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News from the Provinces
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Page 15
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MTsN Pohjentrek Committed to Meaningful Learning
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Changes that have occurred in MTsN Pohjentrek, Pasuruan district, following mentoring by DBE3
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THERE have been many changes since MTsN Pohjentrek in Pasuruan district joined DBE3 as a partner school. With a high level of commitment the school implements the knowledge gained from DBE3 training in the classrooms, to create a better teaching and learning experience for the students. Boards displaying student's works are apparent in every classroom. Students now sit in groups. High level thinking questions are now posed by teachers; this is something was never happened before. These changes were not made only by one person; rather, it was a mutual effort from everyone in the school.
The school principal has promised to allocate part of the school budget for the improvement of learning quality. Peer support is evident during group work. Students not only learn their lessons from their teachers, but also from their classmates, through discussions during the lesson. This is what is meant by 'the teacher is not the only learning resource'. Students feel more confident and free to express their ideas.
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Clinking Buttons Aid Student Discussion
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Student's discussing the worksheet. Each person that expresses an opinion puts a button on the table.
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A COMMON problem faced by teachers in implementing cooperative learning is certain students tend to dominate the discussion. But on the other hand, there are also students who are passive and do not contribute to the group work. This kind of situation calls for division of responsibilities amongst the students, without which the passive students will be dependent on their more active group mates. As a solution, Yasdi, SE, DBE3 District Facilitator from Bojonegoro District has adopted cooperative learning with "Kancing Gemerincing" (clinking buttons) in her social studies lesson in Class 8-E MTs Al Rosyid, with the basic competency: "Describing the function of tax in the national economy".
This activity allowed each group member to contribute and appreciate other members’ opinions. The lesson followed these easy steps :
(1) The teacher prepared a small box of buttons (other small things like pieces of straws, matches or beans will do just as well);
(2) Discussion groups were formed, each group consisting of 6 students;
(3) Each group member was given two or three buttons before beginning the discussion;
(4) The teacher distributed the worksheet and the students discussed the worksheet;
(5) Every time a student spoke up or expressed their opinion, (s)he put a piece of his/her button on the desk.
(6) When (s)he has put all their buttons on the table (s)he was not be allowed to speak anymore until all the group members had done the same;
(7) When all of them ran out of buttons but the task was not finished yet, they were allowed to redistribute the buttons and repeat step 4 to 6;
(8) When students had finished their task, they made an analysis and wrote it down on a piece of paper;
(9) Each group then presented their work to the other groups and ask for their inputs.
Following the use of this method, students in Class 8-E are now more active during discussion. This method ensures that each student is given the opportunity to contribute in a discussion. Teachers can use this method as a solution to student's discussion problems.
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Sharing Innovation in Junior Secondary Education
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Edition 10 / May 2011
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