In September 2018, INOVASI commenced 27 grant-funded pilots, with 18 new grant partners. This grants initiative is a key part of our approach to expanding and strengthening engagement with Indonesia’s non-governmental education sector. One of these grant partners is Dompet Dhuafa, working to increase literacy-based school independence and performance in Dompu, an INOVASI partner district in West Nusa Tenggara. Saya terlibat dalam program ini dalam kapasitas sebagai kepala sekolah.
Without the right skills, many teachers find it difficult to transfer knowledge to their students. This knowledge transfer should be done in a way that is well received by students, and it should help them learn important new concepts. One way to achieve this is by using learning media or teaching aids.
For teachers who have been introduced to the use of learning media or teaching aids in the classroom, they have felt the benefits. Ms Salmah, a partner teacher with the INOVASI – Dompet Duafa grant pilot in Dompu, NTB, is one of those teachers. With support from a local pilot education facilitator (known locally as ‘Fasda’), Salmah has learnt much about the development and use of teaching tools.
Teachers like Salmah from 10 schools and madrasah (Islamic schools) across Dompu district are receiving much needed training from the Dompet Duafa leadership and literacy pilot. The pilot, which seeks to improve the literacy skills of primary school students, provides mentoring for classroom teachers.
Salmah explained that even though she had been a teacher for a long time and has even been a school principal, the knowledge and methods that she used in teaching were still quite traditional. Her students were not engaged in the learning process. She recalls that her teaching methods still needed improvement.
Now in her grade six classroom at SDN 14 Hu’u primary school, Salmah tries to use learning media or teaching aids when explaining learning concepts to students. She even borrows teaching aids from other schools, so that she can teach more effectively. When she has time, Salmah also makes her own learning props at home with help from her family.
Salmah’s teaching enthusiasm has now expanded to her classroom environment, where she provides learning displays around the room for students to enjoy. With the improved learning space, she can already feel the positive effect on student motivation. In fact, her own enthusiasm and comfort has increased, with a visually engaging and exciting teaching and learning environment.
When the Fasda first saw Salmah’s class, this classroom had no displays on the walls. The classroom atmosphere was very crowded with students’ desks and chairs, even though there were only ten students. As Salmah explained, “the classroom arrangement was still convention, lined up from front to back. Because the layout was too dense, mobility and space for teacher and students was limited.”
Now, everything has changed for the better. The existence of tables and chairs is adjusted to the number of students. The class wall is no longer ‘clean’ but is now filled with colors and displays. Salmah regularly makes classroom displays, both affirmations and learning.
She is grateful to be the model teacher at her school in the Dompet Duafa leadership and literacy program. With her new found knowledge and skills, she is regularly applying innovation in her classroom.