Another Trip to Success (Only in Indonesia)

 I went very early this morning. At 4.30 in the dawn I had woken up. The voices from out loud-speaker of the mosques made the silent morning in chaos. Those voices were hard to understand. One sang shalawat, other recited the Holy Qur’an, and another made unexplainable noise. I dreamt of having solemn and nice dawn. One mosque produces sound or any activity that they call ‘religious’ is okay. Just one at a time, not all at once, if so, I cannot hear anything unless yelling and emotional morning. I can never understand why the man inside the mosque is so that ambitious to share his voice. Is that a calling of religion? Or does it come from his personal ambition?

I tried to find a suitable outfit for the ‘Sidang’. Sidang needs a formal outfit such as suit or blazer. After seeing here and there, I found one that I thought suitable enough. Actually I felt very reluctant to go. My exhaust from my endless working from Thursday-Friday-revising chapter 1 to be shown Monday- is still clear. But, I must not listen to my weak part of my body; I must go whatever it takes. Then I had noodle for my breakfast. It’s been a week I lost my appetite. The Sidang kills my hunger for food. I know that noodle will not help much, yet, at least, there is some food inside my belly.

Wearing a formal outfit caused me to suit my self with the outfit. I was very serious, even maybe I forgot to smile. I went by bus and I got one at 5.45. The bus was a bit crowded. There was no seat left for me.  A man who stood near me said ‘that lady will get off in ‘chunil’ (a factory near ciranjang)’.  I nodded and a bit happy to imagine I stood not too long. Then a beautiful girl in pink got on, she stood in front of me. The driver said to the pink girl to inform that in chunil a lady would get off. I talked to myself, ‘one seat for two people, crazy offer’.  I talked to myself again ‘I have the right to get the seat than that beautiful girl as I get on earlier than her’. It was funny; my head was busy talking ‘the right’ of the seat. I believed that pink girl also thought the same thing. She would talk to herself,’ I would get a seat as soon as that chunil worker get off’.  Then, the lady got off. You know what happened? I got the seat as I stood just behind the seat of that chunil lady. I imagined how annoyed the pink girl to me. But I did not care and I did not want to care.

Not long after I got a seat. The conductor let a group of men to get on. There was no seat left, but the conductor continued adding the passengers. No room to stand. I could not sit well, I should lean my body. There were too many people and pushed me.  A heavy bag lay on my shoulder. The owner did not realize that he had burdened other with his bag. I tried to save my shoulder from it. But I couldn’t, it was too crowded.  Thank God, that man moved; I could feel that life was in my side. I did not know that a worse thing had waited for me.

Just a second after the bag-man leaved, a lady in white stood near me. From her appearance she is above forty, a civil servant. I did not take any notice to any actions she made.  But, I put all my attention to her when I felt my shoulder very hot.  I imagined that she brought a hot water in her bag, she did not know if the water would caused other in suffer from its heat. I could not save my shoulder. I had a short rest from heating when the driver hit the brake and caused all passengers to move forward. The bus run and stopped since the road was heavy with vehicles. Many times people yelled to comment motor-bikers who took over turn carelessly.

The hot-bag lady moved backward unintentionally as the brake hit in a sudden. Secretly, I thanked God that she moved backward, my shoulder rested from heating came from her bag. Suddenly from nowhere, a voice of man heard, ‘ma’am, your bag is leaking’. I bet she shocked to death. I turned my head to the source of voice. I saw the hot-bag lady taking a wallet from her bag. The water dropped from her wallet. She opened her wallet, and gosh…! Her expensive hand phone watered. It flashed its light, it hang. She was confused and screamed for help to turn off her phone’s flash. I did not try to be a heroine that time. I realize, I would not be able to turn it off. The phone is a kind of android, the kind that I am not familiar at all. The hot-bag lady blamed herself by saying ,’ I hold this phone, why I put it inside my bag, huh..the soup must leak’. Aha! I know now, why it was so hot, it was the curry. The hot-bag lady got mad to her self; she worried that her hand phone would not work anymore. I remembered once, my phone rinsed into water, it was unpacked and dried by hair-dry, it still worked. But her phone, I guess it wouldn’t work anymore. She put back the battery and completed it by grumbling. She complained that her money also wet. I did not know whether I felt pity on her or not, as another incident emerged. A thin girl almost fell because she felt dizzy as less fresh air available on the bus. She was asked to sit at the floor as no seat left. She sat amongst legs. I noticed that she was too thin; maybe she stopped eating to make her body thin. Or she was obsessed to be thin and her body cannot sustain her so she almost fell.

I tried to enjoy the trip but I couldn’t. I put my attention to the sit-girl. I was so surprised, she played and busy things with her hand phone. I wondered why she did that. Didn’t the phone cause her to feel dizzier? She sat on the bus floor amongst legs and texting (?). I couldn’t understand this world. Or, she was dizzy because she couldn’t do texting (??). O … please.

