the TTI lab and partner schools. “We will also facilitate classroom action research by lecturers and teachers, who will work together to solve teaching and learning problems,” he said. (Anw)

2 - Prioritas Pendidikan: Edition 6/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 3

Wamena, Jayawijaya – USAID PRIORITAS in cooperation with Yayasan Kristen Wamena/YKW (Wamena Christian Foundation) and Yayasan Sosial untuk Masyarakat Terpencil/YASUMAT (Social Foundation for Remote Communities) together with Papua Provincial Education Office, and the Education Offices of Jayawijaya and Yahukimo districts announced the launching of the program of training in teaching and learning and provision of books to 45 schools in Jayawijaya and Yahukimo (11/6).

The launch event, held in Wamena, Jayawijaya was part of the USAID's US$ 83.7 million USAID PRIORITAS program education aid program to improve access to quality basic education. “USAID PRIORITAS will help

primary schools in Jayawijaya and Yahukimo to have access to quality education that is in line with conditions in Papua,” said Stuart Weston, the USAID PRIORITAS Program Director during the launch event.

In addition to teachers, this program will also train school principals as instructional leaders, who can help their teachers to acquire the capability and skills to teach better, as well as increasing parents' understanding of education.

“We will train and provide mentoring to teachers and school principals in using the Papua-contextual package books that are also in line with the 2013 Curriculum,” said Radja Doly, Coordinator of the YKW program.

(Anw)

THE DISTRICT Head of Jayawijaya, who was represented by First Assistant, Gaad Pyramid Tabuni, conveyed the importance of teaching and learning that is in line with local conditions. “It is impossible to use the same education approach in Jakarta and Jayawijaya. The USAID PRIORITAS assistance in supporting training to teachers and the distribution of contextual text books that are in line with Papuan conditions gives an opportunity for the schools to improve teaching and learning quality in their classrooms,” said Pak Tabuni.

The Jayawijaya district government is very grateful for the human resource improvement program facilitated by USAID PRIORITAS, YKW and YASUMAT through the training of teachers, which help them use teaching and learning methods

that are in line with Papua conditions. “We hope the program will have a direct impact on the students and will improve the quality of the human resource of the Papua community,” he said. (Anw)

In Line with Conditions in the District

Preparation of Facilitators who understand the Conditions in Schools in the Central Highlands

TO prepare facilitators who will provide support the partner schools, the YKW and YASUMAT team of trainers trained potential training facilitators on teaching and learning methods and subject content, as well as the methodology for training teachers in the Papua Central Highlands. They were trained for five days on the use of the Papua contextual textbooks and for a further five days on the observation of teaching and learning. They also undertook teaching practice in class (11-20/6). “This training puts more emphasis on practical activities so that the facilitators will be able to teach contextually and to provide training to the teachers of the schools they support,” explained Martijn Van Driel, YKW's education consultant.

“We prepare teams of facilitators, who are ready to live for several months in the school locations to help the teachers apply the results of the training,” explained Ester Yahuli, chairperson of Yasumat, who is coordinating the activities in Yahukimo. (Anw)

Walking For Two Days

THE USAID PRIORITAS National Partner TTI Meeting and Showcase in Jakarta (15/4) gave an overview of the impact that has been achieved in the TTIs and their lab and partner schools. During the first year of the partnership with the TTIs, several programs have been implemented, including training for TTI lecturers on good practices in teaching and learning and school-based management, the development of course materials for TTIs in early grade literacy, and Science and

Mathematics for junior secondary schools, as well as training for TTI lab and partner schools.

Prof Dr Patta Bundu, a lecturer at the State University of Makassar, who was actively involved in the training for TTI pedagogy lecturers, said that implementing active teaching and learning has already made a significant impact on the TTI partner schools. “Supported by mentoring by lecturers, the teachers in the schools and students undertaking practicums in the schools are already adopting active teaching and learning in their classes. A number of lecturers, who have been trained, have also adapted the training strategies for use in their courses,” said Prof. Patta Bundu when making a presentation about the impact of training of pedagogy lecturers on their daily work. (Anw)

A Visible Impact on the TTIs

“This partnership is very strategic in improving the quality of courses in TTIs and TTI partner schools for prospective teachers.”

Prof Dr Abd A'la, the Rector of UIN Sunan Ampel, Surabaya.

“If we want to, there are many good practices in teaching and learning in America, both in schools as well as universities, which we can implement in Indonesia.”

Prof Dr Rochmat Wahab, the Rector of the State University of Yogyakarta.

“The partnership between TTIs, schools, and USAID PRIORITAS has fostered a more creative and innovative education culture. The teachers' paradigm has shifted from teacher-centered to student-centered.”

Prof Dr Ibnu Hajar, the Rector of the State University of Medan.

Prof Rochmat Wahab

Prof Ibnu HajarProf Abd A’la

The TTI and TTI partner schools Showcase showed the clear impact of the partnership.

Dra Yulia Rahmawati MSi, a lecturer at the Indonesian Education University (Universitas Pendidikan Indonesia - UPI), shows the Director General of Higher Education learning media in the form of Big Books made by UPI's students of primary teacher education.

Teachers, principals, and supervisors from many of the 45 partner schools in Jayawijaya and Yahukimo attending the launch event for the provision of Papua-contextual package books and training in how to use them. They enthusiastically welcomed the program and expect that it will improve education quality in their schools.

The training for facilitators who will provide training and mentoring to partner schools in Jayawijaya and Yahukimo.

Gaad Pyramid Tabuni

Papua contextual text book exhibited at the program launch.

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

Ruben Bahobol

Ruben Bahobol, a teacher at SD YPPGI Ninia, Yahukimo, who was invited to participate in the launch event and subsequent training said that he was very motivated. He

walked for two days and one night from Ninia sub-district in Yahukimo, to the location of the launching and training in Wamena, Jayawijaya. At night he slept in a cave. “I must attend this training in order to increase the quality of education for the students in my school,” said Pak Ruben who has been a teacher since 1983. (Anw)

National Meeting and Showcase of TTIs' Lecture Pedagogic Products Launching the Papua Contextual Book ProgramPapua is the eighth province to

join the USAID PRIORITAS program. On June 11, 2014 the

program was officially launched in Papua. The program will provide contextual curriculum books for

45 partner primary schools in Jayawijaya and Yahukimo districts

and train teachers in their use.

PRIORITAS - NationalPRIORITAS - National

Jakarta – Representatives of the 16 USAID PRIORITAS partner TTIs (teacher training institutes) attended a TTI National Meeting to discuss the development of the pre-service and in-service education programs in TTIs (15/4). Prof Dr Djoko Santoso, the MOEC Director General of Higher Education, expressed his appreciation of the TTI partnership program developed with USAID PRIORITAS. This TTI partnership program is expected to provide advice and assistance to improve the capacity of educators, as well as to play an important role in helping TTIs to prepare teachers who are of good quality and professional and who will foster change and innovation in teaching and learning.

This event held in MOEC's Building D in Jakarta was also attended by Prof Dr Supriadi Rustad, Director of Education Personnel in the Directorate General of Higher Education in MOEC, Dr Femmy Eka Kartika Putri, representing the Coordinating Ministry for People's Welfare, Dr Mastuki, representing MORA, and USAID PRIORITAS partner TTI Rectors, Deans, and Lecturers.

The TTIs also set up displays, which demonstrated the changes that have occurred in the delivery of their course as a result of their use of active learning approaches. The displays also showed developments that have taken in TTI lab schools and partner schools, which are used as teaching practice locations for TTIs' students so that they can get teaching experience in good schools.

The USAID PRIORITAS Program Director Stuart Weston explained that upcoming activities supported by USAID PRIORITAS will include training for TTIs' lecturers using modules that support the implementation of the 2013 Curriculum and developing more effective teaching practicum programs in order to develop the ability of prospective teachers by making use of the TTI lab and partner schools. “We will also facilitate classroom action research by lecturers and teachers, who will work together to solve teaching and learning problems,” he said. (Anw)

2 - Prioritas Pendidikan: Edition 6/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 3

Wamena, Jayawijaya – USAID PRIORITAS in cooperation with Yayasan Kristen Wamena/YKW (Wamena Christian Foundation) and Yayasan Sosial untuk Masyarakat Terpencil/YASUMAT (Social Foundation for Remote Communities) together with Papua Provincial Education Office, and the Education Offices of Jayawijaya and Yahukimo districts announced the launching of the program of training in teaching and learning and provision of books to 45 schools in Jayawijaya and Yahukimo (11/6).

The launch event, held in Wamena, Jayawijaya was part of the USAID's US$ 83.7 million USAID PRIORITAS program education aid program to improve access to quality basic education. “USAID PRIORITAS will help

primary schools in Jayawijaya and Yahukimo to have access to quality education that is in line with conditions in Papua,” said Stuart Weston, the USAID PRIORITAS Program Director during the launch event.

In addition to teachers, this program will also train school principals as instructional leaders, who can help their teachers to acquire the capability and skills to teach better, as well as increasing parents' understanding of education.

“We will train and provide mentoring to teachers and school principals in using the Papua-contextual package books that are also in line with the 2013 Curriculum,” said Radja Doly, Coordinator of the YKW program.

(Anw)

THE DISTRICT Head of Jayawijaya, who was represented by First Assistant, Gaad Pyramid Tabuni, conveyed the importance of teaching and learning that is in line with local conditions. “It is impossible to use the same education approach in Jakarta and Jayawijaya. The USAID PRIORITAS assistance in supporting training to teachers and the distribution of contextual text books that are in line with Papuan conditions gives an opportunity for the schools to improve teaching and learning quality in their classrooms,” said Pak Tabuni.

The Jayawijaya district government is very grateful for the human resource improvement program facilitated by USAID PRIORITAS, YKW and YASUMAT through the training of teachers, which help them use teaching and learning methods

that are in line with Papua conditions. “We hope the program will have a direct impact on the students and will improve the quality of the human resource of the Papua community,” he said. (Anw)

In Line with Conditions in the District

Preparation of Facilitators who understand the Conditions in Schools in the Central Highlands

TO prepare facilitators who will provide support the partner schools, the YKW and YASUMAT team of trainers trained potential training facilitators on teaching and learning methods and subject content, as well as the methodology for training teachers in the Papua Central Highlands. They were trained for five days on the use of the Papua contextual textbooks and for a further five days on the observation of teaching and learning. They also undertook teaching practice in class (11-20/6). “This training puts more emphasis on practical activities so that the facilitators will be able to teach contextually and to provide training to the teachers of the schools they support,” explained Martijn Van Driel, YKW's education consultant.

“We prepare teams of facilitators, who are ready to live for several months in the school locations to help the teachers apply the results of the training,” explained Ester Yahuli, chairperson of Yasumat, who is coordinating the activities in Yahukimo. (Anw)

Walking For Two Days

THE USAID PRIORITAS National Partner TTI Meeting and Showcase in Jakarta (15/4) gave an overview of the impact that has been achieved in the TTIs and their lab and partner schools. During the first year of the partnership with the TTIs, several programs have been implemented, including training for TTI lecturers on good practices in teaching and learning and school-based management, the development of course materials for TTIs in early grade literacy, and Science and

Mathematics for junior secondary schools, as well as training for TTI lab and partner schools.

Prof Dr Patta Bundu, a lecturer at the State University of Makassar, who was actively involved in the training for TTI pedagogy lecturers, said that implementing active teaching and learning has already made a significant impact on the TTI partner schools. “Supported by mentoring by lecturers, the teachers in the schools and students undertaking practicums in the schools are already adopting active teaching and learning in their classes. A number of lecturers, who have been trained, have also adapted the training strategies for use in their courses,” said Prof. Patta Bundu when making a presentation about the impact of training of pedagogy lecturers on their daily work. (Anw)

A Visible Impact on the TTIs

“This partnership is very strategic in improving the quality of courses in TTIs and TTI partner schools for prospective teachers.”

Prof Dr Abd A'la, the Rector of UIN Sunan Ampel, Surabaya.

“If we want to, there are many good practices in teaching and learning in America, both in schools as well as universities, which we can implement in Indonesia.”

Prof Dr Rochmat Wahab, the Rector of the State University of Yogyakarta.

“The partnership between TTIs, schools, and USAID PRIORITAS has fostered a more creative and innovative education culture. The teachers' paradigm has shifted from teacher-centered to student-centered.”

Prof Dr Ibnu Hajar, the Rector of the State University of Medan.

Prof Rochmat Wahab

Prof Ibnu HajarProf Abd A’la

The TTI and TTI partner schools Showcase showed the clear impact of the partnership.

Dra Yulia Rahmawati MSi, a lecturer at the Indonesian Education University (Universitas Pendidikan Indonesia - UPI), shows the Director General of Higher Education learning media in the form of Big Books made by UPI's students of primary teacher education.

Teachers, principals, and supervisors from many of the 45 partner schools in Jayawijaya and Yahukimo attending the launch event for the provision of Papua-contextual package books and training in how to use them. They enthusiastically welcomed the program and expect that it will improve education quality in their schools.

The training for facilitators who will provide training and mentoring to partner schools in Jayawijaya and Yahukimo.

Gaad Pyramid Tabuni

Papua contextual text book exhibited at the program launch.

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

Ruben Bahobol

Ruben Bahobol, a teacher at SD YPPGI Ninia, Yahukimo, who was invited to participate in the launch event and subsequent training said that he was very motivated. He

walked for two days and one night from Ninia sub-district in Yahukimo, to the location of the launching and training in Wamena, Jayawijaya. At night he slept in a cave. “I must attend this training in order to increase the quality of education for the students in my school,” said Pak Ruben who has been a teacher since 1983. (Anw)

PRIORITAS - National

USAID PRIORITAS AND MOEC's PPMP Trained SBSNP FacilitatorsThe Center for Education Quality Assurance (PPMP) of MOEC in cooperation with USAID PRIORITAS has held training for training facilitators. The training was conducted in two batches with the objective of preparing facilitators who will provide training and mentoring to teachers and school principals on the implementation of teaching and learning processes, evaluation, and management standards as part of the program to create schools that are in line with the national standards for education (SBSNP).

“We work together with USAID to strengthen the teaching and learning processes, evaluation, and management standards in line with the implementation of the 2013 Curriculum

and within the framework of developing the SBSNP,” said Dr Bastari, the Head of the PPMP, during the training event held in Bandung (5/4).

The first batch of the training was attended by 70 participants comprising section heads responsible for Education Mapping and Supervision, from the LPMP (Quality Assurance Institutes) trainers, junior secondary school supervisors, and staff of the PPMP. In the second batch, there were 170 participants coming from 33 provinces, consisting of teachers and school principals, LPMP trainers, TTI lecturers, and PPMP staff (21-24/4).

Prof Dr Syawal Gultom, the Head of the MOEC Board for Education and Culture Human Resource Development and Education Quality Assurance (BPSDMPK-PMP), who attended the training events,

expected that this cooperation would strengthen the implementation of the 2013 Curriculum, particularly in improving teaching and learning quality in class. “We convey our thanks for this good cooperation. I am sure the implementation of the 2013 Curriculum will be more successful as a result of our work together,” said

Prof. Syawal.

Stuart Weston, USAID PRIORITAS Program Director, who participated in overseeing the training process, welcomed this cooperation. “This training is more about facilitating the participants in teaching students how to find and develop concepts, develop basic skills and apply them in class and in their daily life,” he said.

Dr Bastari, Head of the MOEC PPMP, was of the opinion that the USAID PRIORITAS program, which involves TTIs, LPMPs, education offices, and schools in developing good practices in teaching and learning and school management, is in line with MOEC's programs. “We will disseminate the results of this cooperation to 33 provinces all over Indonesia,” said he. (Anw)

USAID PRIORITAS and MOEC's PPMP Train SBSNP Facilitators

TO help journalists understand the implementation of good practice in teaching and learning and school based management, USAID PRIORITAS held a Media Briefing in Medan (22-23/5) and Makassar (21- 22/5). As many as 18 journalists in Medan and 19 journalists in Makassar took part in the events that were held over two days in each location.

On the first day the participants were briefed using material on good practice in teaching and learning, school-based management, and the teacher management and deployment program. On the second day the journalists were invited to

visit partner schools to observe teaching and learning and school based management.

