ISSN 2303 - 0852 USAID PRIORITAS: Prioritizing Reform ... filesaid Ujang Sukandi, a USAID PRIORITAS...

Makassar, South Sulawesi - To continue the program of school improvement through implementation of good practices in teaching and learning and school-based management (SBM), USAID PRIORITAS once again invited training facilitators to participate in a national module III training for Junior Secondary Schools (SMP/MTs) in Makassar (26/2–1/3/2015). The participants came from seven partner provinces, namely

Aceh, North Sumatera, Banten, West

Java, East Java,

See the Changes in Papuan Schools USAID Mission Director in Indonesia, Andrew Sisson, visited USAID PRIORITAS partner schools in Jayawijaya, Papua. The mission director saw for himself learning activities in the classroom using Papua Contextual Text Books (PCTB) in a primary school, SD YPPK Sinatma, a USAID PRIORITAS partner school located in the foothills of the Jayawijaya Mountains. Many of the students in grade 1 and grade 2 of primary school who are learning by using the PCTB are already reading, writing, and doing arithmetic fluently.

}News in full on page 3.

Showcases of Schools’

Success

Participants of the training for facilitators try out a simple hydraulic bridge that will be used for a teaching practicum.

Two primary school students in Wonosobo, Central Java, who made a simple electrical generator in the classroom, demonstrating how it works.

Andrew Sisson in a dialogue with participants at PCTB training.

Module 3 Training Continues the Improvement of School Quality

More than 480 USAID PRIORITAS partner schools and madrasah in twenty cohort 2 partner districts staged showcase meetings to demonstrate the changes that have occurred since receiving USAID PRIORITAS training and mentoring.

Many of these district showcases were opened by District Heads or Mayors and attended by officials and other stakeholders from education offices, MORA, local parliaments, and education boards. The events were also attended by officials from MOEC and MORA in Jakarta.

}Read more on pages 8 and 20.

Central Java, and South Sulawesi, and were trained to apply the results of the training and train others in their own provinces in order to develop good quality schools.

"During the training, the participants, who comprised teachers, principals, supervisors and lecturers, were given the opportunity to review the results of the application of trainings I and II. They discussed the results

from teachers and students in the form of lesson plans (RPP), worksheets, learning aids, assessment tools and various learning resources,

along

with the students' work. They also discussed to what degree the results met the expected standards. Likewise, under review was how far the program has developed a reading culture and how far school management is supporting learning success," said Ujang Sukandi, a USAID PRIORITAS teacher training specialist during the training. (Anw)

}Read more on page 2.

Edition 10 Jan-March

2015

ISSN2303 - 0852 USAID PRIORITAS: Prioritizing Reform, Innovation, and Opportunities

for Reaching Indonesia’s Teachers, Administrators and Students

PRIORITAS PENDIDIKANRecording and Disseminating Good Practices in Education

Visit: www.prioritaspendidikan.org - www.siapbelajar.com

2 l Prioritas Pendidikan: Edition 10/January-March/2015

Strengthening the Implementation of Active Learning and School Management

Focus of Module 3 Training

No Teaching and Learning School-Based Management (MBS)

1 Information Skills: This material is specifically for teachers of science, social studies, and Indonesian language. Information skills include accessing information, processing and presenting information, organizing/combining information, and skills related to the use of information. By training students in information skills, teachers are expected to develop in students the basic ability to think logically and critically, to able to solve problems, and have skills in creating and communicating their ideas or learning outcomes.

Management of the Reading Culture Program: Participants were invited to identify the reading culture program activities in their schools that have been successful or not so successful. Then participants formulated activities to enrich/support a reading culture and real steps that need to be taken by principals, teachers, and school committees in running a successful reading culture program, both at school and at home.

2 Extensive Reading: The English language teachers were facilitated to teach by giving students the opportunity to read a lot of easy and fun material to improve their fluency in reading in English.

Listening Skills in MBS. In this session 'How to Listen Actively’ was practiced and discussed. These skills are needed by the principal as the leader in the school or by teachers listening the wishes of their students, including the school and the school committee listening to each other. They all need to have good listening skills.

3 Mathematics in Daily Life: The mathematics teachers were trained in facilitating problem-solving abilities in students, including by directly exposing them to real-life problems. The goal is to show that a variety of mathematical concepts can be used by students in solving problems in everyday life.

The Roles of Principals, Supervisors, Teachers and School Committees in Improving the Quality of Teaching and Learning: Principals learn how to do informal supervision of teachers to improve the school’s performance and assessing teacher performance (PKG) and the way to use the results of PKG for the teacher’s continuous professional development (PKB). Teachers design the activities of Teacher Working Groups (KKG and MGMP) based on the results of the PKG to improve their competencies and develop their professionalism in a sustainable way. The school committee identifies forms of participation of parents, community, and/or school committee members in the school, which focus on improving the quality of teaching and learning.

4 Portfolio: The teachers were trained to develop portfolios as collections of student work that can be used in the classroom to show the actual learning progress of the student.

Special Unit for Facilitators

5 Mentoring with ‘Lesson Study’ – Teaching and Learning and MBS: Mentoring for teachers and principals will be carried out after the training so that they are confident about applying what they have learned in the training. Mentoring is done using a ‘lesson study’ approach. The lesson study uses a 'cycle' of three activities: plan, do, and see (reflection). They work together; and make observations of teaching and learning that focus on the student. During the training participants will simulate observation of teaching and learning using videos that focus on student behavior and then simulating mentoring based on these observations.

6 Management of MGMPs: Participants discuss the importance of a discussion forum for subject teachers (KKG/MGMP) for the professional development of teachers. Then they discuss how to make the KKG and MGMP more effective in supporting this.

A participant in Module 3 Training is assisting students who are presenting the result of an air pressure experiment.

PRIORITAS - National

This PRIORITAS PENDIDIKAN newsletter is published by USAID PRIORITAS to disseminate information about the project and good practices in educa-tion. 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 [email protected]. 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

Makassar, South Sulawesi – - In the third training on good practices in teaching and learning at national level for SMP/MTs (junior secondary schools), the participants were trained in the development of “information skills” in learning science, social studies, and Indonesian language, and in mathematics for everyday life, as well as in reading a lot of easy and fun material in English to improve their fluency.

“We gave direct examples of the implementation of the project method in the study of math. In one example, participants had to plan a school leaving activity in which they applied various mathematical concepts to in real life situations. This method trains students to think logically and solve problems that are relevant to their everyday lives. The activity is in line with both the 2006 and 2013 curricula,” said Ujang Sukandi, USAID PRIORITAS’ teacher training specialist for junior secondary education.

In order to be able to assess students’ work effectively, participants were trained to practice authentic assessment and compile and document student work in portfolios to show the development of student learning outcomes. Teachers can assess student competencies that have and have not yet been mastered. “The participants applied the results of results the training in 4 x 40 minute teaching practicums in the school,” he added.

School Based Management (SBM) to Support Teacher Professionalism

During the SBM training, the participants were trained in how to help the school develop the professionalism of teachers in a sustainable way. “School quality depends on the quality of its teachers. Because of this, schools must develop the professionalism of teachers on an ongoing basis to maintain quality in teaching and learning,” said Handoko Widagdo, a Whole School Development specialist with USAID PRIORITAS. (Anw)

Prioritas Pendidikan: Edition 10/January-March/2015 l 3

Publishing Reading Books that Match Children’s Reading Abilities

Denpasar, Bali - To encourage efforts to improve students’ abilities and interest in reading from the early grades of the primary school, USAID PRIORITAS, in cooperation with Yayasan Literasi Anak Indonesia – or Indonesian Child Literacy Foundation (YLAI) – will publish good quality reading books for children. This reading material has been created at different levels of difficulty according to the reading ability of the children, i.e. starting at level A (children at the early stages of learning to read) rising to level F (children who already know how to read). “We have developed reading books based on the children’s levels of reading ability. The idea is that children find it easier to learn to read by using the appropriate book for their reading ability. Students can become more interested in reading a lot and at the same time learning to improve their ability to read,” said Aprile Denise, the principal of Dyatmika School, Bali, who was one of the founder members of the editorial team for the books, when she spoke to us on the sidelines of a book review workshop in Denpasar, Bali (9/2).

Overall, the reading books that have been developed by YLAI

comprise books at 6 levels and 75 titles in all. The books have different colored covers to distinguish each level. Up till now, these reading books have been used by the Dyatmika School and several public primary schools which have become YLAI partners in developing reading programs using these multi-level books that can help improve students’ ability and interest in reading. USAID PRIORITAS is going to print and distribute them to about 1,000 partner primary schools/madrasah in Indonesia through the USAID PRIORITAS program,” said Stuart Weston, Chief of Party for USAID PRIORITAS.