Luckily my turn to get off came. One thing I almost forget. I gave the conductor 50.000 rupiah. I used to pay 15.000 rupiah from Cianjur to Padalarang. But this time, he gave the change 45.000 rupiah. I paid 5.000 rupiah!! It was very cheap fare, but very expensive payment for my pain in my shoulder.

TRIP FOR LIFE (ONLY IN INDONESIA)

 As soon as my lecturer said the class is over, I run and leaved my cozy classroom. I said cozy for four reasons. First, my classroom is equipped with air-conditioner (AC).  Whereas, I cannot afford to equip my house with AC as my salary goes to fulfill my basic daily needs (food and drink, no movie, no shopping, and no picnic). Enjoying a room with AC is a luxurious thing for me. I can feel my body shiver as the AC is set to 160C, but I do not complain that the room is too cold. I do not want people to know that I am a villager who cannot adjust herself with AC’s classroom. Besides, I always imagine that the have always equip their house with AC. In other words, AC is symbol of wealthy.

Second, my classroom has a glass board. This glass board is new  classroom equipment for me and I almost do not believe my eye that a board can be made of glass. So far, I always see that the board is black or white, and both are made of wood. On the glass board, the lecturers will write elegantly. They lecture things beyond my reach called knowledge (something that I often cannot understand). But I pretend to understand what they lectured in order to safe my face. I do not want my friends think that I am a villager who does not understand scientific thing and academic matter.

Third, my classmates are cool people. They come from all over Indonesia. They appear like future sophisticated scientists. They come to the class with a bag full of books; they equip themselves with laptop; they spoil their communication with android gadget; they distract their tired eyes from small screen of mobile phone with iPad, Tablet, Nook, Kindle, and many other electronic gadgets that I cannot afford to buy them. They are smart and at the same time financially stable, so it is a perfect mixture of being cool. The classroom suits their cool appearance. Further, my classroom will not let the poor taste its comfort as money regulates the poor to be stepped aside.

And fourth, in my classroom there are many expensive foods that I cannot find in my house. My friends brought foods and drinks to the class for a supply, as we study from 7 in the morning till 6 in the afternoon. I, as the president of the class, get the opportunity to taste those fancy foods as my friends think it is not right not to offer the president of the class to taste that food. Many foods that are new to may tongue. Bu again, I pretend that I am not surprised with that new taste. I do not want my friend think that I am a villager.

I leave my campus and cross the busy road. I said busy as IT IS BUSY, indeed. Cars, trucks, motorcycle, trailer, and many other vehicles bump to bump in the small road but their speed over 60km/hour. A new comer like me, many time spend minutes and minutes to see if there is a chance for me to cross the road and at the same time I can safe my life too from being hit by the vehicles. As soon as I cross the road safely, I take the public transportation head to a place called Pasteur. My reason for taking the public transportation is that I do not have a car, but, my friends do, they often offer me a lift, but I feel too ashamed to accept their offer. I know they can drop me in any place I am headed to. But the traffic in this town will not let me to make my friend escort me. I have no heart to let my friend loose one or two hours of their precious time. The traffic in this town causes short distance becomes long trip.

I stop at Pasteur, and take another car to take me to a place named Padalarang. From this spot, I must take a bus so that I can go home.

This time, I take the bus in a hurry. The rain had already fallen. It becomes a threat for my bag that carries books. I do not care about my body, wet is okay for me, but not for my book. My books hate the rain and also wet. Then, I dream of having a Kindle than books. Kindle will not make my bag heavy and it is easy to protect. I need only a plastic and that’s it.  Yet, to have a Kindle or Nook, I must do fasting (not eat and drink) maybe for three months. Pity me. I do not know the name of the bus, and I do have time to carefully read its name. I usually read the name and the plate. In case unwelcome thing occurs, I can ask for help easily. If any accident happens, I will not call the police of course. It is because I do not have their number, second, they will not come to help ordinary people like me. So, for help, call the family. My family, no matter how distance is, they will come and give their hand to save me.

I get on the bus from the back door. This means that the bus is full and again I must enjoy the trip standing. I do not complain for there are no more seats,  as long as my books are safe, standing is no problem. The bag is quite heavy. A laptop plus books is perfect to make my shoulder painful. Unluckily, the bus does not have a place to store the passengers’ belongings. I stand by the door. My hand tries to grab any strong thing to support my body. The conductor yells, he orders to move to make me have a place to stand on the aisle not on the doorstep of the bus. Sometimes, I thank God created me as woman. In the bus, sometimes, the conductor has a little pity on women. He thinks that women are weak so that they should have at least a descent place to stand in the bus.