"I now know more about the implementation of active learning in schools," said Dewi Sukhrani, a journalist from the Radio of the Republic of Indonesia (RRI). Puji Santoso, a journalist from Media Indonesia, claimed to have a better understanding of the implementation of the 2013 curriculum, after attending the media briefing activities. This

senior journalist was interested in the teaching and learning at MTs 2 Medan, which he found very interesting and there was a lot of students' work on display. "I'm interested in sending my son to the school," said Puji. These briefing media activities created a closer relationship between USAID PRIORITAS, the schools and the media. Similar activities are planned to be implemented in all USAID PRIORITAS partner provinces. USAID PRIORITAS get a lot of media coverage. Each month 100-120 articles about USAID PRIORITAS appear in the press. (Kom)

Media Briefing Brings Journalists and Schools Closer Together

PRIORITAS - National

THE GRADE 7C classroom at SMPN 1 Gedeg, Mojokerto district was noisy that morning. Some students were yelling, carrying a banner and wearing headbands, “Get rid of the village head … Sack the village head!” The social science lesson on the topic of freedom of speech made the team from Coordinating Ministry for People's Welfare curious. That morning, the students of the grade 7C class were staging a socio drama on the subject. Different students acted as the village head, his wife and villagers.

“The scenario concerned the villagers' dislike of the arrogance of the village head's wife. In the end, all the villagers staged a demonstration demanding the resignation of the village head for the common good,” explained Ibu Sumarni, a social studies teacher who teaches Grade 7C.

Ibu Femmy enthusiastically followed the story of the socio drama until the end. “How about conducting the drama in Javanese language? I'm sure it will be more interesting. One of Indonesia's cultural inheritances is its languages. They should be preserved. You all as the nation's next generation should preserve them,” said Bu Femmy giving encouragement. The socio drama carried on and was more interesting because it used the Javanese language.

“We visited this school to find out directly how far USAID PRIORITAS program has been developed in the schools. We see that SMPN 1 Gedeg is outstanding. Although the school is situated in a rural area, the quality of its teaching and learning is at least on a par with urban schools,” said Bu Femmy.

The Coordinating Ministry for People's Welfare team was impressed with the learning environment and teaching and learning in SMPN 1 Gedeg in Mojokerto district. Bapak Subeki, a teacher of SMPN 1 Gedeg, revealed that quite a number of changes have occurred in his school since the training and mentoring provided by USAID PRIORITAS. “Implementation in class was difficult in the beginning. However, we can feel the benefits after having practiced it a number of times. Moreover, the active teaching and learning developed by USAID PRIORITAS helps us enormously in implementing the 2013 Curriculum,” he explained.

Visit to UIN Sunan AmpelAfter visiting SMPN 1 Gedeg, the Coordinating Ministry for People's Welfare team met with the Rector of the State Islamic University (UIN) Sunan Ampel, Surabaya, Prof. Dr H Abd. A'la Mag. In this meeting, Professor A'la explained that the training that has been given to the UIN Sunan Ampel lab school has greatly helped students of the university, who were undertaking the teaching practicums.

“The teachers of the lab school, who have been trained by USAID PRIORITAS and pass on their knowledge to students of UIN Sunan Ampel, who are undergoing teaching practicums in the lab school. This activity is very beneficial for producing UIN Sunan Ampel graduates of better

quality,” he stressed.

In addition, lecturers, who have been trained by USAID PRIORITAS, are currently included in the core development team for the Madrasah Aliyah Unggulan (Elite Madrasah Aliyah/MAU) which is a laboratory experiment by the Faculty of Tarbiyah Teachers of UIN Sunan Ampel, Surabaya. “Our hope is that USAID PRIORITAS will continue to assist us in developing this madrasah,” he explained.

The day before (21/5), the Coordinating Ministry for People's Welfare team also visited the provincial level Module II training of trainers on good practices for junior secondary schools in Malang. When asked about the benefits of USAID PRIORITAS training, Dr Erman MPd, a lecturer of the State University of Surabaya, revealed that he himself received many benefits and had shared experiences with the teachers in the field. “These experiences give me a better basis for preparing the students to become teachers,” he said.

The Coordinating Ministry for People's Welfare team was assured that the program developed by USAID PRIORITAS is delivering benefits to schools while at the same time helping partner TTI lecturers. (Dkd)

Coordinating Minister for People's Welfare Impressed with SMPN 1

A team from the Coordinating Ministry for People's Welfare visited USAID PRIORITAS partner schools and

TTIs in East Java in order to observe the impact of the USAID PRIORITAS program. The team led by Dr

Femmy Eka Kartika Putri, assistant deputy for Basic, Early Childhood, and Community Education Affairs, also

observed training of trainers in good practices in teaching and learning and SBM.

(1) Ibu Femmy watching the science studies lesson at SMPN 1 Gedeg, Mojokerto.

(2) Meeting with the Rector of UIN Sunan Ampel Surabaya to get input concerning the implementation of USAID PRIORITAS program in the TTIs.

Socio drama during social studies lesson in grade 7C at SMPN 1 Gedeg Mojokerto impressed the Coordinating Ministry for People's Welfare team.

Prof Dr Syawal Gultom (standing) flanked by Stuart Weston and Dr Bastari giving his speech during the training in Bandung. The participants in the groups worked together to develop teaching and learning using scientific approaches.

The Journalists appear to be active following the media briefing. On the second day they visited a USAID PRIORITAS partner school to cover mplementation of good practice in learning and school management.

4 - Prioritas Pendidikan: Edition 6/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 5

1 2

PRIORITAS - National

USAID PRIORITAS AND MOEC's PPMP Trained SBSNP FacilitatorsThe Center for Education Quality Assurance (PPMP) of MOEC in cooperation with USAID PRIORITAS has held training for training facilitators. The training was conducted in two batches with the objective of preparing facilitators who will provide training and mentoring to teachers and school principals on the implementation of teaching and learning processes, evaluation, and management standards as part of the program to create schools that are in line with the national standards for education (SBSNP).

“We work together with USAID to strengthen the teaching and learning processes, evaluation, and management standards in line with the implementation of the 2013 Curriculum

and within the framework of developing the SBSNP,” said Dr Bastari, the Head of the PPMP, during the training event held in Bandung (5/4).

The first batch of the training was attended by 70 participants comprising section heads responsible for Education Mapping and Supervision, from the LPMP (Quality Assurance Institutes) trainers, junior secondary school supervisors, and staff of the PPMP. In the second batch, there were 170 participants coming from 33 provinces, consisting of teachers and school principals, LPMP trainers, TTI lecturers, and PPMP staff (21-24/4).

Prof Dr Syawal Gultom, the Head of the MOEC Board for Education and Culture Human Resource Development and Education Quality Assurance (BPSDMPK-PMP), who attended the training events,

expected that this cooperation would strengthen the implementation of the 2013 Curriculum, particularly in improving teaching and learning quality in class. “We convey our thanks for this good cooperation. I am sure the implementation of the 2013 Curriculum will be more successful as a result of our work together,” said

Prof. Syawal.

Stuart Weston, USAID PRIORITAS Program Director, who participated in overseeing the training process, welcomed this cooperation. “This training is more about facilitating the participants in teaching students how to find and develop concepts, develop basic skills and apply them in class and in their daily life,” he said.

Dr Bastari, Head of the MOEC PPMP, was of the opinion that the USAID PRIORITAS program, which involves TTIs, LPMPs, education offices, and schools in developing good practices in teaching and learning and school management, is in line with MOEC's programs. “We will disseminate the results of this cooperation to 33 provinces all over Indonesia,” said he. (Anw)

USAID PRIORITAS and MOEC's PPMP Train SBSNP Facilitators

TO help journalists understand the implementation of good practice in teaching and learning and school based management, USAID PRIORITAS held a Media Briefing in Medan (22-23/5) and Makassar (21- 22/5). As many as 18 journalists in Medan and 19 journalists in Makassar took part in the events that were held over two days in each location.

On the first day the participants were briefed using material on good practice in teaching and learning, school-based management, and the teacher management and deployment program. On the second day the journalists were invited to

visit partner schools to observe teaching and learning and school based management.

"I now know more about the implementation of active learning in schools," said Dewi Sukhrani, a journalist from the Radio of the Republic of Indonesia (RRI). Puji Santoso, a journalist from Media Indonesia, claimed to have a better understanding of the implementation of the 2013 curriculum, after attending the media briefing activities. This

senior journalist was interested in the teaching and learning at MTs 2 Medan, which he found very interesting and there was a lot of students' work on display. "I'm interested in sending my son to the school," said Puji. These briefing media activities created a closer relationship between USAID PRIORITAS, the schools and the media. Similar activities are planned to be implemented in all USAID PRIORITAS partner provinces. USAID PRIORITAS get a lot of media coverage. Each month 100-120 articles about USAID PRIORITAS appear in the press. (Kom)

Media Briefing Brings Journalists and Schools Closer Together

PRIORITAS - National

THE GRADE 7C classroom at SMPN 1 Gedeg, Mojokerto district was noisy that morning. Some students were yelling, carrying a banner and wearing headbands, “Get rid of the village head … Sack the village head!” The social science lesson on the topic of freedom of speech made the team from Coordinating Ministry for People's Welfare curious. That morning, the students of the grade 7C class were staging a socio drama on the subject. Different students acted as the village head, his wife and villagers.

“The scenario concerned the villagers' dislike of the arrogance of the village head's wife. In the end, all the villagers staged a demonstration demanding the resignation of the village head for the common good,” explained Ibu Sumarni, a social studies teacher who teaches Grade 7C.

Ibu Femmy enthusiastically followed the story of the socio drama until the end. “How about conducting the drama in Javanese language? I'm sure it will be more interesting. One of Indonesia's cultural inheritances is its languages. They should be preserved. You all as the nation's next generation should preserve them,” said Bu Femmy giving encouragement. The socio drama carried on and was more interesting because it used the Javanese language.

“We visited this school to find out directly how far USAID PRIORITAS program has been developed in the schools. We see that SMPN 1 Gedeg is outstanding. Although the school is situated in a rural area, the quality of its teaching and learning is at least on a par with urban schools,” said Bu Femmy.

The Coordinating Ministry for People's Welfare team was impressed with the learning environment and teaching and learning in SMPN 1 Gedeg in Mojokerto district. Bapak Subeki, a teacher of SMPN 1 Gedeg, revealed that quite a number of changes have occurred in his school since the training and mentoring provided by USAID PRIORITAS. “Implementation in class was difficult in the beginning. However, we can feel the benefits after having practiced it a number of times. Moreover, the active teaching and learning developed by USAID PRIORITAS helps us enormously in implementing the 2013 Curriculum,” he explained.

Visit to UIN Sunan AmpelAfter visiting SMPN 1 Gedeg, the Coordinating Ministry for People's Welfare team met with the Rector of the State Islamic University (UIN) Sunan Ampel, Surabaya, Prof. Dr H Abd. A'la Mag. In this meeting, Professor A'la explained that the training that has been given to the UIN Sunan Ampel lab school has greatly helped students of the university, who were undertaking the teaching practicums.

“The teachers of the lab school, who have been trained by USAID PRIORITAS and pass on their knowledge to students of UIN Sunan Ampel, who are undergoing teaching practicums in the lab school. This activity is very beneficial for producing UIN Sunan Ampel graduates of better

quality,” he stressed.

In addition, lecturers, who have been trained by USAID PRIORITAS, are currently included in the core development team for the Madrasah Aliyah Unggulan (Elite Madrasah Aliyah/MAU) which is a laboratory experiment by the Faculty of Tarbiyah Teachers of UIN Sunan Ampel, Surabaya. “Our hope is that USAID PRIORITAS will continue to assist us in developing this madrasah,” he explained.

The day before (21/5), the Coordinating Ministry for People's Welfare team also visited the provincial level Module II training of trainers on good practices for junior secondary schools in Malang. When asked about the benefits of USAID PRIORITAS training, Dr Erman MPd, a lecturer of the State University of Surabaya, revealed that he himself received many benefits and had shared experiences with the teachers in the field. “These experiences give me a better basis for preparing the students to become teachers,” he said.

The Coordinating Ministry for People's Welfare team was assured that the program developed by USAID PRIORITAS is delivering benefits to schools while at the same time helping partner TTI lecturers. (Dkd)

Coordinating Minister for People's Welfare Impressed with SMPN 1

A team from the Coordinating Ministry for People's Welfare visited USAID PRIORITAS partner schools and

TTIs in East Java in order to observe the impact of the USAID PRIORITAS program. The team led by Dr

Femmy Eka Kartika Putri, assistant deputy for Basic, Early Childhood, and Community Education Affairs, also

observed training of trainers in good practices in teaching and learning and SBM.

(1) Ibu Femmy watching the science studies lesson at SMPN 1 Gedeg, Mojokerto.

(2) Meeting with the Rector of UIN Sunan Ampel Surabaya to get input concerning the implementation of USAID PRIORITAS program in the TTIs.

Socio drama during social studies lesson in grade 7C at SMPN 1 Gedeg Mojokerto impressed the Coordinating Ministry for People's Welfare team.

Prof Dr Syawal Gultom (standing) flanked by Stuart Weston and Dr Bastari giving his speech during the training in Bandung. The participants in the groups worked together to develop teaching and learning using scientific approaches.

The Journalists appear to be active following the media briefing. On the second day they visited a USAID PRIORITAS partner school to cover mplementation of good practice in learning and school management.

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1 2

PRIORITAS - Provinsi Aceh

Prioritas Pendidikan: Edition 7/April-June/2014 - 7

PRIORITAS - Province

Banda Aceh, Aceh – The Head of the MOEC Center for Education Quality Assurance (PPMP), Dr. Bastari, appreciated the changes that have been made by the schools during the Provincial Showcase on Good Practices in the Education Sector in Aceh Province (18/6).

“I have walked around the exhibition stands and held dialogs with the students and teachers. I found the SD grade 6 students were able to give a very intelligent explanation of the process of making coffee so that it became a teaching and learning medium. There are also students who have developed a flood detector. If the rest of generation is like this, a golden generation will develop in Aceh,” said Dr Bastari.

The MOEC Head of the PPMP expects that this program will be able to impact other schools as well. “I am proud of the results already achieved. I am sure that the standard achieved by children in Aceh will will rise faster than the standards in provinces that are not receiving this program,” he explained.According to him, this showcase demonstrated how internal quality

assurance processes have been conducted from the beginning in the schools that have been trained.

“Whereas in the past the students were only given information, now the students are given the opportunity to explore. As a result, the students are more creative. Teacher, students and classes everywhere can do this. We have proved it today,” he said.

Meanwhile, in his speech read by Head of the Aceh Provincial Education Office, the Aceh Vice-Governor said he expects that the findings and good practices from the USAID PRIORITAS program will be disseminated to other schools. “We very much expect that district governments will disseminate the good practices developed by USAID

PRIORITAS to other schools and sub-districts. We cannot expect external assistance forever. It is better that we use our own funds to improve education quality,” said the vice governor.

This activity that was attended by provincial level education stakeholders, cohort 1 partner districts, and DBE partner districts had eight exhibition stands showcasing USAID PRIORITAS partner schools, two stands for DBE schools, and two stands for the TTIs.

(Tkm)

Medan, North Sumatra – The US Consul for the Island of Sumatra, Kathryn A. Crockart, North Sumatra Vice Governor, Ir H Tengku Erry Nuradi MSi, the MOEC Head of BPSDMPK PMP, Prof Dr Syawal Gultom, who attended the Provincial Showcase of Good Practices in North Sumatra Province, expressed their appreciation of the USAID PRIORITAS program (19/6).

Kathryn was amazed by the number of USAID PRIORITAS program beneficiaries. Up to March 2014, USAID PRIORITAS in North Sumatra Province has been successful in improving the capacity of 4,902 teachers and other education personnel (school principals, supervisors, members of school committees, and staff of Education and Religious Affairs offices).

“This program has been successful in improving the quality of 929 primary and junior secondary schools. More than 160 thousand students are receiving a world-class education service,” she said.

North Sumatra Vice Governor, Ir. Nuradi, advised the 12 partner districts governments to get the maximum benefits from the USAID PRIORITAS program, because in his opinion only education can advance this country and nation. “There is nothing but education that will be able to advance this country and nation,” he said.

Meanwhile, Prof Syawal Gultom praised the improved quality of teachers resulting from the USAID PRIORITAS program. He is optimistic that this teacher quality improvement will make Indonesia a better country.

(Eh)

160 Thousand Students Receive Benefits from the Program

6 - Prioritas Pendidikan: Edition 7/April-June/2014

“Golden Generation from Aceh”

PRIORITAS - Province

Responsibility of TTIs

“If we talk about education quality, in the end it depends on the quality of teachers. The quality of teachers depends on the quality of the education of teachers. The quality of the education of

teachers depends on the quality of TTIs. Therefore, if there are teachers who are not of good quality, the TTIs are most responsible for this. Cooperation between the TTIs and USAID PRIORITAS is highly strategic in order to improve the quality of education in general.”

