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EDUCATIONAL CONTENT 

  • SOURCES OF LEARNING

  • LEARNING MATERIAL

Upon observing the class of my cooperating teacher, I noticed that he used a projector, books, and a whiteboard to deliver his lesson. He also used printed instructional materials to make the class more engaging and to promote a more interactive and collaborative discussion. After observing this, I applied a variety of learning materials in my own class—both printed and technological—to enhance student engagement and foster better interaction
 

During my internship at SMP Islam Al Azhar, I observed that our cooperating teacher introduced the learning materials, particularly the textbooks commonly used at the school. I noticed that Al Azhar uses specially crafted books developed by the school itself. This is quite different from my experience in the Philippines, where we typically use textbooks provided by the Department of Education. At Al Azhar, the books are personalized—not only do they cover the subject content, but they also include prayers or IMTAQ (Faith and Piety), which students are encourage to recite. In short, while there are similarities in the content, there are also significant differences in structure. Additionally, the school promotes and uses advanced, innovative technology in teaching, helping students prepare for real-world challenges.

real-world challenges.

Unlike to the Philippines that we are relying on our department of education on what curriculum do we need to used and now we have the “MATATAG CURRICULLUM” in SMP Islam Al Azhar 14 Semarang implements the Merdeka Curriculum, which focuses on the holistic development of student learning outcomes, including competencies (literacy and numeracy) and character. This curriculum emphasizes diverse learning approaches, where content is adjusted to provide students with sufficient time to deepen their understanding of concepts and strengthen their competencies.

The Merdeka Curriculum, which translates to "Freedom Curriculum" in Indonesian, represents a new direction in Indonesia’s educational framework. It emphasizes enhancing the quality of learning while fostering both student competence and character development. The curriculum grants greater flexibility to schools and teachers, enabling them to adapt lessons to suit the unique needs and interests of their students. In essence, it shifts from a strict, standardized model to a more flexible, student-centered approach.

ASSESSMENT 

In assessing students, Pa Fikri Halim uses various assessment methods, some of which I also applied during my teaching demonstration. One example is conducting assessments before teaching, such as having students answer individual questions. This helps evaluate their prior knowledge of the topic. He also uses formative assessments, like group quizzes paired with individual worksheets, which promote collaboration, discussion, peer interaction, and even peer tutoring. Additionally, before assessing students, Pa Fikri conducts a recap or quick review to help students recall the material they previously discussed. These approaches not only assess students' understanding but also support their learning, encourage collaboration and individual growth, and foster critical thinking.

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