Judul : Connect Ali's Problem with the Concepts Already Studied, Answer Key for PPG Module 3
link : Connect Ali's Problem with the Concepts Already Studied, Answer Key for PPG Module 3
Connect Ali's Problem with the Concepts Already Studied, Answer Key for PPG Module 3
Read the answer key for Module 3 PPG 2025 with the question: Connect Ali's problem with the concepts learned earlier.
Best for you - This is the answer key for the reflective story in Module 3 PPG 2025.
You are asked to connect Ali's issue with the previously studied concepts, namely: the role of the teacher, the concept of the Chess Center of Education, and education that adapts to the Nature of the Era and the Nature of the Time.
Then, prepare an action plan and learning design for Ali.
Discuss the plan you have made with your colleagues, ask for their input to design appropriate teaching, record all input, and refine the plan you have made.
This question arose after the teacher completed Module 3 Exercise on Educational Philosophy and Values (FPPN) Topic 1: Pancasila Philosophy and Ki Hajar Dewantara's Thoughts as the Basis of National Education, particularly in the material on How to Educate Contextually in the Teacher and Education Personnel (GTK) Environment.
Answer key for Reflective Story Module 3 FPPN Topic 1 is intended for Bapak/Ibu teachers participating in the 2025 Teacher Professional Education (PPG) program who may have difficulty completing the Reflective Story Module 3 Topic 1 material on How to Educate Contextually.
Reflective Story
Link Ali's issues with the previously studied concepts about the role of teachers, the concept of the Center of Education, and Education that adapts to the Nature of the Era and the Nature of the Time. Prepare an action plan and a learning design for Ali. Discuss the plan with colleagues, ask for their input to design appropriate teaching methods. Record all suggestions and refine the plan that has been made.
Answer Key:
To make Ali regain his enthusiasm in facing his daily life, support from his family, school, and new living environment is needed. Things that teachers can do, for example, include helping Ali adapt to his school environment, and also arranging lessons that require all students to discuss and collaborate. The topics of the lessons can also be changed to urban themes to help Ali regain his courage to tell stories.
Alternative Answer Key:
Problem Analysis Ali
First, the problem of Ali needs to be identified specifically. Assume Ali's problem is:
- Learning Difficulties: Ali has difficulty understanding certain subject materials (for example, mathematics or English).
- Low Motivation: Ali is not very motivated to study and often procrastinates on his tasks.
- Inattentive Behavior: Ali often arrives late to class or does not complete his assignments.
Relationship with the Concept Learned
- Teacher's Role: The teacher acts as a facilitator, motivator, and mentor. The teacher must be able to identify Ali's learning needs, provide appropriate support, and create a pleasant learning environment.
- Educational Centers: Ali's education is not only the responsibility of the school, but also the family, society, and the surrounding environment. These four educational centers must support each other and cooperate to create a holistic learning environment for Ali.
- Kodrat Alam and Kodrat Zaman: Ali's education must be adjusted according to his potential and interests (kodrat alam), as well as the demands and developments of the era (kodrat zaman). Teachers must be able to design learning that is relevant to Ali's life and prepare him to face future challenges.
Action Plan
Deepen the Identification of the Problem:
- Observe Ali's behavior in class.
- Interview Ali to understand his difficulties and interests.
- Contact Ali's parents to obtain additional information.
Preparation of Individual Learning Plan (ILP):
- Based on the problem identification, compile the PPI (Personalized Learning Plan) according to Ali's learning needs.
- Determine specific, measurable, achievable, relevant, and time-bound (SMART) learning objectives.
- Choose the appropriate learning method and media according to Ali's learning style.
- Plan a continuous learning evaluation.
Implementation of PPI:
- Implement PPI consistently and regularly.
- Provide support and guidance to Ali individually.
- Create a positive and inclusive learning environment.
Evaluation and Reflection:
- Conduct regular evaluations of Ali's learning progress.
- Reflect on the effectiveness of PPI and make adjustments if necessary.
- Involve Ali and his parents in the evaluation process.
Lesson Plan (Example for Math Difficulties)
Topic: Mixed Operations
Learning Objectives:
- Ali can correctly solve mixed arithmetic operations (addition, subtraction, multiplication, division).
Teaching Methods:
- Contextual Approach: Linking the material with Ali's daily life.
- Demonstration: The teacher gives an example problem and its solution.
- Practice Questions: Ali works on practice questions independently and in groups.
- Game: Using math games to increase Ali's learning motivation.
Learning Media:
- Teaching Aids: Concrete objects that can be used to visualize arithmetic operations.
- Worksheet: Various practice questions.