Prof Dr Sholeh Hidayat MPd Rector of Untirta

Dissemination of Training

“Through USAID PRIORITAS program dissemination since 2013 we have trained 1,500 teachers. In the month of June 2014, we will add 500 more teachers who have received

USAID PRIORITAS training. Insya Allah (God willing), the cost will be fully financed by Kota Cilegon Government.”

H Ismatulloh MPdHead of the Cilegon City Education Office PMPTK (Improvement of Teacher and Education Personnel Quality) Departmen

Support from the District Budget

“We in Serang District have allocated Rp. 165 million in the Education Office budget in 2014 for the dissemination of teacher training in partnership

with USAID PRIORITAS. Hopefully this will support the development of teacher quality.

Dr H Asep Nugrahajaya, Secretary of Bappeda (Local Development Agency) Serang Districtt

Testimony of Partners in BantenThe Provincial Showcase of Good Practices in Banten Province involved approximately 200 participants. The event was enlivened by eight exhibition stands that showcased a variety of work of students and schools from Pandeglang, Serang, Lebak districts and Cilegon, and Tangerang municipalities and included displays by partner TTIs. The event was opened by Banten Province Regional Assistant 2, Ir Widodo Hadi SP. Below are quotes from the stakeholders who attended the event.

Direktur Program USAID PRIORITAS bersama Asisten Daerah 2 Banten saat mengunjungi stan pameran.

Bandung, West Java – The Head of the West Java Provincial Education Office, Dr Wahyuddin Zarkasyi, who attended the Provincial Showcase of Good Practices in West Java (28/4) expressed his admiration after watching the students of SDN 2 Rajamandalakulon, Cipatat, demonstrating how they had developed a simple electricity generator from recycled materials. The students were inspired by their visit to Saguling Hydro Electric Power Station.

After they had given the presentation, the students asked Bapak Wahyudin and some other guests to operate the electricity generator they had developed. “With such confident students, I am sure that Indonesia has a good future as a respected nation and country,” said Pak Wahyuddin.

Rohmat Mulyana, the MORA Head of the Sub Directorate for Madrasah Education mentioned that the impact of USAID PRIORITAS program in madrasahs is

quite significant. He is happy with the rising confidence in madrasah teachers in facilitating active teaching and learning. “It is the responsibility of us all to maintain the sustainability of this very good program,” was his message.

The Ciamis District Head (Bupati) Iing Syams Arifin also stated that USAID PRIORITAS program has assisted them tremendously in improving the quality of teaching and learning and education governance. “We in Ciamis feel that we have been particularly successful in regards to teacher management and deployment” said Bupati Iing. Teacher redeployment is now happening in a bottom-up manner based on requests from individual

teachers.

At the end of the activity, the was a great deal of commitment to disseminate good practices to non-partner schools. “We have already launched a dissemination program in two remote sub district and 16 SMP in West Bandung,” said the Head of West Bandung Education Office, Agustina Piryanti. (Ds)

To Become a Respected Nation

Chief of Party USAID PRIORITAS with Banten Province Regional Assistant visiting the showcase booth.

Alat peraga. Siswa kelas IV MIN Medan Barat bersama dan Kepala BPSDM PMP Kemdikbud Prof. Dr. Syawal Gultom, M.Pd mencoba alat peraga matematika. Alat peraga sederhana ini membuat pelajaran matematika menjadi lebih mudah.

Grade 4 students from a West Medan madrasah (MIN) together with the MOEC Head of BPSDMPK PMP, Prof Dr Syawal Gultom, using a mathematics demonstration aid. This simple demonstration aid makes learning mathematics easier.

Looking after their exhibition stand, students of SDN 1 Sindangsari, Ciamis, give an explanation to the Ciamis District Head concerning electricity in liquids.

Dr Bastari looking at a mathematics display in the form of a multiplication box from SDN 4 Calang, Aceh Jaya, during the USAID PRIORITAS Aceh Provincial Showcase.

PRIORITAS - Provinsi Aceh

Prioritas Pendidikan: Edition 7/April-June/2014 - 7

PRIORITAS - Province

Banda Aceh, Aceh – The Head of the MOEC Center for Education Quality Assurance (PPMP), Dr. Bastari, appreciated the changes that have been made by the schools during the Provincial Showcase on Good Practices in the Education Sector in Aceh Province (18/6).

“I have walked around the exhibition stands and held dialogs with the students and teachers. I found the SD grade 6 students were able to give a very intelligent explanation of the process of making coffee so that it became a teaching and learning medium. There are also students who have developed a flood detector. If the rest of generation is like this, a golden generation will develop in Aceh,” said Dr Bastari.

The MOEC Head of the PPMP expects that this program will be able to impact other schools as well. “I am proud of the results already achieved. I am sure that the standard achieved by children in Aceh will will rise faster than the standards in provinces that are not receiving this program,” he explained.According to him, this showcase demonstrated how internal quality

assurance processes have been conducted from the beginning in the schools that have been trained.

“Whereas in the past the students were only given information, now the students are given the opportunity to explore. As a result, the students are more creative. Teacher, students and classes everywhere can do this. We have proved it today,” he said.

Meanwhile, in his speech read by Head of the Aceh Provincial Education Office, the Aceh Vice-Governor said he expects that the findings and good practices from the USAID PRIORITAS program will be disseminated to other schools. “We very much expect that district governments will disseminate the good practices developed by USAID

PRIORITAS to other schools and sub-districts. We cannot expect external assistance forever. It is better that we use our own funds to improve education quality,” said the vice governor.

This activity that was attended by provincial level education stakeholders, cohort 1 partner districts, and DBE partner districts had eight exhibition stands showcasing USAID PRIORITAS partner schools, two stands for DBE schools, and two stands for the TTIs.

(Tkm)

Medan, North Sumatra – The US Consul for the Island of Sumatra, Kathryn A. Crockart, North Sumatra Vice Governor, Ir H Tengku Erry Nuradi MSi, the MOEC Head of BPSDMPK PMP, Prof Dr Syawal Gultom, who attended the Provincial Showcase of Good Practices in North Sumatra Province, expressed their appreciation of the USAID PRIORITAS program (19/6).

Kathryn was amazed by the number of USAID PRIORITAS program beneficiaries. Up to March 2014, USAID PRIORITAS in North Sumatra Province has been successful in improving the capacity of 4,902 teachers and other education personnel (school principals, supervisors, members of school committees, and staff of Education and Religious Affairs offices).

“This program has been successful in improving the quality of 929 primary and junior secondary schools. More than 160 thousand students are receiving a world-class education service,” she said.

North Sumatra Vice Governor, Ir. Nuradi, advised the 12 partner districts governments to get the maximum benefits from the USAID PRIORITAS program, because in his opinion only education can advance this country and nation. “There is nothing but education that will be able to advance this country and nation,” he said.

Meanwhile, Prof Syawal Gultom praised the improved quality of teachers resulting from the USAID PRIORITAS program. He is optimistic that this teacher quality improvement will make Indonesia a better country.

(Eh)

160 Thousand Students Receive Benefits from the Program

6 - Prioritas Pendidikan: Edition 7/April-June/2014

“Golden Generation from Aceh”

PRIORITAS - Province

Responsibility of TTIs

“If we talk about education quality, in the end it depends on the quality of teachers. The quality of teachers depends on the quality of the education of teachers. The quality of the education of

teachers depends on the quality of TTIs. Therefore, if there are teachers who are not of good quality, the TTIs are most responsible for this. Cooperation between the TTIs and USAID PRIORITAS is highly strategic in order to improve the quality of education in general.”

Prof Dr Sholeh Hidayat MPd Rector of Untirta

Dissemination of Training

“Through USAID PRIORITAS program dissemination since 2013 we have trained 1,500 teachers. In the month of June 2014, we will add 500 more teachers who have received

USAID PRIORITAS training. Insya Allah (God willing), the cost will be fully financed by Kota Cilegon Government.”

H Ismatulloh MPdHead of the Cilegon City Education Office PMPTK (Improvement of Teacher and Education Personnel Quality) Departmen

Support from the District Budget

“We in Serang District have allocated Rp. 165 million in the Education Office budget in 2014 for the dissemination of teacher training in partnership

with USAID PRIORITAS. Hopefully this will support the development of teacher quality.

Dr H Asep Nugrahajaya, Secretary of Bappeda (Local Development Agency) Serang Districtt

Testimony of Partners in BantenThe Provincial Showcase of Good Practices in Banten Province involved approximately 200 participants. The event was enlivened by eight exhibition stands that showcased a variety of work of students and schools from Pandeglang, Serang, Lebak districts and Cilegon, and Tangerang municipalities and included displays by partner TTIs. The event was opened by Banten Province Regional Assistant 2, Ir Widodo Hadi SP. Below are quotes from the stakeholders who attended the event.

Direktur Program USAID PRIORITAS bersama Asisten Daerah 2 Banten saat mengunjungi stan pameran.

Bandung, West Java – The Head of the West Java Provincial Education Office, Dr Wahyuddin Zarkasyi, who attended the Provincial Showcase of Good Practices in West Java (28/4) expressed his admiration after watching the students of SDN 2 Rajamandalakulon, Cipatat, demonstrating how they had developed a simple electricity generator from recycled materials. The students were inspired by their visit to Saguling Hydro Electric Power Station.

After they had given the presentation, the students asked Bapak Wahyudin and some other guests to operate the electricity generator they had developed. “With such confident students, I am sure that Indonesia has a good future as a respected nation and country,” said Pak Wahyuddin.

Rohmat Mulyana, the MORA Head of the Sub Directorate for Madrasah Education mentioned that the impact of USAID PRIORITAS program in madrasahs is

quite significant. He is happy with the rising confidence in madrasah teachers in facilitating active teaching and learning. “It is the responsibility of us all to maintain the sustainability of this very good program,” was his message.

The Ciamis District Head (Bupati) Iing Syams Arifin also stated that USAID PRIORITAS program has assisted them tremendously in improving the quality of teaching and learning and education governance. “We in Ciamis feel that we have been particularly successful in regards to teacher management and deployment” said Bupati Iing. Teacher redeployment is now happening in a bottom-up manner based on requests from individual

teachers.

At the end of the activity, the was a great deal of commitment to disseminate good practices to non-partner schools. “We have already launched a dissemination program in two remote sub district and 16 SMP in West Bandung,” said the Head of West Bandung Education Office, Agustina Piryanti. (Ds)

To Become a Respected Nation

Chief of Party USAID PRIORITAS with Banten Province Regional Assistant visiting the showcase booth.

Alat peraga. Siswa kelas IV MIN Medan Barat bersama dan Kepala BPSDM PMP Kemdikbud Prof. Dr. Syawal Gultom, M.Pd mencoba alat peraga matematika. Alat peraga sederhana ini membuat pelajaran matematika menjadi lebih mudah.

Grade 4 students from a West Medan madrasah (MIN) together with the MOEC Head of BPSDMPK PMP, Prof Dr Syawal Gultom, using a mathematics demonstration aid. This simple demonstration aid makes learning mathematics easier.

Looking after their exhibition stand, students of SDN 1 Sindangsari, Ciamis, give an explanation to the Ciamis District Head concerning electricity in liquids.

Dr Bastari looking at a mathematics display in the form of a multiplication box from SDN 4 Calang, Aceh Jaya, during the USAID PRIORITAS Aceh Provincial Showcase.

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Surabaya, East Java – The Provincial Showcase of Good Practices in East Java Province received special attention from East Java Vice Governor Saifullah Yusuf. “I am very pleased to be invited by USAID PRIORITAS because I get to meet creative teachers. I respect the teaching profession, because I consider teaching to be the noblest profession,” thus went the opening of the speech of the Vice Governor, whose nickname is Gus Ipul (30/4).

While he was visiting the exhibition stands, Gus Ipul, accompanied by the US Consul General in Surabaya, Joaquin F. Monserrate, was very attentive in observing each of the students' creation. One of them was a simple water purifier created by students of SMPN 4 Mejayan, Madiun. “This tool is important as we have difficulty obtaining clean water,” stated Gus Ipul.

Joaquin was curious and tried to operate the purifier. When brownish water was poured into the simple water purifier, water quickly came out from a hose at the bottom and had already turned into clear water. “Wow, this is great. How does it work?” asked Joaquin out of curiosity.

This event was attended by District Heads and education sector stakeholders from 15 USAID PRIORITAS East Java partner districts. These included eight districts, that had been assisted by the USAID DBE program (Sidoarjo, Bangkalan, Sampang, Bojonegoro, Tuban, Pasuruan, Nganjuk, Kota Mojokerto) and seven districts of Cohorts 1 and 2 of the USAID PRIORITAS program (Madiun, Pamekasan, Blitar, Situbondo, Mojokerto, Lumajang, Ngawi).

The showcase was also attended by Dr Femmy Eka Kartika

Putri, assistant deputy for Basic, Early Childhood, and Community Education Affairs at the Coordinating Ministry of People's Welfare in Jakarta and MOEC Director of Junior Secondary Schools, Dr Didik Suhardi.

In her speech, Ibu Femmy revealed some of the considerable benefits of the USAID PRIORITAS program. “I recently participated in a USAID PRIORITAS activity together with some TTIs. I witnessed the benefits received by the lecturers from the training developed by USAID PRIORITAS,” she explained.

Pak Didik mentioned about the good alignment of the USAID PRIORITAS program with the implementation of the 2013 Curriculum. “The training developed by USAID PRIORITAS is in line with the implementation of the 2013 Curriculum. This helps teachers getting used to implementing the 2013 Curriculum in their daily teaching,” he explained. (Dkd)

Vice Governor and US Consul General Amazed at Simple Water Purifier Created By Students

Makassar, South Sulawesi – The Provincial Showcase of Good Practices in South Sulawesi Province was enlivened by 13 exhibition stands that displayed the impact of the education program in six partner districts, namely Wajo, Maros, Bantaeng, Jeneponto, Pinrang, and Makassar (25/6). The partner schools of the State University of Makassar and State Islamic University Alauddin, Makassar also participated in displaying the impact of the program, which has been facilitated by USAID

PRIORITAS over the last two years.

The students of SDN 213 Lapongkoda presented a water level detection instrument. This instrument was developed by the

students themselves using very simple, easily obtainable materials. “We cut a plastic pipe cut to a length of about 15 cm and then cut a small hole in the side. We put a cap on the pipe with a hole cut into it. In addition, we used a ping-pong ball with a hole cut into it using a cutter and inserted a 15 cm pipette into the hole in the ball,” said one of the students.

The ball was placed inside the pipe and is pushed upward when the water level

rises. When the water level rises, the siren they had prepared made a loud noise.

This primary school students' creation is able to detect rising water levels when it rains, so that it can act as a flood alarm. They learned to solve this problem in Wajo, where the Walanae River often floods. By making this instrument, the students experienced meaningful learning.

Watching this demonstration, the invitees including District Heads, Heads of Education and Religious Affairs offices, Heads of Bappeda (Local Development Agencies), members of Education Boards, local parliaments, school principals, and teachers from 10 districts were amazed. They gave loud applause for the students' demonstration. (Ajb)

Students of SD Wajo Presented a Water Level Detection Instrument

Number Line Amazes Central Java Vice Governor

Semarang, Central Java – Various innovations and creations of USAID PRIORITAS partners in Central Java in the education sector were exhibited in the Provincial Showcase of Good Practices in Central Java Province (22/4). With the theme of the using the school environment as a learning resource, 20 schools from five partner districts representing 121 other partner schools showcased the results of USAID PRIORITAS training and mentoring.

One of the teaching and learning innovations displayed was the cassava stem number line, which was admired by Central Java Vice Governor H Heru Sudjatmoko MSi. It is not difficult to use the number line. It only involves moving the small pieces of papers with numbers on to the right or left depending on where zero is located.

Khasbi Istanto, a teacher of MI Ma'arif NU 02 Tangkisan, Purbalingga, had created this learning aid. The materials he used were: a cassava stem, nails driven into the cassava stem, drinking bottles and small pieces of paper with

numbers on. This learning aid makes it easy for students to learn matyhematical operations with positive and negative numbers.“When I went to school there was no such learning aids. I just learned by memorizing rules,” said the Vice Governor when asked by Faizatun Naviro, the student who did the demonstration.