Currently, YLAI’s books are being reviewed by a team of the various education experts, including teachers, school principals, and supervisors from the eight partner provinces of USAID PRIORITAS so that the books are relevant for use by children all over Indonesia. Also participating in this review of the reading books are lecturers from Teacher Training Institutes and representatives from MOEC, namely the Directorate of Primary Education, Center for Curriculum and Books, Development Board for Educational Human Resources and Center for Education Quality Enhancement (BPSDMP-PMP), and the Centre for Development and Empowerment of Teachers and Education Personnel (P4TK). “It is hoped that the involvement of the various parties will mean that these books that were originally created for use in schools in Bali can now be also used by children elsewhere in Indonesia after undergoing revision so they reflect Indonesian culture more broadly,” added Stuart.

USAID PRIORITAS and the team from YLAI are also preparing a teacher training module, guidebooks for teachers and student workbooks that can assist teachers in using the reading books. “With the module and guidebooks, teachers are trained to assess the levels of reading ability to determine the appropriate type of book. They will also be trained in a number of basic strategies for teaching reading skills,” said Juprianto, a primary school training specialist with USAID PRIORITAS. (Jup/Anw)

Andrew Sisson (USAID Mission Director in Indonesia) and Mimy Santika (Education Specialist with USAID Indonesia) observe grade 2 students at SD YPPK Sinatma as they study using the PCTB books.

USAID Mission Director in Indonesia: “PCTB Improves the Basic Abilities of Papuan Students”Wamena, Jayawijaya – “Papua Contextual Text Books (PCTB) used by teachers in teaching and learning have successfully enabled students from grades 1, 2, and 3 to read, write, and do arithmetic.

It is important for Papuan students to have these basic abilities so they can develop their potential to achieve success.” So said Andrew Sisson, Mission Director in Indonesia of the US Agency for International Development (USAID), during his visit to schools in Wamena, Papua (27/2).

Schools that use the PCTB books get help through USAID PRIORITAS training and mentoring programs in cooperation with Yayasan Kristen Wamena/YKW (Wamena Christian Foundation) and Yayasan Sosial untuk

Masyarakat Terpencil/YASUMAT (Social Foundation for Remote Communities).

The USAID PRIORITAS program is supporting primary school teachers to be able to deliver teaching and learning appropriate for the Papuan context, particularly in improving the ability of primary school students in reading, writing, and arithmetic. The teachers are trained and mentored in using the

PCTB books, which have been structured in accordance

with the national

The team reviewing a reading book that has been adapted to the child’s reading ability and is relevant to the context of Indonesian culture.

curriculum and recommended by the head of the Education and Culture office in Papua Province to be used throughout the province.

The Head of the Education Office for Jayawijaya District, Papua, Murjono Murib Spd, welcomed the USAID PRIORITAS/ YKW program in the region. “The goal is to improve the

3 Rs in the early grades, that is classes 1-3,” he said.

(Rd/Anw)



Management and Deployment

of Teachers Strengthened by

National Development Plan 2015-2019

Overview of the USAID PRIORITAS Teacher Management and Deployment Program

FACILITATION of the redeployment of teachers conducted by USAID PRIORITAS since 2012 has been strengthened and affirmed by Presidential Regulation No. 2 of 2015 on the National Medium Term Development Plan (RPJMN) 2015-2019. One of the policy and strategy priorities for the development of education 2015-2019 is to improve the management and deployment of teachers in several ways.

Firstly: the development of the capacity of district governments to manage the recruitment, placement, and improving the quality of teachers effectively and efficiently.

Secondly: enforcement of the rules in the appointment of teachers by the district or by the school/madrasah based on strict quality criteria and the actual needs of the district.

Thirdly: increasing the efficiency of utilization of teachers by improving teacher-student ratios and maximizing teacher workloads including through multi-grade teaching and/or multi-subject teaching and learning.

Fourthly: strengthening cooperation between teacher training institutions (TTIs) and all levels of government to ensure consistent and even quality and distribution of teachers.

“These four points which have been supported by USAID PRIORITAS since 2012, including developing tools such as practical guides, training modules, software analysis for DAPODIK (Basic Education Data System), and worksheets for training. These tools were tested in Blitar and used by USAID PRIORITAS throughout its partner districts in 2013,” said Aos Santosa, Education Management and Governance Specialist with USAID PRIORITAS. (Ash)

Studying in a multi-grade class in SDN Suruh Wadang 2, Blitar, East Java is one solution to man-aging the deployment of teachers.

There follows an overview of the teacher management and deployment program of USAID PRIORITAS.

How does USAID PRIORITAS develop the capacity of the districts?The capacity building approach is aimed at stakeholders in the districts, including education offices, District Personnel Agencies (BKD), the Local Development Agency (Bappeda), and MORA’s district offices. Capacity building activities are conducted through a series of workshops and mentoring in the field up until a review meeting to discuss various issues pertaining to policy implementation.

How does USAID PRIORITAS encourage the enforcement of the rules in the management of teacher deployment?USAID PRIORITAS encourages the teacher deployment policies in every district to be complemented with legal protections such as Regulations and Decrees by Heads of District and Mayors. Some policies in partner districts, which have established District/Mayoral Regulations concern: multi-grade teaching (Blitar and Ciamis Districts), merging of primary schools (Semarang and Sragen Districts),

and transfer/ redistribution of teachers (Bener Meriah District, Cimahi City, and Maros District).

How does USAID PRIORITAS support districts to improve the teacher-student ratio? According to the results of analysis of the distribution of teachers, most partner districts had a low teacher-student ratio, and there were even partner districts where 50% of primary schools had a student-teacher ratio of less than half the minimum service standard. One of the suggested policies encourages merging of schools and another supports multi-grade teaching.

How does USAID PRIORITAS strengthen cooperation with TTIs?USAID PRIORITY has trained service providers (SP) from TTIs and LPMPs as training facilitators in the management and deployment of teachers. These SPs from TTIs and LPMPs, as well as functioning as facilitators in workshops and mentoring, also support dissemination of the management and deployment of teachers program outside the USAID PRIORITAS partner districts. The service providers, in the long term, are expected to be institutionalized in each TTI or LPMP. (Ash)


PRIORITAS - Province


Jayawijaya, Papua – Learning is an ongoing process for as long as we live. Even educators never stop learning. Linus Logo, a teacher at SD Inpres Wesaput, understands this. He is not embarrassed about learning more through the teacher training organized by the Wamena Christian Foundation (YKW) in collaboration with USAID PRIORITAS.

Before participating in the training, he admitted to having difficulty with his teaching. Aside from having to teach more than 30 students in a class, he felt his way of teaching was boring. He found himself often telling his students stories during lessons. This meant that the learning process was not running, as it should have done. Most children in grade 2 still have difficulty with their reading and writing.

Linus participated in the training about using Papua Contextual Text Books (PCTB), which was divided into three stages. Then he tried to apply what he had learned in the training. At first, he had some problems, but that was not a reason to give up. When the training

FKIP Unsyiah and USAID PRIORITAS Train 598 Teaching Practicum Students

Banda Aceh, Aceh - Together with USAID PRIORITAS, Universitas Syiah Kuala’s (Unsyiah) teacher training department trained 598 students engaged in their teaching practicums (PPL) in TTI partner schools. This training, which was facilitated by selected lecturers from TTIs, who had completed USAID PRIORITAS Modules 1 and 2 training, was held in the Education

Faculty at Unsyiah.

These activities provided initial information for students before they gained teaching experience in schools. “The training was very useful for us to get information on teaching and learning methods which are currently being developed in schools,” said Siti, one of the PPL students. They came from 13 subject

areas. Many (143 students) were from the PGSD (primary school education) program.

This training was in two phases, each lasting three days (2-4/3 and 5-7/3). Students were trained using a selection of materials from Training Modules 1 & 2 that were developed by USAID PRIORITAS. These included how to design effective learning activities, teaching preparation and practice, designing worksheets, asking high-order questions and literacy.

