Exploring Creativity Through Boundaries

KOMPAS/TATANG MULYANA SINAGA

Learning activities in class III, Public Elementary School 008 Tanjung Palas Timur, Bulungan Regency, North Kalimantan, Wednesday (12/4/2023). Since 2017, the school has transformed learning by implementing diagnostic assessment, differentiated learning, and using books according to children's interests.

In a room with the walls and floors made of wood, Nurhani Tawan (59) was busy teaching her students in grade I of state elementary school SD Negeri 008 Tanjung Palas Timur, Bulungan regency, North Kalimantan, on Wednesday (12/4/2023). She was teaching her students to recite the sounds of letters and to write short stories.

Nurhani did not apply the ordinary learning method for all her students. She realized that each student has their own limitations, which required different learning approaches.

To enable students to recognize letters, Nurhani used the letter puzzle. Some students were then asked to compile puzzles with the letters A to Z. After that, students recited the sounds of each letter.

"Just memorizing it might be easy. However, at school, the children must be able to recognize letters and recite them. To enable them to be happy to learn, finding ways that make students not feel sad, but like they are playing," she said.

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Interactive learning was applied by Nurhani and other teachers five years ago. At that time, her school cooperated with the Innovation for Indonesian School Children (Inovasi). This program is a partnership between the Indonesian and Australian government.

Even though next year she is entering retirement, Nurhani is still passionate about learning the methods in accordance with the students’ needs. More than 30 years serving as a teacher, she has been accustomed to being confused with changes in the education curriculum.

Various teaching aids or learning mediums are used to create fun learning. Students are even more active in class. That way, learning is no longer directed by the teacher.

KOMPAS/TATANG MULYANA SINAGA

Aktivitas pembelajaran di Sekolah Dasar Negeri 008 Tanjung Palas Timur, Kabupaten Bulungan, Kalimantan Utara, Rabu (12/4/2023).

Visual learning is effective in helping students understand the lessons. However, many teachers in remote areas do not have a projector, and the internet service around the school is also very limited.

This limitation did not hinder Juliana (50), a grade III teacher of SD Negeri 008 Tanjung Palas Timur. In reading lessons she uses picture books that are read aloud.

After reading story books, Juliana shared pieces of paper with certain objects. Then the students were asked to compile the pieces of the picture based on the storyline that had just been read.

"Children generally prefer to see images rather than text. This method is what we strengthen so that children are happy and do not get bored quickly," she said.

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Sudarmuji (35), a teacher of SDN 026 Tanjung Selor, Bulungan regency, four years ago initiated the use of the student literacy clothes line (Jelimu) in learning. The tool consists of two vertical bookshelves that are used as poles. The two poles are connected with a rope, which is used like a clothesline.

Jelimu is placed in the class next to the reading corner. Students always see it after finishing school lessons. The results of student assignments are then hung on the rope. Most student worksheets are accompanied by various images so that it is interesting to see.

"With the existence of Jelimu, students can monitor their learning experiences. By themselves they are compiling a portfolio of the tasks they have done," he said.

KOMPAS/TATANG MULYANA SINAGA

A teacher guides a student in learning to read in class III Elementary School 008 Tanjung Palas Timur, Bulungan Regency, North Kalimantan, Wednesday (12/4/2023).

Mother tongue

A breakthrough was also carried out by SD Inpres Wudu, Rega village, Boawe, Nagekeo regency, East Nusa Tenggara. The teachers applied the mother tongue learning system, which is a collaboration program between the Nagekeo regency government and Inovasi.

According to the principal of SD Inpres Wudu, Bergita Pawe Dede, the learning system has been implemented since 2021 because the teachers had difficulty delivering materials in Indonesian. Student learning profile data at SD Inpres Wudu in 2017 showed that 80 percent of students were speakers of the mother tongue, namely Nage.

In its implementation, each teacher groups the students according to their ability to understand the Indonesian language. The teachers also conducted periodic assessments to determine the improvement of the Indonesian language skills, including student literacy.

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The Nage language of instruction in the early elementary classes (grades 1 to 3) and early childhood education (PAUD) is not in vain. Monitoring and evaluation results show that the program has succeeded in significantly improving basic literacy skills.

Especially for PAUD students, they have become better prepared to enter elementary school. Meanwhile the ability to read among early elementary school students increases in each category, namely recognizing letters, reading fluency and reading for understanding by almost 100 percent.

The Independent Curriculum hones the creativity of teachers to apply learning methods according to students’ needs.

Head of the Standard, Curriculum and Education Assessment (BSKAP) Center in the Education, Culture, Research and Technology Ministry, Anindito Aditomo, said the essence of the Independent Curriculum was to know the students’ learning needs. Therefore, diagnostic assessments are needed from the start.

The Independent Curriculum hones the creativity of teachers to apply learning methods according to students’ needs. They are also required to innovate, including in using a variety of learning tools.

In the midst of declining learning achievements due to the effects of the Covid-19 pandemic, teachers in remote areas have the heavy burden to restore it. They ignite creativity in limitations so that the future generations of the nation's education does not become more fragile.

This article was translated by Hyginus Hardoyo.