“Innovative and inspiring education models such as this should be developed all around Central Java,” continued Vice Governor Heru after tryng out the number line with Faiz

during the demonstration.The Vice Governor stated that he was very interested in the results and impacts of USAID PRIORITAS Program and advised, “I hope that the Provincial Education Office will follow up with programs that encourage dissemination so that teachers will become more creative and schools will achieve better results.” (Arz)

Teaching and Learning in line with the 2013 Curriculum

Semarang, Central Java - “The USAID PRIORITAS program is in line with the spirit of the 2013 Curriculum; from the scientific approaches, authentic assessment, thematic learning to project-based learning,” explained the MOEC Director General of Basic Education, Hamid Muhammad PhD in the Provincial Showcase of Good practices developed through the USAID PRIORITAS program in Central Java (22/4).

According to Pak Hamid, anyone who wants to see real teaching and learning in line with the 2013 curriculum can see it in the schools trained by USAID PRIORITAS. You can see that USAID PRIORITAS asks teachers and students to learn using active learning approaches. This is in line with the 2013 Curriculum. He gave the example of the demonstration by the student of MI Maarif NU 2 Tangkisan, Purbalingga district, that used cassava stems as a medium for learning mathematics. Although the school is located on top of a hill,

its teaching and learning is interesting.

A demonstration by students of MTsN Sragen, showing how a light bulb can be lit using a lime fruit, also attracted Pak Hamid's attention. “Two limes connected with a copper and zinc wire will produce an electrical current,” said Intan Mailan, a Grade 9 student of MTsN Sragen. She said “each lime contains nitrates and can produce 0.95 Volts that is enough to light a torch bulb,” she explained.

From this student demonstration Pak Hamid explained that creativity in developing media, the use of the environment as a learning medium, and the learning processes from obtaining knowledge to presenting their work are parts of the scientific approaches contained in the 2013 Curriculum. “I hope that this type of teaching and learning model will continue to be developed by USAID PRIORITAS and disseminated to other districts,” he said.

Teacher Management and Deployment ProgramPak Hamid also stressed the importance of the teacher management and deployment program as has been developed by USAID PRIORITAS. In 2016, each teacher should teach at least 20 persons in a class. This needs to taken into account by schools with small number of students. If the number of students in one class is less than 20, in accordance with the Government Regulation Number 74/2008, the teacher cannot get his/her professional allowance. (Arz)

PRIORITAS - Province PRIORITAS - Province

The MOEC Director General of Basic Education, Hamid Muhammad PhD engrossed in a demonstration by students of MTsN Sragen of how an electrical current can be produced from limes.

Central Java Vice Governor Heru Sujatmoko MSi was impressed with the cassava stem number line mathematics learning aid created by a teacher of MI NU 2 Tangkisan Purbalingga.

Vice Governor Saifullah Yusuf (left) and US Consul General in Surabaya Joaquin F. Monserrate (right) observing the simple water purifier created by the students of SMPN 4 Mejayan, Madiun.

Three students of SDN 213 Lapongkoda giving a presentation about how they had made water level detection instrument and how it works.

8 - Prioritas Pendidikan: Edition 7/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 9

Surabaya, East Java – The Provincial Showcase of Good Practices in East Java Province received special attention from East Java Vice Governor Saifullah Yusuf. “I am very pleased to be invited by USAID PRIORITAS because I get to meet creative teachers. I respect the teaching profession, because I consider teaching to be the noblest profession,” thus went the opening of the speech of the Vice Governor, whose nickname is Gus Ipul (30/4).

While he was visiting the exhibition stands, Gus Ipul, accompanied by the US Consul General in Surabaya, Joaquin F. Monserrate, was very attentive in observing each of the students' creation. One of them was a simple water purifier created by students of SMPN 4 Mejayan, Madiun. “This tool is important as we have difficulty obtaining clean water,” stated Gus Ipul.

Joaquin was curious and tried to operate the purifier. When brownish water was poured into the simple water purifier, water quickly came out from a hose at the bottom and had already turned into clear water. “Wow, this is great. How does it work?” asked Joaquin out of curiosity.

This event was attended by District Heads and education sector stakeholders from 15 USAID PRIORITAS East Java partner districts. These included eight districts, that had been assisted by the USAID DBE program (Sidoarjo, Bangkalan, Sampang, Bojonegoro, Tuban, Pasuruan, Nganjuk, Kota Mojokerto) and seven districts of Cohorts 1 and 2 of the USAID PRIORITAS program (Madiun, Pamekasan, Blitar, Situbondo, Mojokerto, Lumajang, Ngawi).

The showcase was also attended by Dr Femmy Eka Kartika

Putri, assistant deputy for Basic, Early Childhood, and Community Education Affairs at the Coordinating Ministry of People's Welfare in Jakarta and MOEC Director of Junior Secondary Schools, Dr Didik Suhardi.

In her speech, Ibu Femmy revealed some of the considerable benefits of the USAID PRIORITAS program. “I recently participated in a USAID PRIORITAS activity together with some TTIs. I witnessed the benefits received by the lecturers from the training developed by USAID PRIORITAS,” she explained.

Pak Didik mentioned about the good alignment of the USAID PRIORITAS program with the implementation of the 2013 Curriculum. “The training developed by USAID PRIORITAS is in line with the implementation of the 2013 Curriculum. This helps teachers getting used to implementing the 2013 Curriculum in their daily teaching,” he explained. (Dkd)

Vice Governor and US Consul General Amazed at Simple Water Purifier Created By Students

Makassar, South Sulawesi – The Provincial Showcase of Good Practices in South Sulawesi Province was enlivened by 13 exhibition stands that displayed the impact of the education program in six partner districts, namely Wajo, Maros, Bantaeng, Jeneponto, Pinrang, and Makassar (25/6). The partner schools of the State University of Makassar and State Islamic University Alauddin, Makassar also participated in displaying the impact of the program, which has been facilitated by USAID

PRIORITAS over the last two years.

The students of SDN 213 Lapongkoda presented a water level detection instrument. This instrument was developed by the

students themselves using very simple, easily obtainable materials. “We cut a plastic pipe cut to a length of about 15 cm and then cut a small hole in the side. We put a cap on the pipe with a hole cut into it. In addition, we used a ping-pong ball with a hole cut into it using a cutter and inserted a 15 cm pipette into the hole in the ball,” said one of the students.

The ball was placed inside the pipe and is pushed upward when the water level

rises. When the water level rises, the siren they had prepared made a loud noise.

This primary school students' creation is able to detect rising water levels when it rains, so that it can act as a flood alarm. They learned to solve this problem in Wajo, where the Walanae River often floods. By making this instrument, the students experienced meaningful learning.

Watching this demonstration, the invitees including District Heads, Heads of Education and Religious Affairs offices, Heads of Bappeda (Local Development Agencies), members of Education Boards, local parliaments, school principals, and teachers from 10 districts were amazed. They gave loud applause for the students' demonstration. (Ajb)

Students of SD Wajo Presented a Water Level Detection Instrument

Number Line Amazes Central Java Vice Governor

Semarang, Central Java – Various innovations and creations of USAID PRIORITAS partners in Central Java in the education sector were exhibited in the Provincial Showcase of Good Practices in Central Java Province (22/4). With the theme of the using the school environment as a learning resource, 20 schools from five partner districts representing 121 other partner schools showcased the results of USAID PRIORITAS training and mentoring.

One of the teaching and learning innovations displayed was the cassava stem number line, which was admired by Central Java Vice Governor H Heru Sudjatmoko MSi. It is not difficult to use the number line. It only involves moving the small pieces of papers with numbers on to the right or left depending on where zero is located.

Khasbi Istanto, a teacher of MI Ma'arif NU 02 Tangkisan, Purbalingga, had created this learning aid. The materials he used were: a cassava stem, nails driven into the cassava stem, drinking bottles and small pieces of paper with

numbers on. This learning aid makes it easy for students to learn matyhematical operations with positive and negative numbers.“When I went to school there was no such learning aids. I just learned by memorizing rules,” said the Vice Governor when asked by Faizatun Naviro, the student who did the demonstration.

“Innovative and inspiring education models such as this should be developed all around Central Java,” continued Vice Governor Heru after tryng out the number line with Faiz

during the demonstration.The Vice Governor stated that he was very interested in the results and impacts of USAID PRIORITAS Program and advised, “I hope that the Provincial Education Office will follow up with programs that encourage dissemination so that teachers will become more creative and schools will achieve better results.” (Arz)

Teaching and Learning in line with the 2013 Curriculum

Semarang, Central Java - “The USAID PRIORITAS program is in line with the spirit of the 2013 Curriculum; from the scientific approaches, authentic assessment, thematic learning to project-based learning,” explained the MOEC Director General of Basic Education, Hamid Muhammad PhD in the Provincial Showcase of Good practices developed through the USAID PRIORITAS program in Central Java (22/4).

According to Pak Hamid, anyone who wants to see real teaching and learning in line with the 2013 curriculum can see it in the schools trained by USAID PRIORITAS. You can see that USAID PRIORITAS asks teachers and students to learn using active learning approaches. This is in line with the 2013 Curriculum. He gave the example of the demonstration by the student of MI Maarif NU 2 Tangkisan, Purbalingga district, that used cassava stems as a medium for learning mathematics. Although the school is located on top of a hill,

its teaching and learning is interesting.

A demonstration by students of MTsN Sragen, showing how a light bulb can be lit using a lime fruit, also attracted Pak Hamid's attention. “Two limes connected with a copper and zinc wire will produce an electrical current,” said Intan Mailan, a Grade 9 student of MTsN Sragen. She said “each lime contains nitrates and can produce 0.95 Volts that is enough to light a torch bulb,” she explained.

From this student demonstration Pak Hamid explained that creativity in developing media, the use of the environment as a learning medium, and the learning processes from obtaining knowledge to presenting their work are parts of the scientific approaches contained in the 2013 Curriculum. “I hope that this type of teaching and learning model will continue to be developed by USAID PRIORITAS and disseminated to other districts,” he said.

Teacher Management and Deployment ProgramPak Hamid also stressed the importance of the teacher management and deployment program as has been developed by USAID PRIORITAS. In 2016, each teacher should teach at least 20 persons in a class. This needs to taken into account by schools with small number of students. If the number of students in one class is less than 20, in accordance with the Government Regulation Number 74/2008, the teacher cannot get his/her professional allowance. (Arz)

PRIORITAS - Province PRIORITAS - Province

The MOEC Director General of Basic Education, Hamid Muhammad PhD engrossed in a demonstration by students of MTsN Sragen of how an electrical current can be produced from limes.

Central Java Vice Governor Heru Sujatmoko MSi was impressed with the cassava stem number line mathematics learning aid created by a teacher of MI NU 2 Tangkisan Purbalingga.

Vice Governor Saifullah Yusuf (left) and US Consul General in Surabaya Joaquin F. Monserrate (right) observing the simple water purifier created by the students of SMPN 4 Mejayan, Madiun.

Three students of SDN 213 Lapongkoda giving a presentation about how they had made water level detection instrument and how it works.

PRIORITAS - Province

10 - Prioritas Pendidikan: Edition 7/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 11

Surabaya, East Java – A joint workshop activity was held on education sector planning and policy coordination between the East Java Provincial Government and USAID PRIORITAS partner district governments on 29 April 2014 at the Hotel Bumi Surabaya. The activity, which was attended by stakeholders from five USAID PRIORITAS partner districts, had two objectives. The first objective was to share information about the implementation of good practices programs by each district with the East Java Provincial Government, including the challenges, successes and support given (funds, human

resources, and district regulations). The second objective was to coordinate the implementation of good practices already undertaken by partner districts with the provincial government's policies. In the future, the good practices that have been implemented at school level should be maintained even after the USAID PRIORITAS program has finished. The East Java Provincial Government gives great support to the dissemination of good practices that have been developed and is ready to go to the districts to help support and encourage dissemination. (Mab)

Aplikatif dalam Kebijakan Drs Ashari MPd (kiri), Kabid Ketenagaan Dinas Pendidikan Purbalingga, pada saat mengoordinasikan perkembangan program USAID PRIORITAS di daerahnya.

Managing Teacher Deployment to Increase Efficiency

Cimahi, West Java - “Excellent. This is very good planning and practice in teaching and learning,” said Mitch Kirby, USAID Washington senior education specialist, when evaluating the teaching and learning processes in early grade classes in Kota Cimahi.

He came to observe lessons in two USAID PRIORITAS partner schools, SDN Utama Mandiri 1 and SDN Utama 6 in Kota Cimahi as well as to meet with a number of lecturers from UPI (Education University of Indonesia) to discuss the USAID PRIORITAS program in the TTIs, particularly the reading program for the early grades (18/6).

When he came to observe the lesson in grade III of SDN Utama Mandiri 1, the class was using a Big Book created by Zhafira, one of the students of that class. Mitch Kirby who was accompanied by Lynne Hill, the USAID PRIORITAS Teaching and Learning Advisor, Mimy Santika, USAID Indonesia Education Officer, and Erna Irnawati, the USAID PRIORITAS West Java Provincial Coordinator, appreciated the use of the Big Book created by the student and observed closely each part of the lesson.

Bu Kusmayati, a grade 3 teacher of SDN Utama Mandiri 1, who was teaching at that time, opened the Book page by page and

showed it to each group of students. She asked the students to say the names of the pictures of fruits on the pages and to read the writing on each page. After that, the students named the fruits and read the writing in their groups and then individually. Mitch was observed smiling with satisfaction at the level of activity and enthusiasm of the students during the lesson.

After praising the teachers of SDN Utama Mandiri 1 and SDN Utama 6 of Kota Cimahi, Mitch advised the teachers to continue to develop this reading culture. “Students need to be encouraged to be able to read and understand what they read,” said Mitch, who put strong emphasis on the importance of the school environment in promoting a reading culture.He said that teachers need to identify each student's level of competency in reading.

“Teachers need to know which students have strong, medium, or weak reading competencies. Students with different competencies should get different treatment,” he said. He also stressed the important value of reading capacity as the foundation of academic progress so that students can master other subjects. (Ds)

School Should Create a Reading Culture

Banda Aceh, Aceh – District facilitators who have been trained by USAID PRIORITAS are expected to be the spearheads in revitalizing the MGMP (Junior Secondary School Subject Teachers Working Groups). The Head of the Provincial Education Office, Drs Anas M. Adam MPd, conveyed this to the participants of the Module II training of trainers (ToT) on Good Practices in Teaching and Learning and School Management for junior secondary schools in Banda Aceh (3/6).

“I ask the facilitators, who have been trained by USAID PRIORITAS, to be the key to activating the MGMP,” said Pak Anas.

Aceh Province has allocated funds to support the strengthening of MGMP activities. “Education quality improvement is our joint responsibility. The key to success is quality teachers, school principals and supervisors,” he added.

The Head of the MORA Aceh provincial office, Drs Ibnu Sa'adan MPd, conveyed a similar message. He expects that, as a result of MGMP activities, the teachers and school principals can work closely with one another.

“Through the MGMP we nurture brotherhood among teachers and principals, which will also bring teachers and principals closer to their students,” he said. These two stakeholders agreed that MGMP can accelerate the impro-vement of education quality. (Tkm)

Challenges Facing District Facilitators in Reviving the MGMP

Bandung, West Java – The USAID PRIORITAS partner districts in West Java face problems of shortages and surpluses in the supply of teachers. A number of solutions to address these problems can be adopted as a result of the teacher management and deployment program. A District Head and his/her officers are encouraged to issue strategic policies for teacher deployment, which include district regulations and the implementation of these regulations. Meanwhile, at the implementation level, the Education and Religious Affairs Offices in each district

need to establish a technical team for teacher deployment, which involves a wide spectrum of education stakeholders.

This was the advice of Dr Mark Heyward, the USAID PRIORITAS Education Governance and Management Advisor during

the West Java Provincial level policy discussions concerning policies on teacher management and deployment (20/5). The discussion involved education stakeholders from seven USAID PRIORITAS partner districts in West Java, which included Cimahi, Bandung Barat, Ciamis, Kuningan, Cirebon, Bekasi, and Tasikmalaya.

“We have adopted a number of strategies for the management and deployment of teachers in West Java,” said Dr Wahyuddin Zarkasyi, head of the West Java Provincial Education Office.

He explained that in addition to improving access, equity, and certification, since 2005 West Java has appointed 6,000 assistant teachers for remote areas.

Anto Risyanto, Head of Education Personnel Deployment Department of the Ciamis Education Office, explained that there is a tendency for some teachers to refuse to be redeployed, “However, if we explain the problems and processes properly and synchronize our perceptions and understanding of the problems, many teachers request redeployment of their own initiatives.”