Other standing passengers in front of me move. This makes me stand in the aisle, two rows from the back. I stand and stand and stand. I learn the situation inside the bus. There are many children even there is a red-baby. I talk to myself; the children are on their holiday trip as June is school holiday time in Indonesia. Children are children, they sing, talk, eat, and do many unnecessary moves. I just observe them. The rain does not stop, it is getting bigger instead. I change my standing position; my body is supported with my right leg now. As it is raining, the bus runs slowly. I look around; I am the only woman who stands. I thank God for this. In a low voice I said,’ if I sit, I guarantee I will vomit. The ignorant male passengers enjoy their cigarette. The smoke flies and mixes with the thin air inside the bus. It causes me suffocate and hard to breath. Then, the conductor closes the back door. A problem arises. The bus is full with people. No ventilation. The window glass has dew. The children grow happier, they shout ‘flood’. I am surprised why the children consider flood as a happy occurrence.

I look outside the dewy window glass. The water covers the road. I cannot understand where the water from, it suddenly swallow the road. I make a guess, the hill is bald, when the rain falls, and it carries the dirt with it. As the road in lower than the hills so the water flow to the road. The water is brown. When a bus run on it, it makes a wing form, and the children clap their hands when seeing the wings of water. The water rises. The bus runs slower. The water makes me scared.

The road is not equipped with the ditch to make the water make its way. I feel pity on the people whose houses lower than the main road. The water flows to the houses and no one can stop it. Why the government does not build a ditch for the water, I think I cannot find the answer for that. (to be continued)

EMPAT HARI SAJA

 Ujian Nasianal (UN) merupakan kegiatan tahunan pada agenda sekolah baik SD/MI, SMP/MTs, maupun SMA/MA/SMK. Karena sudah menjadi kegiatan tahunan, maka kedatangannya telah terdeteksi sejak awal, dan telah sangat akrab dibenak setiap siswa juga guru.

Sekarang, mari kita lihat UN dari sisi guru dalam status sebagai pengawas. Bagi sebagian guru kegiatan UN merupakan kegiatan yang ditunggu-tunggu. Banyak alasan yang menyebabkan mengapa UN ditunggu. Pertama, ketika UN, tugas mengajar (dalam konteks ini bagi guru SMA) berhenti selama empat hari berubah menjadi mengawas. Mengajar dan mengawas merupakan dua hal yang tentu saja berbeda. Perbedaan ini muncul tidak saja karena cara pandang guru itu sendiri yang memandangnya berbeda,  tetapi juga memang karena esensi kegiatannya asli berbeda. Mengajar dipandang sebagai kegiatan rutin yang telah dijadwalkan bahkan telah direncanakan jauh-jauh hari yang didokumentasikan dalam rencana pelaksanaan pembelajaran (RPP). Kegiatan rutin-berencana ini disebut mengajar. Mengajar terdengar monoton, karena dikaitkan dengan kata rutin dan pelaksanaannya tidak jauh dari rencana. Monoton ini muncul dilegalisasikan oleh RPP yang monoton pula. Kegiatan belajar dimulai dengan tegur sapa, mengabsen, menjelaskan materi dan ditutup dengan konfirmasi. Langkah-langkah pengajaran nan tertulis seperti ini monoton, maka sesuai dengan RPP, mengajar merupakan kegiatan monoton bagi siswa, dan siswa pun menonton kegiatan monoton setiap hari.

Di sisi lain, mengawas merupakan amanah maha penting dari pimpinan institusi untuk membimbing siswa dari sekolah lain selama kegiatan UN. Untuk mengawas, seorang guru dibekali Surat Keputusan (SK) tersendiri yang menunjukkan bahwa dirinya asli pengawas, serta diberi Surat Tugas untuk dibawa pada saat mengawas. Terdengar agak naif, tapi begitulah prosedur operasional standar (POS) yang katanya harus dijalankan oleh guru. Dikatakan naif mengingat guru dan mengawas merupakan sebuah kesatuan. Ketika seorang guru mengajar, maka tugas mengawas itu telah melekat dengan sendirinya. Mengingat tidak mungkin kegiatan mengajar mengabaikan kegiatan mengevaluasi yang di dalamnya otomatis ada kegiatan mengawas. Mengawas dalam arti sejauh mana guru tersebut mengetahui tujuan pembelajaran telah dapat diejawantahkan dalam pemberian pengalaman belajar, selain itu mengawasi pula sejauh mana siswa mampu menguasai indikator pencapaian kompetensi seperti yang dijanjikan pada kegiatan awal pembelajaran. Ketika, karena suatu alasan, mengawas diberi SK baru, khusus mengawas, masih gurukah dia? Atau dia orang lain yang ditugasi mengawas tanpa membawa bekal dalam kolbunya bahwa dia adalah pengajar. Hal ini sangat penting ditanyakan. Jika seseorang yang bukan seorang guru membawa SK mengawas, cara mengawasnya akan berbeda sekali dengan seorang pengajar mengawas. Pada beberapa stasiun televisi tanggal 19 April 2013 ditayangkan gaya pengawas berSK mengawas. Cara mengawasnya memprihatinkan: dia membiarkan siswanya saling menyontek, dia membiarkan siswanya mengobrol, dia sendiri malah mengobrol dengan teman mengawas berSK lainnya.