Earlier, Asyiah, Head of Micro Teaching at FKIP Unsyiah, expressed his support for increasing the capacity of students before their teaching practice. “For students, this activity is very important. Prior to gaining experience in schools, they get an idea of and preparation for what they will face in school. The changes in teaching and learning that are taking place in schools must be understood thoroughly by students who are going to do their teaching practice,” said Asyiah. “After training with USAID PRIORITAS, the ideas are included in the micro teaching class,” she said. (Tmk)

Students who are taking the teaching practicum program (PPL) work in group during the dissemi-nation of USAID PRIORITAS training at FKIP Unsyiah

team conducted mentoring in schools, his efforts to become better were apparent. He tried to apply the method of joyful and effective learning while using the PCTB books. (Rd)

Linus Logo teaches his students using Papua Contextual Text Books. Rather than giving long lectures, he now spends more time assisting his students to

work with the books

With PCTB Books, Many Lectures No Longer Necessary

PRIORITAS - Provinsi


Tobasa Education Office: We are Obligated to Provide Quality EducationBalige, North Sumatra - Head of Toba Samosir (Tobasa) Education Office, Lalo Simanjuntak, committed his office to provide quality educational services in all primary and junior high schools. To turn this determination into reality, the education office is committed to continue to improving the capacity of teachers, principals, and supervisors. “We have worked closely with USAID PRIORITAS to conduct a series of interrelated training and mentoring activities to improve the capacity of educators and non-educational personnel at the basic education level. This cooperation will last until 2017,” said Lalo while carrying out monitoring at SD HKBP No.1 in Balige, Toba Samosir, Thursday (5/3).

Lalo said that teachers who were trained by USAID PRIORITAS had been able to apply active learning in their classes. This model of learning enables them to explore and enhance the student’s ability more effectively. Students in USAID PRIORITAS partner schools have been assessed as appearing more creative, active and confident. “If the teacher is good quality, the students will also be good quality,” he added.

Head of Tobasa Education Office, Lalo Simanjuntak, observes lessons for students in the fourth grade of SD No. 1 HKBP in Balige (5/3). This visit was to see the development of active learning in USAID PRIORITAS partner schools in Tobasa.

Lalo said that the USAID PRIORITAS program has begun to expand. Since 2014, the education office has conducted training and mentoring in 16 Sub-districts to promote consistency in the quality of education. “The schools in rural areas are also entitled to quality education services. Our task in the education office is to make this happen,” he stressed.

One of the parents, Amelia Hutagaol, praised the learning model applied in SD No. 1 HKBP. Amelia admitted that she was happy to send her children to the school and for them to get a quality education. “I don’t think there is a school in Tobasa that cannot teach the kind of lessons that international schools in Java do,” said Amelia, who had recently moved from Bogor to Tobasa. (Eh)

Hopefully, after this they can mentor us better in applying active learning, especially PAKEM,” explained the principal of SDN 4 Tangkil, Sutardi.

“I am pleased to be taught by Pak Kamto. I was asked to play, but also to study. At the end I was asked about how sound reaches our ears and I could answer that,” said Roan Febriyanto, a student at SDN 4 Tangkil.

The background to the USAID PRIORITAS Module 2 Training, about the PAKEM approach to teaching and learning, is a desire on the part of the education office to spread the good practices introduced by the USAID PRIORITAS training to partner schools. The objective is to spread these good practices and give them to all schools in Sragen.” Once they are fully trained by USAID PRIORITAS, the supervisors should spread the approach to the areas that they are working in. The schools must apply the PAKEM principles in their teaching and learning,” said the Head of Sragen Education Office, Mohammad Sauman MPd. (Arz)

Sragen, Central Java – When the supervisors from Sragen were doing a teaching practice using the active, creative, joyful and effective learning approach (PAKEM) and contextual learning they appeared awkward. “It’s been a long time since I taught. But, after being part of

this training, I had to make a lesson plan, prepare learning media, and assessment tools. After the practice, we discussed the result and were assessed by the class teacher. As a result I have come to understand better the real conditions faced by teachers and students,” said Agus Sudarmono, supervisor for primary schools in Gemolong Sub-district, after teaching.

The supervisors had to teach to practice the material they had learned in the USAID PRIORITAS Module 2 training organized by the Sragen Education Office. For four days (23-26/3) they were trained on how to design active learning activities, reviewing and adapting the curriculum, and learning how to do authentic assessment and present lessons with high-order questions. On the last day, they practiced the material that they had studied by teaching the students in person.

“Usually, the supervisor only provides input related to the teaching and learning conducted by our teachers. By carrying out practices like this, they can give examples to our teachers directly.

Sragen’s Supervisors Bring PAKEM to Schools

Sukamto, a supervisor from Masaran Sub-district, mentoring students from SD Negeri 4 Tangkil as they study sources of heat during a teaching practice in the Module 2 training.

PRIORITAS - Province


Bone, South Sulawesi - After seeing the impact of USAID PRIORITAS programs, Bone District took the initiative to increase the number of facilitators for teaching and learning and for school management. Bearing in mind the distances involved and the area of the Bone district, which includes 27 Sub-districts, the education office decided to increase the number of district

training facilitators threefold to 90 people, comprising 45 primary school and 45 junior secondary school facilitators. “We monitor the schools that have been mentored by USAID PRIORITAS. In these schools, we see many changes in the quality of teaching and learning and school management. For this reason, we want to spread this progress to other schools,” said the Head of the Education Office’s kindergarten/Primary (TK/SD) Section, Drs Budiman MPd.

The District Head approved the additional facilitators and secured funding for their activities taken from the local budget allocation for increasing in the quality of teachers. “Together with the head of the education office, we have conducted supervision of schools. The quality of teaching by primary schools teachers is still a weakness in our education service here and needs to be improved in a consistent way,” he said.

He hopes that, with the addition of these facilitators, all primary school educators in Bone will receive USAID PRIORITAS training, and the quality of learning can be increased so that the target of being among the top-four districts in the province for good quality education in the province can be achieved. (Ajb)

One of the candidates to become a training facilitator in Bone District being interviewed by the USAID PRIORITAS team.

Partner Madrasah Show ChangesSemarang, Central Java - USAID PRIORITAS madrasah partner schools and UIN Walisongo staged a showcase in Semarang specifically to display good practices resulting from the USAID PRIORITAS program. They exhibited the results of student learning, school management, and community participation(11/2).

A total of 23 primary and junior secondary school madrasah (MI and MTs) from seven USAID PRIORITAS partner districts (Batang, Semarang, Banjarnegara, Purbalingga, Sragen, Demak, and Grobogan) and UIN Walisongo Semarang joined together to show the changes that have occurred in their schools.

They gave presentations of students’ work such as a pulley system that students had made, how to clean cooking oil using charcoal made from cassava skin, weighing scales made using a glass and a lesson on human organs using bamboo. They also gave presentations about changes in planning and the implementation of madrasah programs as set out in their planning and budgeting documents. These have increased the participation of a variety of stakeholders in the madrasah as well as the making their management more transparent and accountable.

USAID PRIORITAS Chief of Party, Stuart Weston, said the event was staged with the aim of sharing a wide range of knowledge about teaching and learning and management in the madrasah. “We help them to build up the confidence

of their madrasah and their pupils. The presentations and displays demonstrated this, as we saw students confidently expressing their ideas and presenting the work that they have produced. These are qualities that will support them in raising the standards of student learning,” he said.

The principal of MI Yapti Getasrejo in Grobogan, Anjasmoro, recognized that using a diversity of teaching and learning methods can greatly improve the ability of the students. This is especially so with inexpensive teaching aids that can easily be found in the local environment of the

Head of MORA in Central Java Province, Drs Ahmadi, together with the Rector of UIN Walisongo, Prof. Muhibbin, observing the work of students from MTs Maarif Mandiraja, Banjarnegara, who

conducted an experiment in the purification of waste cooking oil, using charcoal made from cas-sava skins.

madrasah, meaning that students can try things and practice for themselves. “By utilizing the environment, students can learn to do things by themselves,” he said.

At the event, the Head of the Institutional Section at the Ministry of Religious Affairs (MORA), Dr. Syaefuddin, expressed gratitude for the support of USAID PRIORITAS for partner madrasah that MORA works with. “The Director of Madrasah Education, Professor Nurkolis, expects partner madrasah to be able to disseminate good practices to other madrasah in their surrounding area,” he said. (Arz)

Bone Adds 90 Learning and Management Facilitators


Student Performance Raises ExpectationsEducation programs in Bekasi and Cirebon are oriented towards efforts to prepare human resources (HR) to be ready to support the development of their districts. Because of this, Bekasi and Cirebon are committed to working with USAID PRIORITAS programs, which have already had a positive impact after one year.

Hj Neneng Hasana, Head of Bekasi District stated this at a showcase meeting in his district (11/3) as did the Head of Cirebon District, Sunjaya Purwadisastra, in a speech delivered by the District Secretary, Dudung Mulyana, at the district showcase meeting in Cirebon (18/3).

“I really appreciate this program because it is very important for society and for the advancement of education in the Bekasi area,” said Neneng.

He was visibly moved to tears, as he entrusted the education of children from Bekasi to the teachers, principals, and school administrators. “I believe in the future for our children and and I entrust these children to the teachers, so they can educate them to be intelligent and moral children capable of developing their region, and being useful to the community,” he said.

“This program touches upon the essential element of education, that is the teacher, who is the key to success in improving the quality of education,” said District Secretary, Dudung Mulyana.