The Head of the MOEC Directorate of Management of Teachers and Education Personnel, Sumarno, expressed his appreciation of the USAID PRIORITAS Teacher Management and Deployment program. “This Teacher Deployment program can be the model at the national level and become a benchmark for other districts.” (Rds)

Medan, North Sumatra- Serdang Bedagai (Sergai), Labuhanbatu Utara (Labura) and Humbang Hasundutan (Humbahas) districts have expressed their interest in becoming USAID PRIORITAS partners. In formal letters to USAID PRIORITAS, the three district heads stated their commitment to provide funds in support

of program implementation.

Sergai District Head, Ir. H. Soekirman, has made a commitment to provide a budget amounting to Rp 370 million. This budget comprises Rp 100 million allocated from BOS (Bantuan Operasional Sekolah) and Rp 270 million from the 2014 District Education Office revised budget. Labura District Head, H. Kharuddin Syah, SE and Humbahas District Head, Drs. Maddin Sihombing, M.Si, each made an allocation in the district budget (APBD) for two years. For each of 2014 and 2015, Rp 370 million is budgeted. All three district heads also commit to give support in the form of human resources.

USAID PRIORITAS North Sumatra Provincial Coordinator, Agus Marwan, warmly welcomed the commitment of these three districts. Agus Marwan stated that USAID PRIORITAS only offers partnership to districts, which really have a strong commitment to improving education quality. “This written support in the form of budgets and human resources are real proof that these three districts are serious in wanting to improve education quality in their districts,” he explained. (Eh)

Three New Kabupaten Interested in Becoming Partners

PRIORITAS - Province

Zhafira receives appreciation from Mitch Kirby on the Big Book she has created.

The reading culture program at SDN Utama Mandiri 1. The students read for 10 minutes before the lesson starts.

(From left) Sumarno, Mark Heyward and Wahyuddin Zarkasyi explaining their ideas in the policy discussion on Teacher Management and Deployment.

Imam Khusnadi Dahlan (left) from the East Java Provincial Government conveys his support for USAID PRIORITAS program in the workshop on education sector planning and policy coordination at Hotel Bumi Surabaya.

District Head of Humbahas, Drs Maddin Sihombing MSi

(Left) Head of Provincial Education Office, Drs Anas M. Adam MPd. (Right) Head of MORA's Aceh Provincial Office, Drs Ibnu Sa'adan MPd.

Participants in the Module II ToT are challenged to be the spearheads in revitalizing the MGMP in Aceh Province.

East Java Provincial Government Set to go to Districts to Facilitate Dissemination

PRIORITAS - Province

10 - Prioritas Pendidikan: Edition 7/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 11

Surabaya, East Java – A joint workshop activity was held on education sector planning and policy coordination between the East Java Provincial Government and USAID PRIORITAS partner district governments on 29 April 2014 at the Hotel Bumi Surabaya. The activity, which was attended by stakeholders from five USAID PRIORITAS partner districts, had two objectives. The first objective was to share information about the implementation of good practices programs by each district with the East Java Provincial Government, including the challenges, successes and support given (funds, human

resources, and district regulations). The second objective was to coordinate the implementation of good practices already undertaken by partner districts with the provincial government's policies. In the future, the good practices that have been implemented at school level should be maintained even after the USAID PRIORITAS program has finished. The East Java Provincial Government gives great support to the dissemination of good practices that have been developed and is ready to go to the districts to help support and encourage dissemination. (Mab)

Aplikatif dalam Kebijakan Drs Ashari MPd (kiri), Kabid Ketenagaan Dinas Pendidikan Purbalingga, pada saat mengoordinasikan perkembangan program USAID PRIORITAS di daerahnya.

Managing Teacher Deployment to Increase Efficiency

Cimahi, West Java - “Excellent. This is very good planning and practice in teaching and learning,” said Mitch Kirby, USAID Washington senior education specialist, when evaluating the teaching and learning processes in early grade classes in Kota Cimahi.

He came to observe lessons in two USAID PRIORITAS partner schools, SDN Utama Mandiri 1 and SDN Utama 6 in Kota Cimahi as well as to meet with a number of lecturers from UPI (Education University of Indonesia) to discuss the USAID PRIORITAS program in the TTIs, particularly the reading program for the early grades (18/6).

When he came to observe the lesson in grade III of SDN Utama Mandiri 1, the class was using a Big Book created by Zhafira, one of the students of that class. Mitch Kirby who was accompanied by Lynne Hill, the USAID PRIORITAS Teaching and Learning Advisor, Mimy Santika, USAID Indonesia Education Officer, and Erna Irnawati, the USAID PRIORITAS West Java Provincial Coordinator, appreciated the use of the Big Book created by the student and observed closely each part of the lesson.

Bu Kusmayati, a grade 3 teacher of SDN Utama Mandiri 1, who was teaching at that time, opened the Book page by page and

showed it to each group of students. She asked the students to say the names of the pictures of fruits on the pages and to read the writing on each page. After that, the students named the fruits and read the writing in their groups and then individually. Mitch was observed smiling with satisfaction at the level of activity and enthusiasm of the students during the lesson.

After praising the teachers of SDN Utama Mandiri 1 and SDN Utama 6 of Kota Cimahi, Mitch advised the teachers to continue to develop this reading culture. “Students need to be encouraged to be able to read and understand what they read,” said Mitch, who put strong emphasis on the importance of the school environment in promoting a reading culture.He said that teachers need to identify each student's level of competency in reading.

“Teachers need to know which students have strong, medium, or weak reading competencies. Students with different competencies should get different treatment,” he said. He also stressed the important value of reading capacity as the foundation of academic progress so that students can master other subjects. (Ds)

School Should Create a Reading Culture

Banda Aceh, Aceh – District facilitators who have been trained by USAID PRIORITAS are expected to be the spearheads in revitalizing the MGMP (Junior Secondary School Subject Teachers Working Groups). The Head of the Provincial Education Office, Drs Anas M. Adam MPd, conveyed this to the participants of the Module II training of trainers (ToT) on Good Practices in Teaching and Learning and School Management for junior secondary schools in Banda Aceh (3/6).

“I ask the facilitators, who have been trained by USAID PRIORITAS, to be the key to activating the MGMP,” said Pak Anas.

Aceh Province has allocated funds to support the strengthening of MGMP activities. “Education quality improvement is our joint responsibility. The key to success is quality teachers, school principals and supervisors,” he added.

The Head of the MORA Aceh provincial office, Drs Ibnu Sa'adan MPd, conveyed a similar message. He expects that, as a result of MGMP activities, the teachers and school principals can work closely with one another.

“Through the MGMP we nurture brotherhood among teachers and principals, which will also bring teachers and principals closer to their students,” he said. These two stakeholders agreed that MGMP can accelerate the impro-vement of education quality. (Tkm)

Challenges Facing District Facilitators in Reviving the MGMP

Bandung, West Java – The USAID PRIORITAS partner districts in West Java face problems of shortages and surpluses in the supply of teachers. A number of solutions to address these problems can be adopted as a result of the teacher management and deployment program. A District Head and his/her officers are encouraged to issue strategic policies for teacher deployment, which include district regulations and the implementation of these regulations. Meanwhile, at the implementation level, the Education and Religious Affairs Offices in each district

need to establish a technical team for teacher deployment, which involves a wide spectrum of education stakeholders.

This was the advice of Dr Mark Heyward, the USAID PRIORITAS Education Governance and Management Advisor during

the West Java Provincial level policy discussions concerning policies on teacher management and deployment (20/5). The discussion involved education stakeholders from seven USAID PRIORITAS partner districts in West Java, which included Cimahi, Bandung Barat, Ciamis, Kuningan, Cirebon, Bekasi, and Tasikmalaya.

“We have adopted a number of strategies for the management and deployment of teachers in West Java,” said Dr Wahyuddin Zarkasyi, head of the West Java Provincial Education Office.

He explained that in addition to improving access, equity, and certification, since 2005 West Java has appointed 6,000 assistant teachers for remote areas.

Anto Risyanto, Head of Education Personnel Deployment Department of the Ciamis Education Office, explained that there is a tendency for some teachers to refuse to be redeployed, “However, if we explain the problems and processes properly and synchronize our perceptions and understanding of the problems, many teachers request redeployment of their own initiatives.”

The Head of the MOEC Directorate of Management of Teachers and Education Personnel, Sumarno, expressed his appreciation of the USAID PRIORITAS Teacher Management and Deployment program. “This Teacher Deployment program can be the model at the national level and become a benchmark for other districts.” (Rds)

Medan, North Sumatra- Serdang Bedagai (Sergai), Labuhanbatu Utara (Labura) and Humbang Hasundutan (Humbahas) districts have expressed their interest in becoming USAID PRIORITAS partners. In formal letters to USAID PRIORITAS, the three district heads stated their commitment to provide funds in support

of program implementation.

Sergai District Head, Ir. H. Soekirman, has made a commitment to provide a budget amounting to Rp 370 million. This budget comprises Rp 100 million allocated from BOS (Bantuan Operasional Sekolah) and Rp 270 million from the 2014 District Education Office revised budget. Labura District Head, H. Kharuddin Syah, SE and Humbahas District Head, Drs. Maddin Sihombing, M.Si, each made an allocation in the district budget (APBD) for two years. For each of 2014 and 2015, Rp 370 million is budgeted. All three district heads also commit to give support in the form of human resources.

USAID PRIORITAS North Sumatra Provincial Coordinator, Agus Marwan, warmly welcomed the commitment of these three districts. Agus Marwan stated that USAID PRIORITAS only offers partnership to districts, which really have a strong commitment to improving education quality. “This written support in the form of budgets and human resources are real proof that these three districts are serious in wanting to improve education quality in their districts,” he explained. (Eh)

Three New Kabupaten Interested in Becoming Partners

PRIORITAS - Province

Zhafira receives appreciation from Mitch Kirby on the Big Book she has created.

The reading culture program at SDN Utama Mandiri 1. The students read for 10 minutes before the lesson starts.

(From left) Sumarno, Mark Heyward and Wahyuddin Zarkasyi explaining their ideas in the policy discussion on Teacher Management and Deployment.

Imam Khusnadi Dahlan (left) from the East Java Provincial Government conveys his support for USAID PRIORITAS program in the workshop on education sector planning and policy coordination at Hotel Bumi Surabaya.

District Head of Humbahas, Drs Maddin Sihombing MSi

(Left) Head of Provincial Education Office, Drs Anas M. Adam MPd. (Right) Head of MORA's Aceh Provincial Office, Drs Ibnu Sa'adan MPd.

Participants in the Module II ToT are challenged to be the spearheads in revitalizing the MGMP in Aceh Province.

East Java Provincial Government Set to go to Districts to Facilitate Dissemination

12 - Prioritas Pendidikan: Edition 7/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 13

Simple Measuring Wheel to Measure Distance

AS a mentoring lecturer giving guidance to students during their teaching practicums, I thought at first that the role of a mentoring lecturer was to find mistakes or shortcomings when students conducted their teaching practicums in schools. This understanding changed when I explored the importance and role of mentoring during student teaching practicums. I got this inspiration after having participated in USAID PRIORITAS training.

The essence of mentoring is that we (the mentors) can assist the mentees (students undertaking teaching practicums) to learn to identify their strengths and weaknesses when conducting lessons. The following are the five steps of mentoring that I use.

1. Mentoring Lecturer Gives AppreciationAt the beginning of mentoring, I compliment the student on positive things that I have observed. The purpose is to make the student more motivated and comfortable with the mentoring process. For example, “I as a mentor for the teaching practicum like the way you

teach. At the start of the lesson I see that you introduced some play in order to prepare the students to sit in groups. When giving tasks for the core activity, you not only gave verbal explanations but also backed it up in writing through the use of a projector. The student work sheets also included the

instructions for the activity so that the students understood

well the task that they had to perform. Then, in the closing activity, you not only drew conclusions together with the students, but you also handed out pieces of paper for the students to write down whether they were happy or not happy with the lesson and give their reasons. Your method of teaching is already quite good and encourages the enthusiasm of the students to learn.”

2. The mentee (student) Undertakes his/her Own Critical ReflectionNext, I give the student an opportunity to make critical reflections on the lesson he/she has just taught. For example, “According to you, which parts of the lesson just now that have already been successful and which still need improvements? Why so?”

3. The Mentee Plans Own ImprovementIn the third step, I give the student an opportunity to suggest his/her own improvements in teaching the lesson. For example, “When you teach again, what will you do to ensure that the

same problems will not occur again? Why will you do that?”

4. The Mentor gives Recommendations, Suggestions or Discusses Points that could Improve the Quality of the LessonAfter the student explains his or her ideas on how to improve the lesson, I give my recommendations and suggestions or invite the student have a discussion to find out ways to improve quality of the lesson. For example, ”I observed that during the lesson just now you mainly used the text book. How about using alternative learning media including the school environment to help the students understand the lesson material better and in order to enrich the students' learning by using alternative information sources?”

5. Developing a Follow-Up PlanFollowing on from the fourth step, I give an opportunity to the student to suggest his/her follow-up plan for improving his / her teaching. For example, “What do you need to do next?”

With this kind of mentoring, the student will recognize his/her own capabilities and become motivated to make improvements, as well as to make development based on his/her own ideas rather once that are imposed on him/her by the mentor.

Widya Karmila Sari Achmad, a lecturer on Teacher Education for

Primary Schools at the State University of Makassar.

Five Steps for Effective Mentoring on During Teaching Practicums

Ibu Widya mentoring a student during a teaching practicum

Untirta, Banten - Siti Aisah MHum, a lecturer in English at the Faculty of Education of Sultan Ageng Tirtayasa University, Banten (Untirta), tried using students' reflective journals to encourage the students' initiative and improve their capacity to absorb the material taught. “Many of my second semester students are not yet accustomed to active learning. They prefer to wait for instructions from the lecturer and the students who are active are always the same ones. This way I hope the students will come up with more of their own ideas,” Bu Aisah explained her reason for asking the students to write reflective journals.

At the end of the lecture, Bu Aisah asked the students to write four points concerning the lecture material they had just learned, any points they had not understood, their impressions of the lecture materials, and any suggestions to improve their ability to absorb the material. The students were given five minutes to write their reflective journals. She then randomly chose one of the journals to be read in front of the class by

the student. The students, who had been divided into small groups, were asked to pay attention, to discuss, and respond to the contents of that journal. After getting used to writing about the lectures in their reflective journals the students became more attentive. They also became more motivated to be active during lectures. The reflective journals can also help the students and lecturer to evaluate what they have learned in class. “This process not only improves the students' ability to pay attention to the lecture but also their writing and reading,” said Bu Aisah satisfied. Syamsi, one of the students, said that he and his classmates understood better the mistakes that they made when writing in English. (Nic)

Reflective Journal Improves Students' Attentiveness

Examples of reflective journals written by students

Sampang, East Java – Difficulty in getting litmus paper for natural science practices has made the students of MTs Miftahul Qulub Polagan, Galis, Sampang become creative. They made natural litmus paper using material extracted from roses flowers.

”The base material is very easy to get from the environment, namely roses,” explained Nurikah, a student of grade VII of MTs Miftahul Qulub Polagan. They crushed the petals of roses with water in order to obtain an extract of the rose petals. Then they strained it. Next, they cut a piece of cardboard sized 1 x 5 cm and immersed it in the rose water extract. Then they dried the cardboard in the sun.

After it was dry, the piece of litmus paper was ready for use. When it is immersed into an acidic liquid such as vinegar, the natural litmus paper turns a reddish color. Meanwhile, when it is immersed into an alkaline liquid, the color remains the same. This is because the rose petals are a natural indicator that can differentiate between acidic and alkaline liquids. (Dkd)

Natural Litmus Paper from Flower Petals

Candra and Rika explaining the specifications of the measuring wheel they have created and demonstrating how it works.

West Bandung, West Java - As an introduction to the lesson, Ibu Nuni Fitria Rosa, a mathematics teacher at SMPN 1 Cipatat, West Bandung, asked the students about the formula to find the circumference of a circle. “The formula for the circumference of a circle is π x the diameter,” answered Rika.

Bu Nuni then explained that the purpose of the lesson this time was to apply that formula in our daily lives. “Has anyone of you ever measured the distance from home to school?”

“I have never actually measured it, Bu. But, when I happened to ride on my father's motorcycle, I noted the number shown on the speedometer before we started. As soon as we arrived at the school, I looked again at the number and deducted from it the number shown at the start,” said Candra.