Kedua, menjadi pengawas UN dipandang berbeda oleh guru yang dilegalisasikan pemerintah. Guru yang ditugasi mengawas diberi honor mengawas oleh pemerintah. Sejatinya, ujian (evaluasi) merupakan rangkaian kegiatan dalam proses pemberian pengalam belajar kepada siswa. Berasal dari mana badan standar nasional pendidikan memandang evaluasi  sebagai kegiatan tersendiri dan guru harus dibayar dalam melaksanakannya? Untuk empat hari mengawas, guru dihargai tiga ratus ribu rupiah (tahun 2013). Tidak bisakah menteri pendidikan mengatakan bahwa para guru harus mengawas di sekolah lain sesuai dengan aturan dalam proses pengajaran dan tidak ada honor untuk itu. Guru sudah mendapatkan gaji bulanan. Bisa dibayangkan jika guru selalu dihargai dengan uang, jangan-jangan nanti salah paham terhadap pekerjaannya sendiri. Pemerintah memberikan contoh bahwa guru-mengawas harus dibayar, nanti muncul pemikiran, ketika guru memberikan layanan pendidikan kepada siswa pun, akan minta pula di bayar.  Misalnya suatu ketika siswa X menemui guru Y dirumahnya karena ada tugas mandiri tidak terstruktur yang belum dipahaminya. Siswa X ini mengkonsultasikan kesulitannya dengan sang guru. Guru Y tadi teringat honor seperti dicontohkan pada saat mengawas. Seusai memberikan layanan konsultasi kepada siswanya, dia memberikan kuitansi kepada siswanya yang isinya meminta sejumlah uang honor konsultasi. Asosiasinya karena guru tugasnya mengajar di dalam kelas, ketika mengawas di sekolah lain (bukan di kelasnya) dia diberi honor. Siswa bertanya di dalam kelas sampai gurunya kehilangan akal untuk menjawabnya, itu dianggap sebagai bagian dari layanan pendidikan, namun jika siswa bertanya diluar jam layanan pendidikan, guru harus pula minta honor? (terdengar kontradiktif: guru: profesi, dokter: profesi. Pasen berkonsultasi kepada dokter selama 15 menit, dengan tanpa keberatan pasen membayar mahal kepada dokter atas jasa profesinya. Sedangkan siswa berkonsultasi berjam-jam, plus makan minum dirumah gurunya, tidak pernah terpikirkan untuk membayar mahal gurunya atas jasa profesinya (???) ).

Alasan lainnya, mengawas berbeda dengan mengajar. Mengajar membuat guru repot dengan menyiapkan RPP, membawa alat peraga ke dalam kelas, menyajikan pengalaman pembelajaran dan memberikan evaluasi. Mengawas tidaklah repot. Dimulai dengan membawa SK ke tempat sekolah yang hendak diawasi. Selanjutnya berikan SK kepada panitia setempat, dan biarkan tuan rumah sibuk menyiapkan air panas plus pilihan: teh, susu atau kopi sebelum mengawas dilaksanakan. Sebelum mengawas dimulai, para pengawas akan diminta duduk di ruang khusus yang mejanya diberi taplak seragam. Ruangan tersebut dipenuhi oleh guru dari beberapa sekolah yang berbeda. Guru dengan bebas bisa merokok, mengobrol, saling tukar nomor hape, atau berkegiatan apapun manasuka saja. Ruang kelas tentu tidak seperti ini, guru tidak bisa merokok, mengobrol, atau bermanasuka. Tidak lama panitia akan meminta pengawas untuk mengambil ID card yang memuat nama dan kode pengawas dan harus dipasangkan pada baju. Secara berpasangan guru dari sekolah yang berbeda memasuki ruang lain untuk mengambil soal. Guru harus menandatangan kolom yang menyatakan ‘pengambilan soal’. Baru setelah itu berangkat ke kelas sesuai dengan nomor ruang yang telah ditentukan. Pasangan guru tadi, akan berkenalan super singkat dengan pasangan mengawasnya selama mereka berjalan dari ruang panitia ke kelas yang hendak diawasinya.

Sesampainya di depan ruang kelas yang hendak diawasi, sebagian siswa sudah berbaris menunggu pengawas masuk, ada pula yang siswa yang berhamburan di depan kelas seperti muntah dan baru mendekati pintu kelas ketika melihat pengawas mengapit map bernomor ruang yang sama dengan ruangannya. Artinya ketika mereka melihat pengawas lewat dengan membawa map bernomor ruang yang berbeda dengan ruanggannya, mereka seolah tidak acuh dan tidak berkepentingan memasang muka manis untuk merebut hati pengawas. Pasangan guru ini akan meminta siswa berbaris dan memberikan kata pengantar sebelum masuk kelas pada hari tes ke satu (biasanya Bahasa Indonesia). Moment ini sangat penting bagi guru dan siswa. bagi siswa merupakan jawaban atas penantian berbulan-bulan membayangkan seperti apa UN. Bagi guru, menjadi pengalaman baru seperti apa berhadapan dengan siswa hasil didikan teman seprofesinya. Guru tadi paling tidak berkata ‘pastikan kamu membawa kartu Ujian dan alat tulis yang lengkap”. Jangan kaget, ketika tiba-tiba ada siswa yang ambruk kehilangan kesadaran tersentak kaget mendengar kata Ujian artinya UN benar-benar harus dia jalani.