The District Governments of Bekasi and Cirebon were among 20 cohort 2 districts in seven provinces that held showcase of good practices developed under the USAID PRIORITAS program that has been running for one year in their districts. The USAID PRIORITAS partner schools held showcases of good practices in teaching and learning and management with exhibitions of work, demonstration lessons and talk shows on education.

By means of these showcases, local governments, through their education and MORA offices, demonstrated the impact of the USAID PRIORITAS program in the areas of teaching and learning, school-based management and educational governance.

Feiny Santosa, Deputy Chief of Party for the USAID PRIORITAS program, said they were proud of the presentation, exhibitions of work and the demonstration lessons. According to her, what was presented in the exhibition

booths and the demonstration lessons show that in USAID PRIORITAS partner schools, there have been important changes. “Classrooms are full of displays of students’ work, learning activities are more varied, there are more diverse learning resources, school management is more participatory and transparent, and the role of the community is also increasing in the schools,” explained Feiny.

During one lesson simulation, Neneng, the District Head, was asked by students to try using a flood detector made by the students and a volcanic eruption simulation. “Cool, cool, cool!” said Neneng when the detector worked well. “Hopefully you will keep learning ever more seriously and become even smarter!” he said, patting the students on the back proudly.

The District Head also expressed his commitment to disseminating the USAID PRIORITAS program to all schools in Bekasi. “The Local Parliament and I have budgeted funds to support the USAID PRIORITAS training because we want to accelerate the improvement of the quality of human resources,” said Neneng.

Dr. Unifah Rosyidi MPd, Head of Pusbangprodik (Center for Teacher Professional Development of) at MOEC, welcomed and wished every success to the teachers, principals, supervisors, committee members, education board members and students. Ibu Unifah acknowledged that she was proud because it is clear that schools in her country are not inferior to schools

overseas that she has visited. According to her, the partner districts of USAID PRIORITAS are already well advanced in implementing a program that is being planned by MOEC, namely the whole school training program. “This program has already been implemented by USAID PRIORITAS, whereas MOEC is still at the planning stage,” she said.

Dra Ernawati MPd, representing MORA, said that the displays and demonstration lessons were of very good quality. According to Ernawati, there is very active student involvement in the learning process. “We highly appreciate this and it needs to be disseminated to other madrasah,” he said.

Asdullah Anwar, the Head of the Cirebon Education Office, exclaimed, “Unbelievable!” Asdullah remarked how inspiring the displays in the exhibition booths were and how amazing the demonstration lessons were. Rochim Sutisna, the Head of the Jakarta Education Office, said, “With this program, the school becomes like a child friendly garden, attractive to children and so interesting that they are happy to set off for school each morning and find it hard to leave school at the end of lessons.”

H Jalika, the Chairman of Commission IV of the Bekasi parliament, said, “This program gives great hope for the betterment of society. I believe our children will be more advanced if this model is applied in teaching in schools.” (Ds)

Showcases of Good Practices in Cohort 2 Districts:

Head of Bekasi District, Dr. Neneng Hasanah, at the good practices showcase in Bekasi, tries out a flood detector made by students.

PRIORITAS - Good Practices


Making a Battery from Bitter Melon Fruit Takalar, South Sulawesi - Apparently the bitter melon (Momordica charantia) is not only tasty to eat, but the content of the fruit can be used to create electrical energy like a battery. And that is what students of class IX at SMPN2 Takalar did. “We found this when we were looking for a source of environmentally friendly renewable energy. We did this under the guidance of our Science teacher, while we were studying energy,” said Nurul Izza Fajriani, one of the three students who presented their work at the showcase of good practices in Takalar District (18/3).

According to their research, it turns out bitter melons contain basic compounds that can take the place of carbon powder in a battery. Basic compounds in the bitter melon fruit contain OH-ions that can generate power.

It is very easy to produce a battery using this fruit. Anyone can make one. Firstly, the ‘meat’ of the bitter melon is chopped up. Then, it is squeezed, so that it is not too dry or too wet. Secondly, the carbon powder is removed from the rod inside a battery and it is filled instead with the

squeezed fruit. The rod is reinserted into the battery and the battery is closed again.

The result was that, when they tested the battery on the clock, its hands immediately started moving, indicating it was being powered by the battery. The same happened when the battery was used to light a bulb.

Students also examined the voltage capacity of the bitter melon fruit battery and compared it to a conventional battery using a voltmeter.

When it was tested, it turned out that the energy it contains is not that much different from a conventional battery. While a normal has 1.5 Volts of power, the bitter melon battery has between 1.3 and 1.4 Volts. According to Mukhlis, the teacher guiding the project, this

invention has important value as a model of contextual learning, as the students connect their study to real life.

Takalar District Head, Dr Burhanuddin Baharuddin highly appreciated this work. “Hopefully in the future, this can be developed further to include other discoveries,” he said. (Ajb)

Students of SMPN 2 Takalar showing a battery made from bitter melon.

*By Kurnia Rahmaniarum MPdTeacher at SMPN 4 Percontohan Karang Baru, Aceh Tamiang

Aplikasi Segitiga Pascal yang Asyik (Sicantik) - a Fun Application of Pascal’s Triangle demonstrated at a showcase event in Aceh Tamiang, received an overwhelming response. With ease, two students from SMPN 4 Percontohan demonstrated the Sicantik teaching aid which makes learning the expansion of algebraic equations easier. This is important because most mathematics teachers tend to teach this topic in an abstract manner..

“Sicantik” of Aceh TamiangThe process of making the Sicantik teaching aid was done together with the students in the class. Using styrofoam and cardboard, we made a triangle. On the cardboard we wrote down the numbers that would be the content of the triangle. This cardboard was then cut into small pieces that could be in a variety of shapes such as circular, flower-shaped, or small triangles so that Sicantik looked interesting. The cardboard was cut into at least 21 pieces, because we wanted to make a Sicantik for a minimum of the power of five.

For the next step, we stuck the small pieces of cardboard on which we had already written the numbers 1, the numbers 1 and 1 (1.1), the numbers 1,2,1, the numbers 1,3,3,1, the numbers 1,4,6,4,1, numbers 1,5,10,10,5,1 with paper pins on a piece of styrofoam that had been cut into a triangle (see picture), and Sicantik was was ready to be used.

This is how to use it - as an example, we will work the algebra problem: (a + b)3

(a+b)3 = --- Because the equation to be resolved is to the power of 3, the numbers used are those in the 4th row, which are 1,3,3,1. Because there are 4

numbers in the fourth line, the number of functions we should write down is four: (a) (b) + (a) (b) + (a) (b) + (a) (b).

Next, put the numbers 1,3,3,1 in the triangle into the coefficients for each syllable:

1 (a) (b) + 3 (a) (b) + 3 (a) (b) + 1 (a) (b)

Then we write the powers for each variable, starting from the power of 3 in variable a in the first function and then the second, with a the power of 2 and so on so that the last function has a pwer of zero: 1(a)3(b) + 3(a)2(b) + 3(a)1(b) + 1(a)0(b).

We do the same to variable b, but write the power of 3 starting from the fourth function: 1(a)3(b)0 + 3(a)2(b)1

+ 3(a)1(b)2 + 1(a)0(b)3. Finally, we can multiply each variable in each syllable and obtain the result: a3+ 3a2b + 3ab2 + b3.

The students were interested in using Sicantik. “After we started using Sicantik for equations in algebra, we no longer found solving these exponents difficult. It really is fun,” said Inda Muchairani, one of the students. *

Presenting Sicantik.



Special Needs Students’ Demonstration of Cartesian Scale

Lumajang, East Java – It was simple but the presentation succeeded in giving a detailed explanation of the Cartesian diving balance and Archimedes Law. This was the result of the performance of two students with special needs, Salsabila Chitra and Wildari from SDN Bondoyudo 2 in Lumajang. These two fifth grade students performed a simple demonstration in a science class using a Cartesian diving balance which comprised a one liter plastic bottle in which there was a test tube and water. Both looked charming as they carried out their demonstration of this lesson at the Lumajang Education Office’s district showcase event on 17 February 2015.

Salsabila spoke very eloquently as she described the process of objects submerging, floating, and being buoyed up using a Cartesian diving balance. Meanwhile Wildari was putting her colleague’s explanation into practice. “When the bottle is pressed hard, the test tube will sink to the bottom of the water. When pressed moderately, the test tube will be in the middle of the bottle or it will float. Meanwhile, if the bottle is not being pressed, it results in the test tube floating. Sinking and floating occur due to changes in pressure in the bottle, because there is air in the test tube. This phenomenon demonstrates the Law of Archimedes,” explained Salsabila, while Wildari was giving the demonstration. The entire audience gave a round of applause after watching the presentation by these two special needs students.