Rika had another experience about measuring distance. “I once saw a person pushing an instrument like a child's toy on the street,” she said. Bu Nuni explained that a motorcycle can used as a modern tool for measuring distance. Meanwhile, that instrument that was being pushed on the street was a measuring wheel. “Now, you try to make a simple measuring wheel, ok,” said Nuni.

Candra and Rika gathered the materials needed to execute Bu Nuni's instruction. These materials included a pair of scissors, a compass, a ruler, a

piece of a cardboard box and a roll of duct tape. Candra used the compass to make the cardboard into two circular wheels with a 35cm diameter. “Its radius is 17.5 cm because the radius is half of the diameter,” said Rika.

The two cardboard circles were joined together using the duct tape. The wheel was then attached to a wooden rod to make an axle so that the wheel could turn. The wheel and the wooden rod were then covered with decorative paper so that they looked attractive. They wrote on the wheel the diameter and radius of the wheel, and formula for finding the circumference of a circle.They attached a device to make a noise after each turn of the wheel. This device was made of a plastic spring that was attached to the wheel and produced a noise when it was scraped by a rod on the wheel.

“Here you are Bu, the measuring wheel is ready,” said Candra. “Now, Rika, the instrument that you saw being pushed on the street was the modern version. This is a simple version of that instrument,” said Bu Nuni. “You have made it using simple materials,” she added. She then asked Candra and Rika to show how the instrument they had created worked. Candra and Rika said that they would try to measure the

distance from home to school on a map they had produced. “To use the measuring wheel, place the wheel on the starting point. After each turn the wheel will produce a noise,” said Candra pushing the wheel. Each noise marked the completion of one rotation. Rika counted the number of rotations.

After the measuring was completed, Candra explained that the measuring wheel made a noise three times. Because the diameter of the wheel is 35cm, the circumference is π x diameter = 22/7 x 35 cm = 110 cm (1.1 m). The distance from home to school is the total number of spins times the circumference of the measuring wheel, namely 3 x 1.1 m = 3.3 m.

Rika then repeated all Candra's explanations concerning the use of the measuring wheel in English. Rika explained the way to take the measurements and the calculation process using mathematical formulae until the result was reached, which was the distance from her house to school on the map. “So, the distance from house to school on the map is three rotations multiplied by 1.1 m. It is equal to 3.3 meters,” said Rika concluding the calculation of the distance from her house to school. (Ds)

Natural litmus paper made by the students of MTs Miftahul Qulub Polagan

PRIORITAS - Good PracticePRIORITAS - Good Practice

12 - Prioritas Pendidikan: Edition 7/April-June/2014 Prioritas Pendidikan: Edition 7/April-June/2014 - 13

Simple Measuring Wheel to Measure Distance

AS a mentoring lecturer giving guidance to students during their teaching practicums, I thought at first that the role of a mentoring lecturer was to find mistakes or shortcomings when students conducted their teaching practicums in schools. This understanding changed when I explored the importance and role of mentoring during student teaching practicums. I got this inspiration after having participated in USAID PRIORITAS training.

The essence of mentoring is that we (the mentors) can assist the mentees (students undertaking teaching practicums) to learn to identify their strengths and weaknesses when conducting lessons. The following are the five steps of mentoring that I use.

1. Mentoring Lecturer Gives AppreciationAt the beginning of mentoring, I compliment the student on positive things that I have observed. The purpose is to make the student more motivated and comfortable with the mentoring process. For example, “I as a mentor for the teaching practicum like the way you

teach. At the start of the lesson I see that you introduced some play in order to prepare the students to sit in groups. When giving tasks for the core activity, you not only gave verbal explanations but also backed it up in writing through the use of a projector. The student work sheets also included the

instructions for the activity so that the students understood

well the task that they had to perform. Then, in the closing activity, you not only drew conclusions together with the students, but you also handed out pieces of paper for the students to write down whether they were happy or not happy with the lesson and give their reasons. Your method of teaching is already quite good and encourages the enthusiasm of the students to learn.”

2. The mentee (student) Undertakes his/her Own Critical ReflectionNext, I give the student an opportunity to make critical reflections on the lesson he/she has just taught. For example, “According to you, which parts of the lesson just now that have already been successful and which still need improvements? Why so?”

3. The Mentee Plans Own ImprovementIn the third step, I give the student an opportunity to suggest his/her own improvements in teaching the lesson. For example, “When you teach again, what will you do to ensure that the

same problems will not occur again? Why will you do that?”

4. The Mentor gives Recommendations, Suggestions or Discusses Points that could Improve the Quality of the LessonAfter the student explains his or her ideas on how to improve the lesson, I give my recommendations and suggestions or invite the student have a discussion to find out ways to improve quality of the lesson. For example, ”I observed that during the lesson just now you mainly used the text book. How about using alternative learning media including the school environment to help the students understand the lesson material better and in order to enrich the students' learning by using alternative information sources?”

5. Developing a Follow-Up PlanFollowing on from the fourth step, I give an opportunity to the student to suggest his/her follow-up plan for improving his / her teaching. For example, “What do you need to do next?”

With this kind of mentoring, the student will recognize his/her own capabilities and become motivated to make improvements, as well as to make development based on his/her own ideas rather once that are imposed on him/her by the mentor.

Widya Karmila Sari Achmad, a lecturer on Teacher Education for

Primary Schools at the State University of Makassar.

Five Steps for Effective Mentoring on During Teaching Practicums

Ibu Widya mentoring a student during a teaching practicum

Untirta, Banten - Siti Aisah MHum, a lecturer in English at the Faculty of Education of Sultan Ageng Tirtayasa University, Banten (Untirta), tried using students' reflective journals to encourage the students' initiative and improve their capacity to absorb the material taught. “Many of my second semester students are not yet accustomed to active learning. They prefer to wait for instructions from the lecturer and the students who are active are always the same ones. This way I hope the students will come up with more of their own ideas,” Bu Aisah explained her reason for asking the students to write reflective journals.

At the end of the lecture, Bu Aisah asked the students to write four points concerning the lecture material they had just learned, any points they had not understood, their impressions of the lecture materials, and any suggestions to improve their ability to absorb the material. The students were given five minutes to write their reflective journals. She then randomly chose one of the journals to be read in front of the class by

the student. The students, who had been divided into small groups, were asked to pay attention, to discuss, and respond to the contents of that journal. After getting used to writing about the lectures in their reflective journals the students became more attentive. They also became more motivated to be active during lectures. The reflective journals can also help the students and lecturer to evaluate what they have learned in class. “This process not only improves the students' ability to pay attention to the lecture but also their writing and reading,” said Bu Aisah satisfied. Syamsi, one of the students, said that he and his classmates understood better the mistakes that they made when writing in English. (Nic)

Reflective Journal Improves Students' Attentiveness

Examples of reflective journals written by students

Sampang, East Java – Difficulty in getting litmus paper for natural science practices has made the students of MTs Miftahul Qulub Polagan, Galis, Sampang become creative. They made natural litmus paper using material extracted from roses flowers.

”The base material is very easy to get from the environment, namely roses,” explained Nurikah, a student of grade VII of MTs Miftahul Qulub Polagan. They crushed the petals of roses with water in order to obtain an extract of the rose petals. Then they strained it. Next, they cut a piece of cardboard sized 1 x 5 cm and immersed it in the rose water extract. Then they dried the cardboard in the sun.

After it was dry, the piece of litmus paper was ready for use. When it is immersed into an acidic liquid such as vinegar, the natural litmus paper turns a reddish color. Meanwhile, when it is immersed into an alkaline liquid, the color remains the same. This is because the rose petals are a natural indicator that can differentiate between acidic and alkaline liquids. (Dkd)

Natural Litmus Paper from Flower Petals

Candra and Rika explaining the specifications of the measuring wheel they have created and demonstrating how it works.

West Bandung, West Java - As an introduction to the lesson, Ibu Nuni Fitria Rosa, a mathematics teacher at SMPN 1 Cipatat, West Bandung, asked the students about the formula to find the circumference of a circle. “The formula for the circumference of a circle is π x the diameter,” answered Rika.

Bu Nuni then explained that the purpose of the lesson this time was to apply that formula in our daily lives. “Has anyone of you ever measured the distance from home to school?”

“I have never actually measured it, Bu. But, when I happened to ride on my father's motorcycle, I noted the number shown on the speedometer before we started. As soon as we arrived at the school, I looked again at the number and deducted from it the number shown at the start,” said Candra.

Rika had another experience about measuring distance. “I once saw a person pushing an instrument like a child's toy on the street,” she said. Bu Nuni explained that a motorcycle can used as a modern tool for measuring distance. Meanwhile, that instrument that was being pushed on the street was a measuring wheel. “Now, you try to make a simple measuring wheel, ok,” said Nuni.

Candra and Rika gathered the materials needed to execute Bu Nuni's instruction. These materials included a pair of scissors, a compass, a ruler, a

piece of a cardboard box and a roll of duct tape. Candra used the compass to make the cardboard into two circular wheels with a 35cm diameter. “Its radius is 17.5 cm because the radius is half of the diameter,” said Rika.

The two cardboard circles were joined together using the duct tape. The wheel was then attached to a wooden rod to make an axle so that the wheel could turn. The wheel and the wooden rod were then covered with decorative paper so that they looked attractive. They wrote on the wheel the diameter and radius of the wheel, and formula for finding the circumference of a circle.They attached a device to make a noise after each turn of the wheel. This device was made of a plastic spring that was attached to the wheel and produced a noise when it was scraped by a rod on the wheel.

“Here you are Bu, the measuring wheel is ready,” said Candra. “Now, Rika, the instrument that you saw being pushed on the street was the modern version. This is a simple version of that instrument,” said Bu Nuni. “You have made it using simple materials,” she added. She then asked Candra and Rika to show how the instrument they had created worked. Candra and Rika said that they would try to measure the

distance from home to school on a map they had produced. “To use the measuring wheel, place the wheel on the starting point. After each turn the wheel will produce a noise,” said Candra pushing the wheel. Each noise marked the completion of one rotation. Rika counted the number of rotations.

After the measuring was completed, Candra explained that the measuring wheel made a noise three times. Because the diameter of the wheel is 35cm, the circumference is π x diameter = 22/7 x 35 cm = 110 cm (1.1 m). The distance from home to school is the total number of spins times the circumference of the measuring wheel, namely 3 x 1.1 m = 3.3 m.

Rika then repeated all Candra's explanations concerning the use of the measuring wheel in English. Rika explained the way to take the measurements and the calculation process using mathematical formulae until the result was reached, which was the distance from her house to school on the map. “So, the distance from house to school on the map is three rotations multiplied by 1.1 m. It is equal to 3.3 meters,” said Rika concluding the calculation of the distance from her house to school. (Ds)

Natural litmus paper made by the students of MTs Miftahul Qulub Polagan

PRIORITAS - Good PracticePRIORITAS - Good Practice

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 7/April-June/2014

PRIORITAS - Praktik yang Baik

Prioritas Pendidikan: Edition 7/April-June/2014 - 15

PRIORITAS - Praktik yang Baik

I Make the Cards, I Make the Rules, It's Fun ...Banjarnegara, Central Java – Based on an assessment and pre-test on basic mathematics given to students of grade 7 at MTsN 2 Banjarnegara, it was evident that 78 percent of the students had not yet mastered the multiplication of numbers between 1 and 10, 15 percent were not very fluent in these operations and only 7 percent had completely master multiplication. In this condition, the students will find difficulty with most calculations in mathematics.

That is also probably the main reason why they do not really like mathematics.To address this problem I introduced a card game using multiplication and division. First I divided the 45 students of grade 7B into small groups of 4-5 students. Each group was given 100 blank cards. Then each group leader assigned tasks to his/her members to write multiplication sums for numbers between 1 up to 10 without the results of the multiplications (for 5 groups). The other 5 groups made division sums for numbers up to 100. After 20 minutes, the cards were collected and shuffled randomly.

For the second stage, for 15 minutes each group designed a game that they considered interesting, for example, a game of making up questions. Then the students wrote the rules of the games on a large piece of paper.

For the third stage, for 15 minutes the groups tried out the card games before presenting them to the other groups. Next, for another 15 minutes the group leaders brought their cards to the other groups and explained the use of the cards, and then tried them out with that group.

For the fourth stage, the card games ended and each student returned to his/her group. When the games were tried the atmosphere in the classroom became noisy and fun. The students came up with many strategies, some played in pairs, some played in groups.

One game was developed by Andini and her group. The game that Andini created involved making as many questions as possible and giving them in turn to each player. One player would ask a question and the player, whose turn was to answer, would try to answer the question given.

Another group played in pairs in giving answers as quickly as possible in order to get rid of the cards in each person's hand. The faster and more correct the answers, the faster the cards in the hand diminished and the first person to finish his/her cards became the winner.

We didn't just play the games in the classroom. The students and I made an agreement that they would play during their free time - recess, lesson change, as well as at home. I asked the students who had not fully understood the operation of numbers to play with the cards often and they like doing it.

For the last stage, the students wrote their reflections on the lesson that had just finished. Unexpectedly, where previously 90 percent of the students did not like mathematics, after the lesson one hundred percent of the students said they liked it. The reason was because mathematics had become interesting and fun. In agreement the students asked,

“What lessons will we have tomorrow, Bu? What should I do for preparation?” Since that time the students always come to find me before each mathematics lesson.

For two weeks, during each recess I observed some of the card games being played in the classrooms. This shows that the interest and motivation of the grade 7 students to learn mathematics has grown.

Their learning has also improved, so that 80 percent of students have grades of above 60 in their daily tests. It turns out that, because the students made the cards and created the rules themselves, they felt more ownership of the games. I see that they have continued to develop the models and strategies of the games. This makes them become more creative.

Agung Sumaryati SPd, a mathematics teacher at MTsN 2

Banjanegara

The students trying to use a stethoscope that they make themselves for counting their classmates' heart beats.

Aceh Jaya, Aceh – An oil funnel was used as a teaching aid and this boosted the students' enthusiasm for learning. Ridwan SPd, a teacher at MTsN Teunom Aceh Jaya demonstrated this. He and the students made an oil funnel into a tool or stethoscope for measuring heart rates.

This teaching aid was made using an oil funnel of medium size, a 30 cm hose of 6 mm diameter, a 30 cm hose of 5 mm diameter, clear duct tape, a pair of scissors, and glue.

To assemble the stethoscope, they cut the 6 mm hose into 2 hoses of 10 cm length. They then cut a hole of 6 mm diameter in the middle part of the first hose. Then they covered one end of the second hose evenly with glue. They inserted the first hose until a T shape was created. They connected the 6 mm hose to the oil funnel and secured the connection with duct tape until it was stuck fast (to ensure there were no

leaks). Next, they connected it with the 5mm hose and ensured that it was a tight fit. Now the stethoscope was ready for use.

“Using effective teaching and learning methods and appropriate teaching aids that are easy to make can help to improve students' understanding,” explained Ridwan. He added that assembling the stethoscope will encourage the students' creativity. They can get learn about materials that are environment-friendly and be innovative in doing experiments.

“We were able to understand the comparison between the contraction and relaxation of the heart by experimenting with systolic and diastolic blood pressures. Each student took a turn to count the heart rate of

his/her classmate who was relaxed and compare it with the heart rate of another classmate who had just performed physical activities. We compared them with the normal count of an average of 72 times per minute,” said Nazalia Asrita, one of the students.

Ridwan said that this experiment succeeded in developing teamwork by using cooperative learning. In this way, the students were able to find out the results of the experiment by themselves and understand the material being taught.

(Tkm)

Bener Meriah, Aceh – To provide a legal umbrella for the implementation of teacher redeployment in Bener Meriah District, the District Head, Ruslan Abdul Gani issued District Head Regulation Number 87 of 2014 on Civil Servant Teacher Management and

Deployment. The recommendations of the teacher management and

deployment team facilitated by USAID PRIORITAS to address problems in teacher deployment was followed up with the issuance of the district head regulation.

The teacher deployment team found from data on primary schools that they currently need 177 additional class teachers. The picture is different when teacher distribution is viewed by sub district. There are two sub districts that have excesses of primary school class teachers, while other sub districts have shortages of class teachers. At the junior secondary school level, there is an excess of 63 teacher, mostly science and religion teachers. Overall, the deployment of teachers at school level is not equitable or in line with needs.

“This district head regulation will be the legal umbrella for implementing the results of the data analysis and recommendations of the teacher management and deployment team in the reorganization of teacher distribution in Bener Meriah,” said Bupati Ruslan. (Anw)

Management of Teacher Deployment, Bener Meriah District Head Issues Regulations

Bener Meriah District Head Ruslan Abdul Gani and USAID PRIORITAS Aceh Provincial Coordinator Ridwan Ibrahim.