Menjalani peran guru-pengawas selama empat hari memberikan pengalaman baru dan wawasan baru. Sebagai pengawas dia bisa melihat bahwa banyak siswa menghitamkan jawaban tanpa membaca soal terlebih dahulu. Menutup telinga dan konsentrasi membulat-hitamkan jawaban pada saat listening (menyimak) diperdengarkan. Dan yang paling menarik adalah, menemukan siswa tertidur pulas pada saat ujian. Ini tentu saka kasus, tidak semua pengawas menemukan hal-hal seperti yang disebutkan baru saja. Bagi mereka yang belum menyandang gelar guru-pengawas, bersiaplah, tahun depan masih ada UN.

Materi Ajar 2013/2014 Negosiasi silabus

 MATERI AJAR 2013

Leumpang 1

 Mun leumpang mapay-mapay jalan Siliwangi, Mimiti kaluarna ti Pemakaman Sirnalaya 1. Bakal loba titingalian nu bisa kaperhatikeun.

Mun nincakeun suku di daerah pemakaman Sirnalaya 1, misalna we jam 6.30 isuk-isuk. Kahirupan makam geus mitembeyan. Naha make kecap kahirupan? Makam mah umumna asosiasina jeung tempat pikeun mendem nu paeh.  Tapi, di pemakaman Sinalaya 1 mah, beda. Pikeun sabagian masyarakat sabudereun makam, kahirupan teh dimimitian tina makam. Ieu kahirupan teh katingali pisan mah utamana dina poe Juma’ah.

Isuk-isuk dina poe Juma’ah biasana loba pisan nu jarah. Naha poe Juma’ah? Sigana aya patalina jeung kapercayaan yen dina poe Juma’ah mah Alloh nurunkeun loba kapinunjulan. Nu matak nu jarah ka makam teh nyokotna poe Juma’ah. Di pemakaman Sirnalaya 1, aya sababaraha jelema nu ngagantungkeun hirup ti makam. Carana sederhana pisan. Eta jelema-jelema nu gawena tina makam, urang sebut we ‘makamer’, mawa pakakas mangrupa sapu, lap, jeung botol nu eusina cai, dipasieup ke make pakean nu kacida basajanna.

Dimana aya nu jarah, makamer bakal gancang nyampeurkeun. Ngagimbung nu keur jarah. eh enya, makamer teh lolobaba awewe tengah tuwuh kalayan baroga anak rendey. Makamer bakal buru-buru gegesut sasapu ngaberesihan sabudereun makam nu keur dijarahan. Ngepyak beberesih, aya oge nu ngelapan keramik make lap baseuh. Nu ngado’a mah teu dipalire. Terus, sakapeung sok aya ‘makamer lalaki’ nyampeurkeun. Manehna sok nawarkeun mingpin hadiah (ngadu’a husus keur nu maot), aya oge nu nawarkeun bisi nu jarah rek dibantuan pangmacakeun surat Yasin. Makamer lalaki ieu, tangtuna ge, nawarkeun teh lain murni ibadah, tapi menta buruhan. Buruhan tina maca Yasin atawa Hadiahan. Sabaraha hargana? Nya rupa-rupa, gumantung kana kaboga nu keur jarah. Ngan sigana kawas aya aturan teu tertulis, yen merena kudu leuwih ti 10 rebu.

Sanggeus nu jarah rengse ngado’a, makamer nu tadi sasapu, ulap-elap tea, menta buruh. Tah pikeun nu kakarak ka makam mah bakal ngarasa reuwas. Geuning ibadah teh jaman ayeuna mah aya taripna. Nu jarah mere duit sabaraha oge, bakal ditarima. Nu jadi matak seunggah, nyanghareupan jumlah makamer. Upamana bae aya 10 makamer nu ngagimbung, mun saurang dibere 5 rebu, dikalikeun sapuluh urang, atuh boborot kudu mere 50 rebu. Beurat pikeun jalma nu kaayaan ekonomina pas-pasan mah. Mun mere sarebu, asa teu tega, mahi keur naon duit sarebu dina jaman kiwari? Mere receh komo deui piraku.

Sabenernam mun nu jarah merena 5 rebu, engke eta duit di-bagi2-keun ka para makamer. Maranehna nyaho saurangna kudu meunang sabaraha, maranehna geus boga hirarki kakawasaan ala makam.

Kahirupan lian nu datangna tina makam, nyaeta ngajahul. Ngajahul teh nyaeta nyirian makam ku batu sanggeus nu maot dipendem 7 poe. Pikeun nu rada otoriter mah, sok aya makamer nu datang kanu kapapatenan pikeun ngajahul kalayan tarif ‘sakitu’.