Then, Salsabila and Wildari called on USAID PRIORITAS Chief of Party, Stuart Weston, who attended the showcase event. He was asked to come up onto the stage and demonstrate one of the theories of Archimedes Law. Stuart pressed firmly on the bottle making the test tube inside it sink.

“What is this phenomenon called, sir?” asked Salsabila.

“Oh, it’s called sinking, right,” replied Stuart and this was greeted with congratulations from both girls; “Very clever! Exactly right!”

Stuart was curious and asked them, “Why does it sink?” Salsabila smoothly explained that it happened because of the high pressure in the bottle. Her answer was correct and the audience gave her a round of applause. To close, Salsabila and Wildari handed the Cartesian diving balance bottle to Stuart as a gift.

As explained by Gatot Parasid Widodo, school principal of SDN Bondoyudo 2 Lumajang, it is not easy to teach special needs students, especially when their memory is not as good as students in general. “Topics need to be taught slowly, repeatedly, and practically,” he explained. Instilling confidence in special needs students also needs patience. However, Gatot and his teachers are tireless. They are trying to develop the confidence of the special needs students by inviting them to appear in public. Gatot’s hard work has brought results. SDN Bondoyudo 2 has been designated as one of the schools in Lumajang that receives special needs students and he has managed to build their confidence and increase their interest in improving their learning. (Dkd)

Stuart Weston is tested on the implementation of the Law of Archimedes by special needs students.

Parepare, South Sulawesi - There was something unusual about the study materials for students at SDN 38 Pare-Pare when they learnt about the properties of light. They were shown by the teacher, Hartati Asib, how to make a small camera for which one of the components was margarine.

How to make this camera was demonstrated by three students from class 5, namely Fauzan Wicaksono Susilo, Salmi Qauli, and Putri Nirmala, in front of participants in the showcase of good practice held in the Islamic Center building in Pare-Pare (24/3).

They assembled a pinhole camera. The materials comprised a milk can that was open at the top, some green cardboard, white translucent paper, margarine, a black plastic bag, small nails, rubber bands, tape, scissors and a cloth.

The milk can had a hole in it made with a small nail. The margarine was smeared on a piece of white translucent paper and this served as a cover for the can and was used as a viewer. The translucent paper was then attached to the can with a rubber band and wrapped with cardboard, affixed with tape, and covered with a black plastic bag.

When it was time to test it, the objects seen by this simple camera appeared reversed. Fauzan Wicaksono, one of the students, who demonstrated the camera enthusiastically, replied that this homemade model still needs a lens to invert the image, but as it is, it is enough to show the basic working principles of a camera. (Ajb)

Students of SDN 38 Pare Pare demonstrate making a simple camera.

A Camera Made Using Margarine from SDN 38 Pare-Pare

Mark Heyward tries the camera

that was produced by students.



Tangent of Two Circles Move Cars and FansTASIKMALAYA, WEST JAVA - “Eh, Yoga, didn’t we learn about the common tangents of two circles yesterday?” asked Eneng Riska of her classmate. “That’s right, Neng, but I still do not quite understand,” said Yoga. Then the two students of SMPN1 Pagerageung, Ciawi, Tasikmalaya, started discussing the common tangents of two circles.

Eneng Riska explained some pictures of everyday life equipment as had been explained by their teacher the day before. She explained how pulleys worked (for drawing water from wells), and also how bicycle chains, pulleys for hoisting flags, and a rice milling diesel engine all work in accordance with the formula of the common tangents of two circles. “Look, raising the flag uses the concept of two circles’ tangents,” said Eneng Riska.

After the discussions, the two students arrived at the conclusion that the tangent is a line touching two circles at the same time. There are two kinds of common tangents, i.e. internal and external. To calculate their lengths, they created right-angled triangles.

Yoga and Eneng Riska then worked together to do their mathematics task to create something based on the concept of the tangents of two circles. “How about we make a toy car?” suggested Yoga. “Oh, that’s right, you do have a younger brother. So, we can give it to him later, “said Eneng Riska chimed.

Both then brainstormed about what materials to use for making the toy car. They thought of old tires, bottles, sticks, rubber bands, and others things. While they were engrossed in exploring the materials, Mrs. Neni Nuraeni, their math teacher, appeared and greeted them.

“What are you doing?”

“Here, Ma’am, we’re preparing the task you have given us.”

“Oh, what do you want to make with this?”

“This here, Ma’am, is a toy car.”

“Wow, that’s a great idea.”

Neni then asked questions about the materials they had prepared and the application of the concept of the common tangents of two circles in creating the toy car. Riska and Yoga answered the questions promptly and in detail about the materials that they would use. “For the tangent lines we will be using rubber as it is elastic. Right, Yoga?” Riska said, asking for Yoga’s support.

“What is the function of the tangent here?” asked Neni.

“Oh, it is to move the wheels with the assistance of an electric motor,” said Yoga. “So, the car can move,” added Riska.

“All right then, carry on,” said the teacher. The two students

immediately started the process of making the toy car step by step. They assembled sticks for the car’s frame and a mineral water bottle was used for the car’s body. For tires, they used tires from toy cars connected with an axle made from a bamboo stick. Two rubber bands were mounted intersecting each other in the center connecting the axle of the dynamo with the axles of the wheels. The motor was mounted in the middle to move the rubber.

“Here, Ma’am, the toy car is ready.”

“Oh, so, it’s done?”

“Yes, ma’am, it is.”

“Do you think it will work?”

“It will, ma’am,” replied the two students in unison.

“Then, let’s test it.”

“Uh, wait, ma’am. In addition to the toy car, I also made a mini fan. It also uses the same concept of a common tangents, ma’am,” interrupted Riska, pointing to the mini fan she made.”

“Oh. You are both incredible. That’s a very good idea. Let’s test them together.”

Yoga then asked the Head of Tasikmalaya District to test the toy car. Meanwhile, Riska asked the Chairman of the Tasikmalaya District Parliament, H Ruhimat, to try the mini fan she had made. Both the toy car and the fan worked. The District Head and the Chairman of the Parliament seemed happy and proud. (Ds)

Head of Tasikmalaya District, H.Uu Ruzhanul Ulum showing his appreciation of the students’ creativity.



Tangerang, Banten - “Who’s got five thousand rupiah?” asked Wahyuni SPdI, third grade teacher at MI Al Hussein, Tigaraksa, Tangerang, while teaching social studies with the basic competency concerning knowledge about money. On hearing this question, one of the students suddenly raised his hand and answered, “I do, ma’am!”

Before the discussion began, Wahyuni invited the students to sing the song Mari Menabung (Let’s Save). Filled with enthusiasm, the students sang the lyrics line after line while getting into groups where each had a mixture of boys and girls. “So, when each line of lyrics ends, some girls from the group with most girls move to another group. And so on,” said Wahyuni.

The discussion started. Each student took out the money they had and one of the students made a note of how much each one had. On the worksheets provided by the teacher, the students sorted banknotes and coins. Then the students wrote about the characteristics of the two types of money, as well as the differences between the two. The students also discussed questions related to money, like the institutions that print money and authorities that circulate it. They were able to discover these fact from observations of the money they had and the discussions in their groups. Wahyuni patiently mentored each group during their enthusiastic discussions, while they did their group work.

The results of the groups’ work was mounted on card, which was distributed along with pens and pencils. All these materials were provided directly from school supplies for the convenience of the students. Some students made copies of banknotes using colored paper and then explained their features. Some students drew the coins from the smallest one (50 rupiah) to the largest denomination (1,000 rupiah). Wahyuni did not limit the work of the students. She hoped that they would understand money and its value in the fulfillment of human needs.

“In our group, most students have five thousand rupiah banknotes. The characteristics of paper money are as we have described them on this card,” said a student from one group as she told the class about the results of her group’s discussion. After presentations by the groups, the best work, as judged by the students themselves, was displayed on a board on the classroom wall in order to act as a source of learning.

“I always make five minutes available before the class ends for reflection. I ask the students how they feel about their lesson that day. I also try to be more creative every day so that the students enjoy learning in the classroom,” said Wahyuni after her social studies lesson. (Anl)

Learning About Money

Wahyu SPDI, third grade teacher at MI Al Hussein, Tigaraksa, showing five thousand rupiah banknotes to a group of students to identify the types and characteristics of money held by each group.

Rohayati distributes worksheets in order to trigger the creativity of students at SDN 0506352 Stabat

STABAT, NORTH SUMATERA - Rohayati regularly uses a PAKEM approach (Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan, i.e. Active, Creative, Effective and Joyful Earning) at SD Negeri 0506352 Stabat, Langkat District. Although she is 56 years old, Rohayati keeps preparing learning media prior to teaching her classes. “When you know the theme, it is easy to make the media!” said this teacher who will soon retire.