Students of grade 7B engrossed in making multiplication and division cards.

Students in groups design strategies to play multiplication card games.

· Playing cards in groups.

Using recess time to play multiplication and division card games.

A copy of District Head Regulation Number 7 of 2014 concerning teacher management and deployment in Bener Meriah District.

Using an Oil Funnel as a Stethoscope

PRIORITAS - Provinsi Jawa Timur

14 - Prioritas Pendidikan: Edition 7/April-June/2014

PRIORITAS - Praktik yang Baik

Prioritas Pendidikan: Edition 7/April-June/2014 - 15

PRIORITAS - Praktik yang Baik

I Make the Cards, I Make the Rules, It's Fun ...Banjarnegara, Central Java – Based on an assessment and pre-test on basic mathematics given to students of grade 7 at MTsN 2 Banjarnegara, it was evident that 78 percent of the students had not yet mastered the multiplication of numbers between 1 and 10, 15 percent were not very fluent in these operations and only 7 percent had completely master multiplication. In this condition, the students will find difficulty with most calculations in mathematics.

That is also probably the main reason why they do not really like mathematics.To address this problem I introduced a card game using multiplication and division. First I divided the 45 students of grade 7B into small groups of 4-5 students. Each group was given 100 blank cards. Then each group leader assigned tasks to his/her members to write multiplication sums for numbers between 1 up to 10 without the results of the multiplications (for 5 groups). The other 5 groups made division sums for numbers up to 100. After 20 minutes, the cards were collected and shuffled randomly.

For the second stage, for 15 minutes each group designed a game that they considered interesting, for example, a game of making up questions. Then the students wrote the rules of the games on a large piece of paper.

For the third stage, for 15 minutes the groups tried out the card games before presenting them to the other groups. Next, for another 15 minutes the group leaders brought their cards to the other groups and explained the use of the cards, and then tried them out with that group.

For the fourth stage, the card games ended and each student returned to his/her group. When the games were tried the atmosphere in the classroom became noisy and fun. The students came up with many strategies, some played in pairs, some played in groups.

One game was developed by Andini and her group. The game that Andini created involved making as many questions as possible and giving them in turn to each player. One player would ask a question and the player, whose turn was to answer, would try to answer the question given.

Another group played in pairs in giving answers as quickly as possible in order to get rid of the cards in each person's hand. The faster and more correct the answers, the faster the cards in the hand diminished and the first person to finish his/her cards became the winner.

We didn't just play the games in the classroom. The students and I made an agreement that they would play during their free time - recess, lesson change, as well as at home. I asked the students who had not fully understood the operation of numbers to play with the cards often and they like doing it.

For the last stage, the students wrote their reflections on the lesson that had just finished. Unexpectedly, where previously 90 percent of the students did not like mathematics, after the lesson one hundred percent of the students said they liked it. The reason was because mathematics had become interesting and fun. In agreement the students asked,

“What lessons will we have tomorrow, Bu? What should I do for preparation?” Since that time the students always come to find me before each mathematics lesson.

For two weeks, during each recess I observed some of the card games being played in the classrooms. This shows that the interest and motivation of the grade 7 students to learn mathematics has grown.

Their learning has also improved, so that 80 percent of students have grades of above 60 in their daily tests. It turns out that, because the students made the cards and created the rules themselves, they felt more ownership of the games. I see that they have continued to develop the models and strategies of the games. This makes them become more creative.

Agung Sumaryati SPd, a mathematics teacher at MTsN 2

Banjanegara

The students trying to use a stethoscope that they make themselves for counting their classmates' heart beats.

Aceh Jaya, Aceh – An oil funnel was used as a teaching aid and this boosted the students' enthusiasm for learning. Ridwan SPd, a teacher at MTsN Teunom Aceh Jaya demonstrated this. He and the students made an oil funnel into a tool or stethoscope for measuring heart rates.

This teaching aid was made using an oil funnel of medium size, a 30 cm hose of 6 mm diameter, a 30 cm hose of 5 mm diameter, clear duct tape, a pair of scissors, and glue.

To assemble the stethoscope, they cut the 6 mm hose into 2 hoses of 10 cm length. They then cut a hole of 6 mm diameter in the middle part of the first hose. Then they covered one end of the second hose evenly with glue. They inserted the first hose until a T shape was created. They connected the 6 mm hose to the oil funnel and secured the connection with duct tape until it was stuck fast (to ensure there were no

leaks). Next, they connected it with the 5mm hose and ensured that it was a tight fit. Now the stethoscope was ready for use.

“Using effective teaching and learning methods and appropriate teaching aids that are easy to make can help to improve students' understanding,” explained Ridwan. He added that assembling the stethoscope will encourage the students' creativity. They can get learn about materials that are environment-friendly and be innovative in doing experiments.

“We were able to understand the comparison between the contraction and relaxation of the heart by experimenting with systolic and diastolic blood pressures. Each student took a turn to count the heart rate of

his/her classmate who was relaxed and compare it with the heart rate of another classmate who had just performed physical activities. We compared them with the normal count of an average of 72 times per minute,” said Nazalia Asrita, one of the students.

Ridwan said that this experiment succeeded in developing teamwork by using cooperative learning. In this way, the students were able to find out the results of the experiment by themselves and understand the material being taught.

(Tkm)

Bener Meriah, Aceh – To provide a legal umbrella for the implementation of teacher redeployment in Bener Meriah District, the District Head, Ruslan Abdul Gani issued District Head Regulation Number 87 of 2014 on Civil Servant Teacher Management and

Deployment. The recommendations of the teacher management and

deployment team facilitated by USAID PRIORITAS to address problems in teacher deployment was followed up with the issuance of the district head regulation.

The teacher deployment team found from data on primary schools that they currently need 177 additional class teachers. The picture is different when teacher distribution is viewed by sub district. There are two sub districts that have excesses of primary school class teachers, while other sub districts have shortages of class teachers. At the junior secondary school level, there is an excess of 63 teacher, mostly science and religion teachers. Overall, the deployment of teachers at school level is not equitable or in line with needs.

“This district head regulation will be the legal umbrella for implementing the results of the data analysis and recommendations of the teacher management and deployment team in the reorganization of teacher distribution in Bener Meriah,” said Bupati Ruslan. (Anw)

Management of Teacher Deployment, Bener Meriah District Head Issues Regulations

Bener Meriah District Head Ruslan Abdul Gani and USAID PRIORITAS Aceh Provincial Coordinator Ridwan Ibrahim.

Students of grade 7B engrossed in making multiplication and division cards.

Students in groups design strategies to play multiplication card games.

· Playing cards in groups.

Using recess time to play multiplication and division card games.

A copy of District Head Regulation Number 7 of 2014 concerning teacher management and deployment in Bener Meriah District.

Using an Oil Funnel as a Stethoscope

16 - Prioritas Pendidikan: Edition 7/April-June/2014

PRIORITAS - Praktik yang Baik

Prioritas Pendidikan: Edition 7/April-June/2014 - 17

PRIORITAS - Praktik yang Baik

The students collecting litter from around the school.

Labuhanbatu, North Sumatra - I wanted the children to have a drinking water dispenser in the classroom so that they can stay fresh when they are studying. If they are thirsty, they could just take some water. They wouldn't need to bring a lot of drinking water from home. But our classrooms did not have water dispensers.

After attending USAID PRIORITAS training, I got a new idea. I asked the students to collect litter. Each child was asked to find litter in the

school, at home and in the surrounding area. If they found litter on the way home, they had to collect the litter.

The litter they found was gathered together at school. We sorted it together. We separated litter made from paper such as cardboard

boxes, drinking bottles made of plastic

and cans made of metal. This sorting was intended to make selling it easier. Litter that could not be sold was destroyed.

After separating it, we sold the litter to the scrap merchant.. We used the money we got from selling the litter to buy a water dispenser. Now the students can drink freely. They stay fresh during learning and the environment remains clean.

Rosdiana S.Pd, Teacher of Grade 6 SDN 114375 Rantau Utara,

Labuhanbatu, North Sumatra

Collecting Litter for School Facilities

Poetry Reading with Totality

Mojokerto, East Java. To see the cells of plants is not easy, because they are very

small. A microscope or other special device is required

to see them. However, the students of grade 7E of SMPN 1 Kemlagi in Mojokerto district have used another method to see the forms of the cells in plants.

They used an old ball to create a demonstration aid for plant cells. They cut off a quarter of the plastic ball. Then they covered the cut off part with Styrofoam. Next, using play dough

(plasticine) and colored flannel cloth, the students began to create the part of the cell with different colors.

The result made learning about plant cells and their parts easier for the students. The students could also memorize parts of cells easier. Ariftika and M. Zulfikar were able to mention the 9 parts of a plant cell without difficulty. “I remember because I was the one who made it,” said Ariftika happily.

Meanwhile, M. Zulfikar has become addicted to creating teaching aids. “My

classmates and I plan to make other teaching aids,” he said.

(Dkd)

Studying the Surface of Cells using an Old Ball

Ariftika and M. Zulfikar showing the cells that they made from a used ball.

Tapanuli Utara, North Sumatra - I moved quickly to implement the results of the School-Based Management training by USAID

PRIORITAS and the District Education Office in Tapanuli Utara, together with Bapak Sabar Manalu, the Chairman of the School Committee. Bapak Manalu's profession is a driver. He participated in the SBM training. We immediately invited all our students' parents to attend a meeting. The meeting had the purpose of informing them about the school's activity plan, of which one activity was the purchase of teaching and learning aids and a sound system.

This plan was received very positively by the students' parents. To realize the plan, it was agreed that each student would collect some rice and bring it to school each week. This collection of rice is called 'Beras Jimpitan'. Each student as well as each students' parents, who are going to cook rice

each day, will take one handful to be collected and given to the school. Each student would bring his/her rice collection every week to be handed to

each class teacher to be measured. After that, the class teachers would hand the rice to the school treasurer. This collection of rice included not only the students but also the school principal and teachers.

The Beras Jimpitan activity has now run for three months. Each week, an average of 7 liters of rice has been collected. In total, 74 liters of rice has been collected. With the price of rice being Rp 12,000/liter, the school has obtained funding amounting to Rp 888,000 from this rice collection. The funds obtained have been used to buy teaching and learning aids and a sound system to be used for school activities such as morning gymnastics, ceremonies, or school meetings.

Naomi Sitompul Principal of SDN 173116

Pansurnapitu, Siatas Barita, Tapanuli Utara

Rice Contributions Support School

Information sheet listing the names of the students, principal and teachers who give Beras Jimpitan each week.

(Left) The students sorting the litter according to type – the sorted litter is ready to be sold. (Right) The drinking water dispenser bought with the money from the litter collection, being used by the students in the classroom.

Expression of Muhamad Arafik Lecturer at the State University of Malang (UM) demonstrating reading poetry about natural disasters at a teaching practice in SDN Tanjunganom 2 Kabupaten Nganjuk.

Nganjuk, East Java. We often see a student trembling or becoming shy when a teacher asks him/her to read poetry in front of the class. Sometimes they read without meaning. This is the reason that led Muhamad Arafik, a lecturer at State University of Malang (UM) to choose the theme of teaching students to enjoy poetry to students of grade 5 at SDN Tanjunganom 2 Nganjuk when doing practice teaching in the East Java Provincial Level Training of Trainers on Good Practices in Teaching and Learning and Management (Module II) for Cohort 1 District Facilitators and TTIs in Kediri (4-9/5).

This Indonesian language teacher explained that he often observes that teachers give instructions to the students to read poetry loudly and with meaning while the teachers themselves do not act as models. ”If a teacher does

not give examples of how to read poetry properly and correctly, the teacher should not blame the students when they read poetry poorly. This is because the teacher only stands in front of the class and gives

instructions to the students while he/she does not make him/herself a model of how to read poetry with expressions and enjoyment,” he said.That morning, Pak Arafik divided the students into 6 groups. Arafik then distributed sheets of poetry to each group. Each group was given several tasks, namely: each pair of students had to take turns to read the poetry and give their responses to his/her classmates' presentations.

After that the students learned to read poetry using improvisation. Not only that, the students were invited to play with words. In groups the students were asked to match pictures and verses as well as to identify non-standard words. Based on these non-standard words, in groups the students were then asked to find the standard words in the Indonesian Language

Dictionary. Based on the standard words found, the students were asked to construct new sentences. In addition, Pak Arafik also demonstrated modeling. With a “crazy” manner ala Arafik (as he called it), he wanted to demonstrate that reading poetry needs totality. “If the poetry is sad, well, the reader's face should show a sad expression. If the theme of the poetry is happy, we can even read the poetry while laughing loudly,” he said.

Pak Arafik then read poetry about a natural disaster. Arafik's face showed sadness when he talked about the many natural disasters in Indonesia. Arafik even prostrated himself and shouted when he asked for God's help.Pak Arafik's totality in reading the poetry made the students fascinated and at the same time made them laugh. “His way of reading poetry is like a crazy man but I like him as a teacher,” one of the students said.

Because of the modeling performed by Arafik, the students who were assigned to read poetry in front of the class were not shy anymore. Several students even showed their hidden talents, when reading poetry out loud.Pak Arafik was proud of his success in bringing out the students' talents in reading poetry. At the end of the lesson, Pak Arafik and all the students shouted in agreement, “Reading poetry is easy!”

(Dkd)

16 - Prioritas Pendidikan: Edition 7/April-June/2014

PRIORITAS - Praktik yang Baik

Prioritas Pendidikan: Edition 7/April-June/2014 - 17

PRIORITAS - Praktik yang Baik

The students collecting litter from around the school.

Labuhanbatu, North Sumatra - I wanted the children to have a drinking water dispenser in the classroom so that they can stay fresh when they are studying. If they are thirsty, they could just take some water. They wouldn't need to bring a lot of drinking water from home. But our classrooms did not have water dispensers.

After attending USAID PRIORITAS training, I got a new idea. I asked the students to collect litter. Each child was asked to find litter in the

school, at home and in the surrounding area. If they found litter on the way home, they had to collect the litter.

The litter they found was gathered together at school. We sorted it together. We separated litter made from paper such as cardboard

boxes, drinking bottles made of plastic

and cans made of metal. This sorting was intended to make selling it easier. Litter that could not be sold was destroyed.

After separating it, we sold the litter to the scrap merchant.. We used the money we got from selling the litter to buy a water dispenser. Now the students can drink freely. They stay fresh during learning and the environment remains clean.

Rosdiana S.Pd, Teacher of Grade 6 SDN 114375 Rantau Utara,

Labuhanbatu, North Sumatra

Collecting Litter for School Facilities

Poetry Reading with Totality

Mojokerto, East Java. To see the cells of plants is not easy, because they are very

small. A microscope or other special device is required

to see them. However, the students of grade 7E of SMPN 1 Kemlagi in Mojokerto district have used another method to see the forms of the cells in plants.

They used an old ball to create a demonstration aid for plant cells. They cut off a quarter of the plastic ball. Then they covered the cut off part with Styrofoam. Next, using play dough

(plasticine) and colored flannel cloth, the students began to create the part of the cell with different colors.

The result made learning about plant cells and their parts easier for the students. The students could also memorize parts of cells easier. Ariftika and M. Zulfikar were able to mention the 9 parts of a plant cell without difficulty. “I remember because I was the one who made it,” said Ariftika happily.

Meanwhile, M. Zulfikar has become addicted to creating teaching aids. “My

classmates and I plan to make other teaching aids,” he said.

(Dkd)

Studying the Surface of Cells using an Old Ball

Ariftika and M. Zulfikar showing the cells that they made from a used ball.

Tapanuli Utara, North Sumatra - I moved quickly to implement the results of the School-Based Management training by USAID

PRIORITAS and the District Education Office in Tapanuli Utara, together with Bapak Sabar Manalu, the Chairman of the School Committee. Bapak Manalu's profession is a driver. He participated in the SBM training. We immediately invited all our students' parents to attend a meeting. The meeting had the purpose of informing them about the school's activity plan, of which one activity was the purchase of teaching and learning aids and a sound system.

This plan was received very positively by the students' parents. To realize the plan, it was agreed that each student would collect some rice and bring it to school each week. This collection of rice is called 'Beras Jimpitan'. Each student as well as each students' parents, who are going to cook rice

each day, will take one handful to be collected and given to the school. Each student would bring his/her rice collection every week to be handed to

each class teacher to be measured. After that, the class teachers would hand the rice to the school treasurer. This collection of rice included not only the students but also the school principal and teachers.