Panghasilan nu jelas tina makam mah, nya datang mun aya nu ngubur. Kulantaran nu ngubur di pemakaman Sirnalaya 1 mah saban poe aya, kadang sapoe aya 5. Nya kondisi ieu bisa jadi patokan panghasilan. Biasana, sarengse ngurebkeun, makamer dadakan bakal daratang. Makamer dadakan mah biasana bebenyit, jumlahna puluhan. Mun aya nu dikurebkeun, eta makamer dadakan jul-jol, duka timana, nyaho-nyaho geus ngagimbung we. Sakapeung mah jumlah lain 30 urang atawa 40 urang, tapi nepika 100an urang. Katambah ku makamer tetep, jumlahna bisa nepika 130an urang.

Ayeuna urang itung-itungan panghasilan. Mun tina sakali ngurebkeun meunang  5 rebu, dikalikeun 4 kali duit salawat (mere duit mun geus beres ngamakamkeun), 20 rebu. Eta tina nu ngurebkeun, acan tina nu jarah. Matak teu heran mun nu ngandelkeun kahirupan tina makam teh beuki dieu beuki loba.

Terus, ayeuna leumpangna maju ka jalan utama nyaeta Jalan Siliwangi. Dina pudunan, bakal papanggih jeung nu musapir, awewe geus kolot. Manehna diuk aniprek dina gili-gili jalan. Nu matak narik ti ieu nini-nini, nyaeta irungna. Irungna teh songhek. Mun aya nu liwat bakal nyarita kieu, ” Neng sodakohna?’

Pertanyaan “Neng sodakohna?’ Ngandung harti yen manehna nagih ka nu liwat. Mun kalimatna kieu mah, “Neng manawi bade sodakoh?” tah eta mah nanyakeun susuganan nu liwat rek mere sodakoh.

Panutupna, samemeh asup jalan raya, aya lahan diaspal rada lega saeutik. Tempat ieu teh pinuh ku barudak nu maen bola. Tong reuwas mung bola sepakna, ngajaul keuna kana beungeut. Barudak teh anteng we maraen bal, tara nolih mun balna nyiksa nu liwat. Matak teu heran mun loba nu liwat nu kabadug atawa narima paninggang bola nu ngadadak geus ngageduk kana sirah langsung ngoceak kaluar basa sasatoan. Meureun manehna nganggap mun barudak mah lain jelema tapi sato.

Engke urang teruskeun leumpangna, cag

Listen and Repeat

 Teaching objective: at the end of the lesson student can explain the water cycle by mentioning every stages using the pictures provided logically and clearly

 

Teaching material: Explanation: water cycle

Grade: 12

Teaching aids: printed pictures of the sun, the sea, the mountain, the animal, clouds

For some senior high Indonesian students explain natural phenomena in English such as Tsunami, Photosynthesis, butterfly metamorphosis, and water cycle is not easy task to do. The problem arises as in explaining the phenomena as the students need to employ certain technical words related to the phenomena being explained. Besides, lack of technical vocabularies also becomes another major problem in explaining a phenomenon.

To help the students speak and at the same time pay full attention during the lesson, the simple method called “Listen and Repeat” may come as one of the methods to use.

First, teacher prepares all the teaching aids stated above. Then, she sticks the picture of sea and the sun. Ask the students what they are in English. Let them in chorus say ‘the sun, the sea, the ocean”. Then the teacher introduces the word ‘solar’ to replace ‘the sun’. The teacher continues and says, ‘the water cycle begins when the solar heat touches the surface of the earth, it causes water in oceans and seas evaporate ’. As the teacher says ‘evaporate’, she stops and writes ‘evaporate’ near the stick picture near the sun. The teacher continues the lesson by asking the students to repeat what she said. To make sure that the students listen and at the same time they understand what is the lesson about, the teacher asks ‘what evaporation is’. In so doing, it is hoped that the students comes with the definition such as ‘Evaporation is the process by which water is converted from its liquid form to its vapor form and thus transferred from land and water masses to the atmosphere’.

The teacher explains every phenomenon in the water cycle helped by the picture. Stop for while, ask the students to repeat. The teacher stops writing the technical words as soon as the cycle explained.

The explanation to be given more or less as follows.

The sun, which drives the water cycle, heats water in oceans and seas. Water evaporates as water vapor into the air. Ice and snow can sublimate directly into water vapor. Evapotranspiration is water transpired from plants and evaporated from the soil. Rising air currents take the vapor up into the atmosphere where cooler temperatures cause it to condense into clouds. Air currents move water vapor around the globe, cloud particles collide, grow, and fall out of the upper atmospheric layers as precipitation. Some precipitation falls as snow or hail, sleet, and can accumulate as ice caps and glaciers, which can store frozen water for thousands of years. Most water falls back into the oceans or onto land as rain, where the water flows over the ground as surface runoff. A portion of runoff enters rivers in valleys in the landscape, with streamflow moving water towards the oceans. Runoff and groundwater are stored as freshwater in lakes. Not all runoff flows into rivers, much of it soaks into the ground as infiltration. Some water infiltrates deep into the ground and replenishes aquifers, which store freshwater for long periods of time. Some infiltration stays close to the land surface and can seep back into surface-water bodies (and the ocean) as groundwater discharge. Some groundwater finds openings in the land surface and comes out as freshwater springs. Over time, the water returns to the ocean, where our water cycle started (Wikipedia)

After all the stages are explained, ask the student to re-explain the cycle.