That morning, she taught the theme “My Activities” with the sub-theme of breakfast. This theme is intended for children to know that eating breakfast is beneficial for their health. When they eat no breakfast, children will find it too difficult to absorb their lessons at school.

Rohayati entered her classroom carrying two large rolls of cardboard. This cardboard with pictures on it was her teaching aid. They displayed kinds of food that contain “4 sehat 5 sempurna” nutrition (i.e. 4 is healthy, 5 is complete).

Using this learning media, Rohayati reined in any tendency to dictate the study material. She positioned herself as a facilitator. She agrees that teachers should not be the only source of learning.

Through the training she received, she learned the PAKEM approach. With the use of instructional media, she facilitates first grade children to learn actively. “I made the media at home. I asked my son to find pictures from the internet. We have a laptop, a modem, and a printer at home, so it helps a lot,” she said.

Rohayati is now skilled at creating instructional media because she does it regularly. Previously, she had received training on good teaching and learning practices from USAID PRIORITAS. In addition, she regularly participates in a monthly discussion with teachers who are members of the KKG (Teachers Working Group).

“Learning media are essential for primary school children as they like to play and have fun,” she concluded. (Eh)

Close to Retirement: Still Creative




Stabat, North Sumatra - This young teacher is willing to discuss things at great length with colleagues at the Teachers Working Group (MGMP) in order to come up with new ideas. Having found an idea, she is willing to spend hours browsing on the internet in the hope of turning the idea into learning material. By studying the work of others, she innovates.

That morning, Linda Sari, a teacher at SMP Negeri 1 Stabat, Langkat, was teaching science. The topic was air and water pollution. This was a continuation of the previous topic, which had been noise and soil pollution. Creating learning media about water and air pollution, for Linda, could be easy or it could be difficult. It would be be difficult if there were no interest or effort, but it’s easy if you are dare to be creative.

However, she wouldn’t be Linda if she was not willing to go back and forth in discussion with fellow teachers! There were repeated discussions as she tried to give her ideas shape before designing the learning media that would be just right. What she wanted to create was something that would make it easier for the students to learn. Using the materials, the students, must be helped to understand the subject matter more easily and in a fun way. “The media should be able to encourage the creativity of the students,” she said.

In addition to preparing learning media, Linda designed student worksheets (LK) in order to define the extent of what

the students had to learn in line with the basic competency in the curriculum. Linda also designed the seating pattern for the groups. The goal was to apply the principle of peer tutoring and for the students to be trained to discuss, to share, and to learn to work well in a team.

In student group discussions, Linda always allocates time for presentations by the children. Linda believes that presentations help children to develop self-confidence and encourages them to appreciate their own opinions as well as respect the opinions of others. In addition, the presentation becomes a platform for children to have healthy arguments. Thus, an interesting presentation must start from an experiment using learning media. But using interesting media can be a gamble.

Media for Proof of Air Pollution

What were the media Linda prepared for the experiment? Linda prepared used mineral water bottles, filled with a small pack of cotton, a cigarette was placed at the end of a hose. The students were excited to learn about air pollution impacts. Arma Dianti, was eager to explain the process of smoke destroying thousands of cells of the lungs. Arma’s group observed a bottle containing cotton with a cigarette that had

Media Prove Air Pollution Impacts

already been lit placed at the end of a tube.

So what happened when the bottle was squeezed? Cigarette smoke seeped into the bottle. “The end of another tube ran from the lid so that, when the bottle was squeezed, the air could escape, while the smoke was sucked in and collected in it,” he explained.

When the squeezing is done repeatedly, over and over again, the smoke billows into the cotton and goes out through the other tube. As the cigarette burns down, the cotton starts to change to a yellowish/brownish color after being exposed to smoke.

Arma was surprised. She concluded that, with the cotton representing the human lung, it will change color due to exposure to toxic substances contained in cigarettes such as nicotine, tar, and carbon dioxide. Through this practical experiment, she concluded that smoking damages the lungs.

Arma acknowledged that, through practicing with simple instructional media, she was greatly helped to understand the process of how cigarette smoke damages the lungs. “I think it is very easy to make learning media such as this. You just need cotton, mineral water bottles, and two small tubes. With media as simple as this, we made a deduction

from our own study, whereas in the book the explanation was limited,” he explained. (Eka)

After the experiment on air pollution impacts, students make a report , present it in front of the class and place it on the class information board.

Students of SMP Negeri 1 Stabat, Langkat District, using cheap and scrap materials to study the topic of air pollution.

DEPOK, YOGJAKARTA - That afternoon, in class 5C in SMPN 2 Depok, Yogyakarta, the classroom was alive with students twisting and turning as they played with twine (which they call ‘Japanese Grass’) stretched from one to another. They were studying food chains. The activity began by distributing pictures among the students, namely eagles, frogs, caterpillars snakes, locusts, rats, chickens, and rice.

Muharrom, the teacher facilitating this learning activity, asked each student to look at the images that they had been given and write observations on at least two of them in their books. Then, each student was required to formulate a question based on the observational data that they had. The teacher reminded them of the criteria for a good question; these include questions that cannot be answered instantly, questions that are challenging, that require investigation, and that need to be discussed.

Muharrom then wrote the title of the activity and its learning objectives and asked the students to pair up with a friend sitting at the same desk. The students then chose the appropriate question for the title or the learning objectives. The teacher helped the students as they determined the most appropriate questions for the title and the learning objectives.

To reinforce the students’ understanding, they read a book about the interactions between living creatures to make provisional hypotheses/answers. Then, a broad outline was drawn encompassing the material and activities to be carried out to prove the truth of the hypotheses that had been defined and the assessment techniques that would be used.

In the next activity, students assembled into three big groups according to the color of their paper. Each group was given 12 pieces of twine and worksheets to guide the group work. The teacher reminded them that each group should choose a leader, spokesperson and members.

In their groups, the students collected information through the activity as directed by the worksheets. They conducted the


activity outside the classroom using a modeling approach according to the pictures they had been given. The steps in this modeling activity were as follows:

1. Each member of the group played the role of the creature in the pictures they have.

2. Members were selected, in accordance with their role in the ecosystem, to hold the twine so as to form a food chain.

3. Once the food chain was formed, students who had not been connected by twine immediately connected to form a food web.

4. Each member must hold the twine securely.

5. One member pulled on the twine in his hand and the other members comment on what they feel.

6. Then, one member released hold of the twine. The result was that another member will be holding twine was not connected and had to let go of it. All members commented on consequences.

After they had finished the modeling, the students answered questions. One of these was, if a wobble resulted in the release of the plastic twine that was being held and this was regarded as a change or loss for one of the living

Learning Aboutthe Food Chain with Twine

Muharrom assists the students of class 5C SMP Depok, Sleman, Yogyakarta, as they learn about the food chain by means of modeling.

creatures, what would be the effects on the other creatures? Students then continued the activity in the classroom by writing a report. Each group made two reports, which were written on the back of the pictures.

Once they had completed their reports, the students presented or reported the results of the activity by selecting a spokesperson and other group members to help with the demonstration. Students from other groups respond to the presentation. The atmosphere became lively because there were many alternative ways to connect the food chain. After providing feedback and reinforcement, the teacher asked the students to make a summary of the interactions between the living creatures.

“In the lesson, I was very happy because we were learning while playing. I was also able to cooperate with each other, discuss, and solve problems together,” said Falah Permana Mulya, a student in class 5C at SMP 2 Depok. Similar to Falah, Iqabal Abdurrahman also agreed about the benefits of learning through practical activities. As a result of the modeling, he was able to understand better by trying for himself the various connections between living creatures in the food chain. (Arz)


Pandeglang, Banten - The Head of Pandeglang District Education Office approved the implementation of a regrouping policy (whereby small schools located near each other are merged) as an initial step in managing and deploying teachers in the district. A comprehensive set of activities involving the education office, the regional planning and development agency (Bappeda) as well as the district personnel agency (BKD) was


Merging Small Schools for Education Quality Improvement

The Heads of the Sub-District Education Offices in Pandeglang District discusses managing the distribution of teachers in the district. The Head of Pandeglang District Education Office, Drs Dadan Tafif Danial MM stated his support for improving the management and deployment of teachers.

focused on improving the management of basic education through the effective and efficient distribution of primary school teachers.

According to analysis of data from the basic education data system (DAPODIK), there are 133 small state primary schools with a number of students or study groups less than half the size required under the minimum service standards for basic education. Many of these schools, which are spread across 31 sub-districts in Pandeglang District, are located very close to each other. As a result, merging many of these schools was the policy recommendation for improving teacher management and deployment.

This process of identifying strategic issues and formulating policy alternatives encourages the involvement of sub-district education offices, so that they have an active role in the monitoring of the implementation of data verification and reviewing the policy umbrella for merging primary schools.