The Beras Jimpitan activity has now run for three months. Each week, an average of 7 liters of rice has been collected. In total, 74 liters of rice has been collected. With the price of rice being Rp 12,000/liter, the school has obtained funding amounting to Rp 888,000 from this rice collection. The funds obtained have been used to buy teaching and learning aids and a sound system to be used for school activities such as morning gymnastics, ceremonies, or school meetings.

Naomi Sitompul Principal of SDN 173116

Pansurnapitu, Siatas Barita, Tapanuli Utara

Rice Contributions Support School

Information sheet listing the names of the students, principal and teachers who give Beras Jimpitan each week.

(Left) The students sorting the litter according to type – the sorted litter is ready to be sold. (Right) The drinking water dispenser bought with the money from the litter collection, being used by the students in the classroom.

Expression of Muhamad Arafik Lecturer at the State University of Malang (UM) demonstrating reading poetry about natural disasters at a teaching practice in SDN Tanjunganom 2 Kabupaten Nganjuk.

Nganjuk, East Java. We often see a student trembling or becoming shy when a teacher asks him/her to read poetry in front of the class. Sometimes they read without meaning. This is the reason that led Muhamad Arafik, a lecturer at State University of Malang (UM) to choose the theme of teaching students to enjoy poetry to students of grade 5 at SDN Tanjunganom 2 Nganjuk when doing practice teaching in the East Java Provincial Level Training of Trainers on Good Practices in Teaching and Learning and Management (Module II) for Cohort 1 District Facilitators and TTIs in Kediri (4-9/5).

This Indonesian language teacher explained that he often observes that teachers give instructions to the students to read poetry loudly and with meaning while the teachers themselves do not act as models. ”If a teacher does

not give examples of how to read poetry properly and correctly, the teacher should not blame the students when they read poetry poorly. This is because the teacher only stands in front of the class and gives

instructions to the students while he/she does not make him/herself a model of how to read poetry with expressions and enjoyment,” he said.That morning, Pak Arafik divided the students into 6 groups. Arafik then distributed sheets of poetry to each group. Each group was given several tasks, namely: each pair of students had to take turns to read the poetry and give their responses to his/her classmates' presentations.

After that the students learned to read poetry using improvisation. Not only that, the students were invited to play with words. In groups the students were asked to match pictures and verses as well as to identify non-standard words. Based on these non-standard words, in groups the students were then asked to find the standard words in the Indonesian Language

Dictionary. Based on the standard words found, the students were asked to construct new sentences. In addition, Pak Arafik also demonstrated modeling. With a “crazy” manner ala Arafik (as he called it), he wanted to demonstrate that reading poetry needs totality. “If the poetry is sad, well, the reader's face should show a sad expression. If the theme of the poetry is happy, we can even read the poetry while laughing loudly,” he said.

Pak Arafik then read poetry about a natural disaster. Arafik's face showed sadness when he talked about the many natural disasters in Indonesia. Arafik even prostrated himself and shouted when he asked for God's help.Pak Arafik's totality in reading the poetry made the students fascinated and at the same time made them laugh. “His way of reading poetry is like a crazy man but I like him as a teacher,” one of the students said.

Because of the modeling performed by Arafik, the students who were assigned to read poetry in front of the class were not shy anymore. Several students even showed their hidden talents, when reading poetry out loud.Pak Arafik was proud of his success in bringing out the students' talents in reading poetry. At the end of the lesson, Pak Arafik and all the students shouted in agreement, “Reading poetry is easy!”

(Dkd)

PRIORITAS - Praktik yang Baik PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 7/April-June/2014 - 19

PRIORITAS - Good Practice

School Creativity in Developing a Reading CultureOne of the activities promoted by USAID PRIORITAS is the

development of a reading culture in schools. USAID PRIORITAS trains facilitators to encourage schools to develop a reading

culture. Real examples of how schools are doing this have occurred in USAID PRIORITAS partner schools as well as in other schools,

where the training facilitators work. The following are a few interesting examples that could be adopted more widely.

Cimahi, West Java - MI Asih Putera has a comprehensive program to developing a reading culture. The following are a number of activities they have developed as explained by the MI Asih Putera school principal Iis Siti Aisyah SS.

Book Exchange: On a regular basis, students exchange their own with their classmates.

Celebrating Book Day: The event was filled with various interesting activities such as presentation of books from the students or parents, a book bazaar, a spontaneous writing competition, and a talk show with a well-known writer.

Visits to Book Stores: Students are asked to visit bookstores to see the variety of books available and to be recognize the importance of

reading.

Family Learning Time: Families have made an agreement on times for studying and reading at home. After each magrib (early evening praying time), the TV is turned off and the parents accompany their child(ren) in reading, studying or having discussions at home.

Using the Library during Lesson Times: The library has become a teaching and learning resource that is used regularly by the teachers. Each classroom has also created a reading corner. There is also a reading support program for students who are not yet good at reading.

Student Journalist Extracurricular Program: The students have made a newsletter containing articles by student journalists as part of the extracurricular program

This program has been successful in encouraging the students to take up reading as a hobby. As Sanie Azifah, a grade 6 student, explained. “By grade 3, I had already developed the hobby of reading novels, comic books, and biographies,” she said.

(Anw)

For two consecutive years, SMP YP PGRI Makassar has been the

champion in a book review competition in Makassar City. They

once even got the first, second, fourth and all the runners-up

prizes. They even beat the students of favorite junior secondary

schools in Makassar. What is the secret of the success of SMP YP

PGRI Makassar?

Makassar, South Sulawesi – The students in this school used to show very little interest in reading. The library was empty of visitors. Because of her concern, the principal of SMP YP PGRI Dra Siti Nasrah made a policy that all teachers should make the students read in the library.

After running for two semesters, this policy had not shown any significant increase in students' reading interest. The strategy was changed to include the addition of two lesson periods specifically for developing interest in reading. The school appointed three mentoring teachers to support this. They were tasked to increase the students' interest in reading. Prior to that, they received training on methods to develop reading actively and effectively.

During the lessons for developing reading interest, the students not only read storybooks or encyclopedias, but also books that are directly related to their lessons. For this purpose, the mentoring teachers coordinate intensively with the subject teachers. The material learned in the class is often followed up with discussions in the library using reference books or alternative textbooks.

In the lessons, the students of each class are divided into 6 – 7 groups. Each group consists of 5-6 students. Each group is further divided into two, a comparison group and a group that makes reviews and presentations. They are asked to read for 10-15 minutes. After that they make up questions, write reviews or make summaries for presentation.

The comparison group give their criticisms, while the other groups listen, ask questions or give their opinions. Through this activity the students have become able to better understand the contents of the books they read. This activity also trains them to be familiar with writing about and presenting the results of their reading.

In order that reading should become a regular habit with the students, the mentors gave them tasks of reading and writing book reviews at home. These tasks are to be done together with the students' parents. “The greatest motivation for reading comes from the parents. If the parents keep encouraging the children to read, they will become used to reading,” said Bu Nasrah.

Her team has applied a number of other strategies to develop the reading culture in her school.

Firstly, at the end of each semester a book review competition is held that involves all the classes. The champion gets an award and a certificate from the school that is given in a special ceremony.

Secondly, the student who makes the most visits to the library is given an award. The librarian keeps a register of visitors to the library. This book is used

to find out which student has made the most visits to the library.

Thirdly, the subject matter teachers give higher grades to the student, who are diligent in using the library. So reading in the library can raise the students' grades.

Fourthly, results of students' work such as book reviews are kept in the library bound neatly in order to increase the students' motivation to continue reading and make book reviews. Other students can also use these as a learning resource.

Fifthly, the provision of a reading corner in each classroom provides easy access to reading material for the students.

Sixthly, the number of books is added to periodically. For example, the students, who are about to graduate, are asked to contribute one or two books. This way, each year, the library gets an approximately additional 200 books. In addition, the school allocates a special fund to support the library and gets additional funding from the district government.

Seventhly, the school holds a book bazaar in cooperation with book publishers.

Eighthly, the school invites the district mobile library to come to the school so that the students can use it.

“I am moved to cultivate this reading interest because I am convinced that God's first command to mankind is to read. Iqra! Read! This shows how important it is for us to develop a reading culture in the students,” said Bu Nasrah.

(Ajb)

Book Review Champion Because of a Reading Culture

During the Reading Interest Development lesson, the students are mentored by a teacher who has been trained in active reading methods. After reading books, the students are asked to make a review or a summary in groups and to present the results and receive criticism and responses from other groups.

Making a madrasah ASIK/Aku Siswa Islam Kreatif (I am a Creative Moslem Student) newsletter to facilitate the publication of students' writing.

The school has provided a reading corner in each classroom and uses the library as a teaching and learning resource.

MI Asih Putera's Comprehensive Approach to Developing a Reading Culture

The school provides a mentoring program for grade 1 students who are not yet good at reading.

Giving recognition to students who have created interesting writing.

18 - Prioritas Pendidikan: Edition 7/April-June/2014

As part of the book day commemoration, MI Asih Putera holds various activities such as presentation of books from the students or parents, a book bazaar, a spontaneous writing competition, as well as a talk show for young writers to motivate the students.

PRIORITAS - Praktik yang Baik PRIORITAS - Good Practice

Prioritas Pendidikan: Edition 7/April-June/2014 - 19

PRIORITAS - Good Practice

School Creativity in Developing a Reading CultureOne of the activities promoted by USAID PRIORITAS is the

development of a reading culture in schools. USAID PRIORITAS trains facilitators to encourage schools to develop a reading

culture. Real examples of how schools are doing this have occurred in USAID PRIORITAS partner schools as well as in other schools,

where the training facilitators work. The following are a few interesting examples that could be adopted more widely.

Cimahi, West Java - MI Asih Putera has a comprehensive program to developing a reading culture. The following are a number of activities they have developed as explained by the MI Asih Putera school principal Iis Siti Aisyah SS.

Book Exchange: On a regular basis, students exchange their own with their classmates.

Celebrating Book Day: The event was filled with various interesting activities such as presentation of books from the students or parents, a book bazaar, a spontaneous writing competition, and a talk show with a well-known writer.

Visits to Book Stores: Students are asked to visit bookstores to see the variety of books available and to be recognize the importance of

reading.

Family Learning Time: Families have made an agreement on times for studying and reading at home. After each magrib (early evening praying time), the TV is turned off and the parents accompany their child(ren) in reading, studying or having discussions at home.

Using the Library during Lesson Times: The library has become a teaching and learning resource that is used regularly by the teachers. Each classroom has also created a reading corner. There is also a reading support program for students who are not yet good at reading.

Student Journalist Extracurricular Program: The students have made a newsletter containing articles by student journalists as part of the extracurricular program

This program has been successful in encouraging the students to take up reading as a hobby. As Sanie Azifah, a grade 6 student, explained. “By grade 3, I had already developed the hobby of reading novels, comic books, and biographies,” she said.

(Anw)

For two consecutive years, SMP YP PGRI Makassar has been the

champion in a book review competition in Makassar City. They

once even got the first, second, fourth and all the runners-up

prizes. They even beat the students of favorite junior secondary

schools in Makassar. What is the secret of the success of SMP YP

PGRI Makassar?

Makassar, South Sulawesi – The students in this school used to show very little interest in reading. The library was empty of visitors. Because of her concern, the principal of SMP YP PGRI Dra Siti Nasrah made a policy that all teachers should make the students read in the library.

After running for two semesters, this policy had not shown any significant increase in students' reading interest. The strategy was changed to include the addition of two lesson periods specifically for developing interest in reading. The school appointed three mentoring teachers to support this. They were tasked to increase the students' interest in reading. Prior to that, they received training on methods to develop reading actively and effectively.

During the lessons for developing reading interest, the students not only read storybooks or encyclopedias, but also books that are directly related to their lessons. For this purpose, the mentoring teachers coordinate intensively with the subject teachers. The material learned in the class is often followed up with discussions in the library using reference books or alternative textbooks.

In the lessons, the students of each class are divided into 6 – 7 groups. Each group consists of 5-6 students. Each group is further divided into two, a comparison group and a group that makes reviews and presentations. They are asked to read for 10-15 minutes. After that they make up questions, write reviews or make summaries for presentation.

The comparison group give their criticisms, while the other groups listen, ask questions or give their opinions. Through this activity the students have become able to better understand the contents of the books they read. This activity also trains them to be familiar with writing about and presenting the results of their reading.

In order that reading should become a regular habit with the students, the mentors gave them tasks of reading and writing book reviews at home. These tasks are to be done together with the students' parents. “The greatest motivation for reading comes from the parents. If the parents keep encouraging the children to read, they will become used to reading,” said Bu Nasrah.

Her team has applied a number of other strategies to develop the reading culture in her school.

Firstly, at the end of each semester a book review competition is held that involves all the classes. The champion gets an award and a certificate from the school that is given in a special ceremony.

Secondly, the student who makes the most visits to the library is given an award. The librarian keeps a register of visitors to the library. This book is used

to find out which student has made the most visits to the library.

Thirdly, the subject matter teachers give higher grades to the student, who are diligent in using the library. So reading in the library can raise the students' grades.

Fourthly, results of students' work such as book reviews are kept in the library bound neatly in order to increase the students' motivation to continue reading and make book reviews. Other students can also use these as a learning resource.

Fifthly, the provision of a reading corner in each classroom provides easy access to reading material for the students.

Sixthly, the number of books is added to periodically. For example, the students, who are about to graduate, are asked to contribute one or two books. This way, each year, the library gets an approximately additional 200 books. In addition, the school allocates a special fund to support the library and gets additional funding from the district government.

Seventhly, the school holds a book bazaar in cooperation with book publishers.

Eighthly, the school invites the district mobile library to come to the school so that the students can use it.

“I am moved to cultivate this reading interest because I am convinced that God's first command to mankind is to read. Iqra! Read! This shows how important it is for us to develop a reading culture in the students,” said Bu Nasrah.

(Ajb)

Book Review Champion Because of a Reading Culture

During the Reading Interest Development lesson, the students are mentored by a teacher who has been trained in active reading methods. After reading books, the students are asked to make a review or a summary in groups and to present the results and receive criticism and responses from other groups.

Making a madrasah ASIK/Aku Siswa Islam Kreatif (I am a Creative Moslem Student) newsletter to facilitate the publication of students' writing.

The school has provided a reading corner in each classroom and uses the library as a teaching and learning resource.

MI Asih Putera's Comprehensive Approach to Developing a Reading Culture

The school provides a mentoring program for grade 1 students who are not yet good at reading.

Giving recognition to students who have created interesting writing.

18 - Prioritas Pendidikan: Edition 7/April-June/2014

As part of the book day commemoration, MI Asih Putera holds various activities such as presentation of books from the students or parents, a book bazaar, a spontaneous writing competition, as well as a talk show for young writers to motivate the students.

Presentations of Students' Works in Work Showcase of Good Practices

Dendi Juandi (left) and Naswatul Wafa, students of SDN Rajamandala-kulon 2, Bandung Barat, West Java explained the workings of a simple electricity generator inspired by visit to Saguling Hydro-Electric Power Station (28/4).

Ummu Nurul Fitri (left), Magfirah Syam, and Husnul Riska students of MTs Asadiyyah Putri 1 Wajo, South Sulawesi showed how they had created a relief map of Indonesia made from simple materials such as newspaper pulp, starch, plywood and paint and explained what the map showed (6/3).

Silvanus Kevin Sandro Harita (left), Ishak Yediza Daeli, and Mikhael Agung Wau, students of SMP Bintang Laut Nias Selatan, North Sumatra explained how to work out the formula to find the circumference of a circle using objects that are found in their daily lives (18/6).

Feni Rahmatika (holding a periscope), together with Aldi Firmansyah, Neng Susi, and Dandy, students of SDN Bojong 4 Pandeglang, Banten, showed how to create a simple periscope for observing objects which are hidden from view (16/6).

Ayu Wulandari (left) and Fitri Rahmaningrum students of SDN Segunung, East Java demonstrated how a temperature change detector device works (30/4).

USAID PRIORITAS held Showcases of Good Practices at district and provincial levels. These activities offered an opportunity to students to

display and present their work, that had been developed from the active teaching and learning activities. The following are illustrations of some

of the students' work, that was presented at these events.

Alhuda Saina (right) and

Rosnita students of MIN Teunom,

Aceh demonstrated a flood detection

device that they had made

(19/6).Diana Riskiyani (left) and Nurul Akmal, students of MI Islamiyah Sojomerto Batang, Central Java tested the protein content in eggs (13/3).