Here is the example

Three volunteers come and stand near the whiteboard. The teacher sticks a cardboard.  The students are given all the aids to explain the water cycle. Since the students had already remembered each phase, they stick the pictures and they explain the process of water cycle. Volunteer no.1 sticks the pictures of the sun, the sea, the animals, and all basic aids to explain the water cycle. While he is sticking the picture he must say words or sentences to explain what he is trying to do.

 

 

 

 

 

 

 

 

 

 

Volunteer no.2 explains how the sun heats the earth surface and causes the air vapor to evaporate. Let volunteer 2 (V2) to use most of the vocabularies employed in the explanation given by the teacher especially the technical terms. The V2 is also invited to add his own vocabularies to make the explanation clearer. Their friend may come and help him

 

 

 

 

 

Volunteer no.3 explains the next phase so that the whole phase is explained

 

 

Volunteer no.3 explains the next phase so that the whole phase is explained.

 

The phase of listen and repeat helps student to mention the phenomenon being learned. For the next stage, ask the student to find a natural phenomenon to be shared with the class. Let them use picture to help them to speak.

Obrolan yang tertangkap dengan Puskurbuk (Pusat Kurikulum dan Perbukuan)

 Senin, 30/7/2012

Pembicara: Reni, Juih (ahli  matematika dan seni dan handycraft)

Topik: monev, dari puskur dan perbukuan (puskurbuk bergabung agar berkaitan antara kurikulum dan buku)

Melihat kondisi buku di sekolah

Melihat hasil instrumen, bilama belum lengkap segera dilengkapi

Pengedit, merevisi entry

Harapan: kegiatan selesai sebelum sore

Kepentingan monitoring: melihat kondisi dilapangan mengenai pelaksanaan ktsp dan penggunaan buku. Mengenai buku pengayaan, berapa lama dipakai. Ktsp nya bagaimana, dokumenya bagaimana. Berdasarkan rakor puskur, nanti akan ada penataan kurikulum, mengintegrasikan beberpa isu global (kespro, ham, climate change, narkotika, hiv) dan nasional (pendidikan karakter bangsa à menjadi payung bagi semua karakter yang dikembangkan, anti korupsi yang dibuat bersama bekerjasama puskur dengan tim kpk bagian pendidikan)

Semua isu global dan nasional harus masuk ke dalam kurikulum pembelajaran secara terintegrasi, tidak ada mata pelajaran berdiri sendiri atau mapel tambahan, sehingga tidak ada honor tambahan. Adakah mata pelajaran khusus? Jadi tidak ada ujian khusus. Masuknya didalam pembelajaran melalui silabus dan RPP. Apakah semuanya wajib masuk, yang sementara penekananan pusat karakter anti korupsi dan ekonomi kreatif.

Bagaimana dengan karakter yang lain? Disesuaikan dengna kebutuhan daerah. Maskudnya, Bali, karena daerah pariwisata,  mereka akan menekankan ada perdanya tentang narkotika dan hiv. Kalo di Poso karena ada konflik terus, mereka menekankan pendidikan cinta damai. Di Indramayu, karena terkenal PSK (prostitusi terpanjang se Asia Atenggara) fokus ke Kespro( kesehatan reproduksi (bagi yang muda) bagi yang sma/smp hiv, lihat tubuhmu yang begitu sempurna, supaya tidak dilecehkan harus dijaga, dilindungi dan harus dibersihkan (dini/ TK diterangkan ini adik, ini harus dibersihkan) SMA (penjelasan berkaitan dengan alat kontrasepsi, jika ada siswa yang bertanya, jelaskan secara baik dan sopan, agar siswa tidak mencuri-curi informasi sehingga nanti mendapatkan informasi yang salah).

Setiap daerah memerlukan karakter yang berbeda sesuai dengan kondisi daerah.  Nilai-nilai karakter anti korupsi harus masuk disemua daerah, karena ini karakter titipan puskurbuk. Setiap daerah mengembangkan karakter yang bisa menjadikannya beda dengan daerah lain. Misalnya: Tanggung jawab à di Sulawesi punya motto ‘tak ada satu daun pun aku langkahi” setiap siswa sepulang sekolah memunguti daun-daun sehingga lingkungan menjadi bersih dari daun. Pada ‘korupsi’ ada tanggung jawab, dalam pembelajaran, cukup ditulis satu saja.

Berkaitan dengan penilaian kinerja guru, maka penilai dari perguruan tinggi akan melakukan klarifikasi dengan kaji silabus dan RPP.