“I very much agree with improving the management and deployment of teachers who are civil servants and the merging of primany schools in order to improve the quality of education,” said Drs H Dadan Tafif Danial MM, Head of Pandeglang District Education Office, to those attending a meeting comprising the heads of of sub-district education offices and the teacher management and deployment team for Pandeglang District. (Okt)

Wonosobo Redistributes 499 Primary School Teachers

Wonosobo, Central Java - To manage the demand for teachers in schools, the Head of Wonosobo District, Drs Kholiq Arif MSi, issued a letter authorising the appointment and redeployment of teachers who are civil servants. As an initial stage, 499 primary school teachers, who are in schools that have an excess of teachers, will be redeployed to schools that have a shortage of teachers.

Earlier, a team comprising members from the education office, the district personnel agency (BKD), and the regional

development planning agency (Bappeda), supported by USAID PRIORITAS, had carried out mapping and data analysis of teacher needs in Wonosobo. The results of the data analysis were subject to public consultation to get wider input. The team’s recommendations for the redistribution of teachers will be implemented step by step in Wonosobo.

“Redeployment of teachers is conducted based on the data; so it is very effective in reducing the problem of the shortage of teachers in schools,” said Aos Santosa, Education Management and Governance Specialist with USAID PRIORITAS. (Anw)

A copy of the letter authorizing the redeployment of teachers in Wonosobo District so that all the district’s schools have sufficient teachers.

Wonosobo District Head, Drs Kholiq Arif MSi.



Parents Groups Support the Quality of Learning

Tasikmalaya, West Java –The commitment of the school principal and teachers, the active role of the education office or school supervisor and the active involvement of parents and the community play a big role in determining a school’s progress. Recognizing the importance of the involvement of these stakeholders in the educational processes, SMPN1 Pagerageung, as a USAID PRIORITAS partner school, has developed community participation through the establishment of parents groups or POS (POS = Paguyuban Orang Tua Siswa).

“The POS is a forum for parents’ participation (for each class). Its board consists of representatives of parents for each class. They are an extension of the school committee,” said the Vice Principal for Public Relations, Isaac Mardhika SPd, in between parents meetings to promote community participation.

He explained that POS functions as follows:• A communication forum for homeroom teachers and

parents.• A means for the exchange of experiences among parents.• Facilitating student learning activities outside school hours.• Helping homeroom teachers with the assessment of

students’ attitudes.• An alternative learning resource for students.

Currently SMPN1 Pagerageung has formed eight groups of POS (grade 8 A-H) with an average of 34 members each. The POS are beneficial in assisting student learning. For example, the Grade VIII A POS helps with the provision of stationery to support teaching and learning. The head of the POS for Grade VIII A is Kokon KoniahSPdI, who also provides a place at the back of his house as a venue for students’ group learning activities and parents’ meetings.

The POS also conduct regular parents meetings to discuss the development of students learning and to support students’ group work. Kokon is proud to participate in supporting students learning activities. “What parent would not want their children to be the best in school,” he said. Because of that, through the POS, Kokon is trying to meet the children’s learning needs. “Doing these activities, we feel closer to the teachers, especially the homeroom teacher. We also have more discussions about the progress of our children’s learning,” he added.

Given that POS is very helpful for the successful learning in school, parents are committed to further developing the POS. “All class POS are motivated to compete in advancing their own class,” said Drs Yoyo Yohansyah MPd, principal of SMPN1 Pagerageung. *

*By Eet Setiasih Teacher from SMPN1 Pagerageung

Pandeglang, Banten – Physical aspects of a school’s buildings affect learning. That is the opinion of Eutik Sobariyah, the principal of SDN Panjangjaya 2, Mandalawangi Sub-District, Pandeglang District. She could see that the buildings were not suitable for educating students as they were dark and some classrooms were damaged or their roofs leaked when it rained.

She pursued the idea of school improvement by encouraging the participation of teachers and the school committee to establish an independent school building committee. This committee consisted of teachers and school committee members who were in charge of raising funds and who held regular meetings.

“Initially we were concerned about the condition of the school buildings which were already dilapidated and

damaged. Together, teachers, school committee members and parents, initiated fundraising. We also jointly monitored the implementation of the renovation. Thank God, now we have a school building that is adequate and comfortable for the students,” said Eutik.

The building work on the school was implemented gradually, in line with the school’s program and the funds collected. “First, we fixed the leaking roof in anticipation of the coming rainy season. Then, the repairs proceeded with the embankment in front of the school in order that the students could be comfortably and safely go about their activities. We managed to turn some open spaces into student reading corners,” added Eutik, showing the school buildings that have been repaired.

Parents believe in and want to support the school program because the school has been transparent in its management of programs and its finances. (Usm)

The condition of the school building before it was renovated, and community members meeting with the school to discuss helping with the renovation.

The POS provides a place for students to study in groups at their parents’ residences. Here, a POS member is seen helping students work in a group.


The Community Supports School Renovation


Pamekasan, East Java - SDN Konang 2 Galis, Pamekasan, has implemented a program to develop a reading culture. The principal of SDN Konang 2, Sariati SPd, was initially pessimistic that this activity could be applied in her school. She thought that weak reading habits in her area would make children reluctant to visit libraries. Worse still, a large number of the books in her school library were outdated and mostly old textbooks.

After returning from USAID PRIORITAS training, she was motivated to promote a reading program at her school. The first step she took was renovating the library. “Although it was with simple steps, I tried to make the library as comfortable as possible, so that students would feel at home reading books in it,” she said.

Sariati rearranged the books so that they looked more interesting. She also laid a carpet so that students could sit on the floor to read in the library. The room was also redecorated to make it more comfortable. These steps were also supported by the school committee. Together, they remodeled the library into a comfortable place to visit.

The next step was to require students to visit the library by creating a schedule for

each class. The program, which began in October 2014, is running well. After all the students were required to go to the library, their interest in reading changed. Every day, classes took it in turns to visit the library. They were also required to write summaries on the books they had read.

Not only that, every day before lessons started, all the students are required to read a book for 5-10 minutes in their classrooms. To support this each classroom has a reading corner.

At the end of 2014, Sariati and the homeroom teachers evaluated the implementation of the reading culture program. The result was, according to Sariati, that students’ interest in reading had increased considerably. However, some students were still in the habit of memorizing the content of a book rather than understanding it.

Sariati and the homeroom teachers started trying to change this habit by

Change the Culture from Memorizing to Understanding Book Content

asking the students to write a summary of the books they had read in their own words and their work was then displayed in the classroom or the library.

Sariati’s efforts have not been not wasted. SDN Konang 2 Pamekasan was awarded second prize at the Pamekasan District library competition and received a cash prize of IDR 2 million from the Pamekasan Education Office in December 2014. The prize money will be used for the development of their library, the acquisition of new books, and the creation of a reading area in front of the classrooms. (Aim)

Sengkang, South Sulawesi - SMPN1 Sengkang is developing interest in reading through several programs. Firstly, they have created a reading corner in each class, which contains books that have been donated by students and which they manage themselves. Secondly, there is a class reading area. Its books also come from the students and it is student-run, but is located outside in front of each classroom. The class secretary records the titles of books borrowed and the names of the students who borrow them.

Thirdly, there is also a school reading garden. The books are from the library. Fouthly, there are book resumes. This

activity is also managed by the students. Every class sends a representative to a book summary competition. The students write book summaries and then read out loud the

content of these summaries.

SMPN1 Sengkang has also developed a parent liaison program using contact books. These books aim to involve parents in developing a routine for their children to read. These contact books serve to monitor and assess students’ reading activities and involve communication between parents, teachers and the school librarian. A contact book records student activities and the results of their reading. Its contents include a reading schedule, the titles of books read, and a summary of the contents of each book. The role of parents, teachers, and school librarians in assessing student progress is very important. Because of this, parents

and teachers and others must enter their signatures after helping with the children’s reading.

If students read in the reading corner or the reading area, students get the signatures of the subject or homeroom teachers. If they read in the library or the reading garden, the librarian will give their signature. Finally, if students read at home, a parent or guardian signs the contact book.

The contact book has resulted in greater participation of parents and has motivated children to to read more. This is because parents also understand that the the results of the reading activity and the book resumes are valued very highly. Although the reading culture program has not been running very long, the students are increasingly enthusiastic about managing the books and using the reading corners, the reading garden, and a bulletin board. Encouragingly, the number of visitors to the student library is increasing. *

The library at SDN Konang 2 has been made into a cozy read-ing corner to make students feel comfortable reading.

Contact Books Spur Student Interest in Reading

*By Aco KarumpaSchool Principal at SMPN1 Sengkang

Students from SMPN1 Sengkang in the reading garden.


