B. Pedagogical Contents

 

2.1 Teaching Methods of the Teacher that I have Observed

After I carried out the observation, I could see the methods used by the teacher while teaching. Of course, the teacher has implemented the student center principle, because in implementing the learning method the teacher always asks questions and asks for student participation. The teacher always opens the class in a pleasant atmosphere, so that it can arouse students' readiness and motivation to learn. The motivation provided by the teacher usually begins by discussing activities that are contextual to students' daily lives before finally being linked to the learning topic. From this motivational activity, at least students will understand the connection first before getting into the core of the material. When discussing the core topic, the teacher will display the learning target first on the power point screen, so that students can know the teacher's expectations in learning at each meeting. After that, the teacher can explain the main topic. Teachers usually provide examples that are easy for students to observe. After students get a brief overview after observing the examples, then the teacher can provide reinforcement regarding the topic. In carrying out learning, the teacher always asks students how to solve it, the teacher even asks students again whether the answer is right or wrong and even asks the reason for the correctness of the answer given. This proves that the teacher applies the student center principle, seen from the active participation of students from the beginning of learning to the end. Then it can also be seen from how the teacher facilitates students in each learning process. The teacher closes the lesson by reminding the students about the learning target that was previously shown at the beginning and then asks the students again about the extent of their understanding. Then the teacher provides reinforcement of conclusions related to the day's learning. In each meeting, teachers have standards to fulfill, including:

1.      Content Standard (About how the teacher expects students to understand the topic presented by the teacher at the meeting)

2.      Performance Standard (Regarding how the teacher expects students to apply the topic presented by the teacher at the meeting)

3.      Value Standard (About how the teacher's expectations of students relate the topics presented to religious aspects to be applied in everyday life)

So that from these standards, teachers have clear and structured goals to be implemented at each learning meeting. I learned a lot from what the teacher did in the lesson which I finally applied during my Teaching Demonstration period.

The following is one of the results of observations I have made :

Day Observation - 1
Date		Thursday, September 22, 2023
Time		08.00 – 10.00 am
Class / Section		5-Charity
Topic		Use Divisibility Rules for 4, 8, 12, and 11 to Find Common Factors
Teacher		My Cooperating Teacher Pangan
Observer		Ms. Fania Hafidza Dwitarachmi
Learning Activity
1	Teacher and observer enter the classroom.
2	Student write the attendance on the board
3	The teacher asks students to tidy up their seats and pick up trash around them
4	Class begins with the teacher greeting the students, followed by prayer.
5	Teacher asks about previous material and student can re-explain about previous topic, that is “ Use Divisibility Rules for 3, 6, and 9 to Find Common Factors”
6	Teacher gives students practice questions on the board
7	Students come forward to answer
8	Teacher asks the correctness of the answer
9	Teacher give the assigmnet on their notes, and give them times to answer
10	Student write their asnwer on the board
11	Teacher asks the correctness of the answer
12	The teacher repeats the main material and conclusions
13	The class closed with prayer and saying goodbye
Student Action in Class
Student’s Readiness for Class			Teacher enters when the students are ready to learn and orderly. They rushed to stand in front of their seats and greeted the teacher nicely. Some students have prepared books on their desks, but others have not prepared anything.
Student’s Enthusiasm			When the material review agenda took place, some students answered enthusiastically, but some did not answer and did not even pay attention. When the teacher asks students to answer questions on the blackboard, around 5 - 6 students always enthusiastically raise their hands and want to come forward to answer.
Student Activity in Learning			During the lesson, around 4 students were distracted by approaching the observer and asking questions, so the teacher needed to put them back in order. Some students can answer questions on assignments given by the teacher. Some of the students still need guidance regarding the Divisibility Rules for some numbers that they still feel confused about.

2.2 Their Learning Materials and Innovation

The learning and innovation materials applied by teachers refer to the K to 12 Philippines curriculum. At the beginning of the lesson, the teacher distributes a "Competency Checklist" to each student to stick on the first page of their book. So at the beginning of each lesson, the teacher always asks questions regarding the material that was discussed the previous week. Then at the end of the lesson, students will give a mark in the form of a Check in the Competency Checklist column. Through this innovation, students will know the learning competencies they will learn at each meeting, so they will have a general idea before starting learning.

2.3 Sources of Learning and Technology Used by The Teachers

In carrying out learning activities, the teacher uses the Student and Teacher Text Book as a source of material, namely Realistic Math, Basic, Beyond, Breakthoughts written by May, Maricel B., Emolyn, G., Paulino T., Elizabeth P., Rosita M. Pada in 2022 and published by Phoenix Publishing House, Quezon City. Apart from that, teachers also use other sources from the internet, such as using images to support the material. The technology used by teachers in learning is using a power point display on a smart TV screen which is supported by a laptop and HDMI cable. Apart from using technology, teachers also continue to use textbooks and paper in learning.

2.4 Authentic Assesment Used by The Teachers

The learning assessment implemented at the USI Basic Education Department is divided into two types, namely Formative Assessment and Summative Assessment. Formative assessment is an assessment that is carried out continuously throughout the learning process. The purpose of formative assessment is to monitor students' progress in achieving learning goals, identify their strengths and weaknesses, and provide constructive feedback to improve their learning outcomes. The teacher implements this assessment by monitoring every activity in the learning process, such as question and answer activities, working on questions and discussions. Next is the Summative Assessment. The aim of the summative assessment is to assess the overall achievement of students' learning outcomes, by comparing them with the criteria for achieving previously established learning objectives. Teachers also implement this assessment in the form of an independent quiz using paper to determine students' achievement of learning outcomes. Through these two assessments, teachers can find out the progress and extent of students' understanding in the learning process.