Penataan kurikulum, ada 4 mapel yang ditangani pusat : agama, B.indonesia, Pkn, matematika. Sesisanya diserahkan kepada daerah. Sekolah bertanggung jawab pada mulok.

Beban pusat diturunkan kepada daerah seperti adanya UPTD, dll, harus sinergi, jika ada yang tidak jelas atau kurang yakin, jangan ngadu domba. Telusuri dari mana kebijakan datangnya. Jika berkaitan dengan buku tanya puskurbuk. Kemudian lihat yuridisnya, tanya institusi, tanya referensi apa. Berdasarkan pengamatan dilapangan E2K (elaborasi, eksplorasi, konfirmasi). Secara yuridis tidak harus disebutkan secara berurutan. Misalnya dimulai Eksplorasi dulu. Klausulnya: EEK meliputi: jadi bukan urutan. Jika berkaitan dengan kurikulum, cari di puskurbuk.

Lakukan intrsopeksi secara individual, institusioanal, lihat kembali kelengkapan dan kesempurnaannya.

Rancangan ktsp dokumen 1 dan 2 banyak yang dicetak mati. Jangan dilakukan cetak mati, tapi buat dengan menggunakan spiral untuk kemudahan pemeriksaan (mengkaji setiap isi lembarannya). Caranya: ktsp 2012. Buat rancangan dokumen 1. Tahun 2013, jika ada perubahan, tinggal dicabut. 1 berikan kepada KS, 1 buat kurikulum, 1 buat tahun depan. Jika tahun depan berubah, misalnya halaman 8, cabut halaman 8, misalnya profil sekolah, ganti bagian itu saja. Jika nambah halaman, gunakan penomoran, 8, 8a. 8b. Selama tiga tahun gunakan cara itu. Setelah tahun ke-4 ganti dengan yang baru.

Kecuali jika terjadi perubahan status sekolah, misalnya rintisan RSBI menjadi RSBI. Atau RSSN menjadi SSN. Perhatikan visi misi sekolah, jangan terlalu lama, tapi berubah sesuai dengan kondisi sekolah.

Masalah:

1. Waktu: tidak cukup untuk mengisi semua data.
2. Instrumen untuk guru dan untuk sekolah. Guru IPS menekankan kepada buku yang dipakai. Penataan kurikulum mengkover: mat, agama, pkn, b.Ind. guru IPS memperhatikan apakah menggunakan buku penunjang yang disimpan di perpustakaan.
3. Pengawas TK/SD Cugenang: kondisi guru sukwan pada penerapan diurutkan eksplorasi, elaborasi dan konfirmasi untuk memudahkan.
4. Untuk KKM apakah menggunakan puluhan atau satuan
5. KTSP, kurikulum tidak keberatan dibuat secara mandiri, tapi hanya dibuat 1 rangkap saja. Dengan visi berlaku selama 5 tahun. KKM berubah.

Tanggapan:

1. Untuk tematik (SD 1,2,3), SMP terpadu (IPA, IPS) rumpun keilmuan. Tematik dan terpadu mengajarnya menyatu. Tidak menggunakan nama misalnya Bahasa Indonesia dulu. Ketika mengajar dimulai dengan nyanyi, boneka, guru berkata ‘nina bobo, aduh cantik’, sehingga anak-anak senang, ketika guru masuk pada kegiatan inti, dia menjelaskan, menghitung, bertanya, pada saat yang sama terkait beberapa mapel. Pada saat menyebutkan ‘ini boneka, cantik sekali, coba jarinya ada berapa? Coba kalau jari kamu ditambah dengan jari boneka ada berapa?. Ketika ada pertanyaan dari siswa yang meminta konfirmasi, jawab saja, tidak bisa diplot atau terpisah-pisah, jika itu terjadi maka kreatifitas siswa terhambat. Baik mata pelajaran ataupun tematik dan terpadu, EEK berlangsung selama pembelajaran.

 

1. KTSP, dokumen 2. Simpan di ruang guru. Untuk digunakan oleh guru.

 

1. Berdasarkan penataan kurikulum, mulai dari silabus, kkm, yang disusun oleh pusat, guru hanya menyusun RPP. Jika EEK ditulis, maka akan menyulitkan pada saat pelaksanaan. à mapel perekat bangsa.

 

1. Tematik masih terkotak-kotak. Untuk TK karena masih pengenalan tidak perlu SK KD, untuk SD karena sudah mata pelajaran, maka harus ada SK, KD. Temanya buat yang konkrit; misalnya Kartini yang solehah untuk memfasilitasi tema hari kartini dan tujuan sekolah yang berjenis RA.

 

Pembelajaran diusahakan jamnya tidak terlalu banyak, satu hari tidak lebih dari 3 mata pelajaran. Sehingga belajar aktif dalam dilaksanakan.

Kalau buku menjadi acuan, ‘rely on the book’, seolah yang diperlukan hanyalah buku, maka guru berhenti mengajar, bukunya berikan saja kepada siswa.

Kompetensi guru dan profesionalitas ada pada RPP.