Makassar, South Sulawesi - Before receiving the USAID PRIORITAS training program, teachers at SDN Kompleks IKIP Makassar acknowledged that it was difficult to design a program to increase students’ interest in reading. Agusmiati, school principal, then developed a reading culture program to accustom students to reading.

The school started the reading program by establishing reading corners both inside and outside of classrooms. Teachers were given the freedom to be creative in determining the model appropriate to their classes. For example, for grade I, the activity uses a reading mat. The aim is that the students can sit on the mat to read.

For grade 2, a bookcase has been supplied and filled with books that students themselves collected. In grade 3, they engage in the practice of ‘moving

Banda Aceh - Before they start their school lessons every day, students from MIN Mesjid Raya, Banda Aceh, enjoy reading for 5 minutes. This reading culture, which has been running for a year, is increasingly popular with the students and has become an everyday habit for them. “Every morning before we start to study, we read for five minutes and write notes on what we read,” said grade I student Siti Fahyumi Zaiba.


books’, which is a book box exchange. In book moving, the books are put in boxes. Each box is then given to one group for a day, and then rotated to other groups.

In grade 4 there are reading carts that contain a collection of books belonging to the students that they can read anytime. The reading cart can be moved easily by the students as it has wheels. In grade 5 there is a book rack made of PVC pipes to display their book collection. “Any student who wants to read can get a book on their own,” said Agusmiati. Meanwhile, students in the grade 6 are doing the same practice as the third-graders, i.e. moving books in boxes.

Outside the classrooms there are two reading areas located in front of the grade IV and V gardens. In addition, there is a reading stall located just behind

SDN IKIP Makassar

Developing Grade Appropriate Reading Culture

Breakfast Time Reading and Bringing Students Closer to Books

In front of every classroom at SDN Kompleks IKIP Makas-sar, there is a reading wall. Books are mostly loaned or donated to the school by parents.

Before they begin their lessons each day, students from MIN Mesjid Raya in Banda

Aceh, enjoy reading for five minutes.

the school fence. This reading stall is to encourage parents to participate in developing the reading culture in the school. In the stall there is a collection of reading materials such as magazines, tabloids, and newspapers. “Some parents take them home to read,’’ said Agusmiati.

With different models of reading practices for each grade, students’ interest in reading is expected to grow and develop so that they will love books and get accustomed to reading. This program has been running since October 2014. The results have been very positive. Students are able to present the results of their reading to their parents at home. In front of the class, they are able to conduct two minute talks based on their reading. Teachers guide their students to be able to perform in front of others and develop their language skills through this activitiy. The themes for the talks usually involve ethics and character education.

The reading culture program has also been able to attract parents’ active participation. For example, they provided material support by making the PVC racks and reading carts. In addition, according to Agusmiati, the school is currently working in cooperation with SD Maccini 1 Makassar to develop a similar program. For example, students are encouraged to share books and even school supplies such as bags, shoes, and stationery. (Ajb)

Ismaidar, a grade 6 teacher, explained that this practice has been growing. “Every day after entering the class and reading the prayers together, students are invited by the teacher to read and take the books from the shelves that are located at the front of the class. They choose their favorite books from their own class library,” he explained. “After reading for five minutes, the students return to the classroom to write about what they have read,” continued Ismaidar.Now reading books in the class library has become habitual for students. “Every day they read. In fact, they also read during their spare time between lessons or when they have breaktime. They read books that they want to read, especially children’s story books,” he said. (Tkm)


Rantauprapat, North Sumatra - USAID PRIORITAS has not only donated thousands of books, it has also encouraged schools to create special reading programs. These reading programs are expected to lead to the creation of a culture of reading. “Reading is a culture so it takes a special program to get the school community used to the routine of reading,” said Agus Marwan, North Sumatra Provincial Coordinator for USAID PRIORITAS.

USAID PRIORITAS partner schools are currently hard at work creating reading programs. One of these is Islamic Madrasah Tsanawiyah (MTs) Negeri Rantauprapat. “Today our partner, MTs Negeri Rantauprapat, has launched a culture of reading program. This program will involve 1,000 people,” he added.

The principal of MTs Negeri Rantauparapat, Drs H Kamal

Lumajang, East Java – Lumajang District Education Office has developed a program it calls MORENA (morning reading mania), where students are enthusiastic about reading books in the morning, by designating SMP 4 Lumajang, a USAID PRIORITAS partner school, as the program’s pilot school.

Agus Susanto, coordinator of Lumajang District’s Tim Baca (Reading Team), said that the move was

made so that students can maximize their knowledge with the Morena approach. “SMPN 4 is an initial example because they have good communication with USAID PRIORITAS,” said Agus (5/2).

According to him, the next work program for


MTsN Rantauprapat Launches Reading Program

“MORENA” Encourages SMP 4 Lumajang Students’ Reading

A representative of the teachers reads a pledge to participate in and make a success of the reading program at MTS Negeri Rantauprapat in

Labuhanbatu.

Reading culture activity in the morning at SMPN 4 Lumajang.

Morena is procuring at least a thousand more books. “A thousand books will be provided; the students just have to read and read,” he explained.

The principal of SMP 4 Lumajang, Ghoniyul Husnah, invited teachers and students to work together for the success of the Morena program. “Every Monday after the flag raising ceremony, all members of the school community are required to read a book that they like for 40 minutes. We facilitate this by providing reading books that are interesting, of good quality, and educational, in order to build up a culture of reading in SMP 4 Lumajang,” said the school principal who is also the regional facilitator for USAID PRIORITAS. For the academic year 2015-2016, Ghoniyul, who is supported by the teachers and school committee, plans to introduce a program with ten minutes of reading before lessons begin every day.

Mohammad Usman Efendi, from SMPN 4 Lumajang’s School Committee, expressed his support for the implementation of the Morena program. “We hope that SMPN 4 can implement the Morena program well. We believe, with unity and cooperation between teachers, committee members and students and, with the support of parents, the Morena program can be successful,” he said. (Ghn)

Tanjung MA, said that the reading program was implemented out by instituting a reading hour. Every day, the whole school community, including principal, teachers, and students, are required to read books together. This reading activity can take place in the classroom, library, or even in the school yard. “About a thousand people are participating in this program. We involve parents, school committee members, teachers, and students,” he said.

Kamal said that the parents and school committee members support the

provision of reading books. Parents have voluntarily contributed books. Meanwhile school committee members have loaned personal collections of books for use as reading material in MTs Negeri Rantauprapat. “We are very happy because on our own we’ve managed to collect a thousand books from donations,” he added. (Eh)


Showcases of School Success

Bekasi District Head, Dr Hj Neneng Hasanah expressed his appreciation and gave encouragement to the students who were reading in a reading corner at the showcase of good practices in Bekasi, West Java (11/3).

The cohort 2 partner schools and madrasah of USAID PRIORITAS in its partner districts held exhibitions of their achievements in each school to display the good practice in teaching and learning and school management. The exhibitions displayed students’ work, lesson plans, instructional media, schools’ work plans and budgets, as well as photographs of the schools’ activities. Aside from the exhibitions, there were presentations by students who talked about the work they have produced and their impressions of active learning. Teachers, principals, and school committee members also talked about the changes that have taken place in their schools. The stakeholders who attended were amazed by the developments in schools.

Dr. Juandanilsyah MA, representating MOEC’s Directorate General of SMP and Basic Education, tries out media that students use to learn in their Grade 1 math lesson at Madrasah Ibtidaiyah Negeri (MIN) Perdamaian, Stabat, Langkat, North Sumatra (18/3).

Head of Wonosobo District, Drs Kholiq Arif MSi, tries a simple water turbine that was made by students from SDN Kertek Wonosobo, Central Java (5/2).

Alpius Lani, a first grade primary school teacher at SD YPPK Sinatma, explains the use of a study aid for a math class at the showcase of good practices in Jayawijaya, Papua. (25/3)

Joseph Ghazali, representating MORA, in dialogue with students who are explaining their work which was presented at the showcase in Aceh Tamiang, Aceh (12/3).

Head of Tangerang District, Banten, Ahmed Zaki Iskandar, visits the exhibition booths. He showed his joy at seeing the progress that has occurred in the USAID PRIORITAS partner SD/MIs and SMP/MTs. (5/2).

USAID PRIORITAS is a five year USAID-funded project, implemented by Research Triangle Institute (RTI), Education Development Center (EDC), and World Education. USAID PRIORITAS is designed to improve access to quality education for children in Indonesia, particularly to: (1) Improve the quality

and relevance of teaching and learning in schools; (2) Develop better management and governance in schools and sitrict; (3) Suupport better coordination within and between schools, teacher training institution (TTIs) and government at all levels. The content of this newsletter does not represent the views of

position of the US Agency for International Development or the US Government.

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