- Aplikasi Matematika: Aplikasi yang dapat digunakan untuk belajar matematika secara interaktif.
Evaluation:
- Written Test: Mixed Calculation Problems.
- Observation: Observing Ali's participation in learning activities.
- Portfolio: A collection of Ali's work results during the learning process.
Discussion with Colleagues
After preparing the action plan and learning design, discuss with colleagues. Some questions that can be asked:
- Has the action plan and learning design been appropriate for Ali's needs?
- Has the chosen teaching method and media been appropriate?
- How to increase Ali's learning motivation?
- How to involve Ali's parents in the learning process?
Example Input from Colleagues:
- It is better to use more concrete teaching aids so that Ali can understand the concept of arithmetic operations more easily.
- Try using a problem-based learning approach so that Ali is more active in studying.
- Involve Ali's parents in providing support and motivation at home.
Perfecting the Plan
Based on input from colleagues, improve the action plan and learning design. For example:
- Adding the use of more concrete teaching aids.
- Using problem-based learning approach in teaching.
- Strengthening more intensive communication with Ali's parents.
Additional Notes
- Flexibility: Action plan and learning design must be flexible and adaptable to Ali's development.
- Collaboration: Involve all relevant parties (teachers, parents, colleagues) in Ali's learning process.
- Patience: Helping Ali overcome learning difficulties requires patience and perseverance.
With a holistic and collaborative approach, it is hoped that Ali can overcome his learning difficulties, improve his motivation, and achieve his best potential.
Alternative Answer Key:
Link between Ali's Problem and the Concept of Education:
Environmental and weather changes have become challenges for Ali. According to the concept of Natural Destiny, teachers and the school environment must help Ali adapt. From the perspective of the Era's Destiny, Ali, who is active and social in the digital age, needs a space for actualization. The role of the teacher is very important in facilitating this transition. Through the Education Center Chess (family, school, community, and students), synergy needs to be built to support Ali.
Action Plan:
- Building intensive communication with Ali personally.
- Involving Ali's mother and the guidance teacher in a light counseling session focusing on self-strengthening and new enthusiasm.
- Direct Ali to get involved again in extracurricular activities, for example, as a junior futsal mentor or a school sports content creator.
Lesson Plan:
- Use the project-based learning method with a local theme, for example, creating a video campaign about the importance of sports in coastal areas.
- Involve students in heterogeneous group work so that Ali can form new relationships.
- Include a reflective task about adapting to change in the Indonesian language or Civic Education subject.
Add Colleague:
- Create a transfer student orientation program involving OSIS and extracurricular activities.
- Ali was given a role in the school activity to feel needed.
Alternative Answer Key:
Connection with Concept:
Ali experienced a cultural shock due to social and geographical changes. According to Ki Hadjar Dewantara, education must integrate with the child's environment (Kodrat Alam). Teachers as "pamomong" need to be guiding figures who are present. Synergy between school and family is very important, in line with the Catur Pusat Pendidikan concept.
Action Plan:
- Forming a small team to accompany Ali (for example, a classmate and two extracurricular members).
- Inviting Ali to get to know the coastal environment through outdoor learning activities.
- School collaborates with the local community (for example, village futsal clubs) so that Ali can continue to develop his interests.
Lesson Plan:
- The subject of Geography or Social Studies can be related to coastal ecosystems.
- In P.E. class, the teacher integrated mini soccer games by adjusting the school's field conditions.
- Indonesian language assigns an interview task with a local figure in the field of sports or an inspiring young fisherman.
Add Colleague:
- Create an active student community based on interests, such as "Sportsmanship Community."
- Add weekly student dialogue hours to strengthen social bonds.
Alternative Answer Key:
Analysis of Ali's Problem in the Framework of Ki Hadjar Dewantara's Philosophy
Ali's problem is not merely "having no friends" or "hot weather," but an indication of disorientation in the process of adapting to natural and temporal nature in a new environment, exacerbated by changes in his educational center.
Fate of Alam and Fate of Time:
- Kodrat Alam (Talent/Interest): Ali is a cheerful, active child with a strong interest in futsal and broad social interactions. This is part of his natural disposition that requires an expression space.
- Kodrat Zaman: Previously, the urban environment allowed Ali to easily interact and participate in the popular futsal activities. Moving to a coastal area with hot weather and possibly limited futsal facilities or similar communities means that Kodrat Zaman is no longer accommodated. Ali loses the platform to express himself and socialize according to his characteristics.
Center Chess Concept:
- Family: Ali's family (father and mother) have been supportive and proactive in searching for a school, but they may not fully understand the deep psychological impacts of environmental changes on Ali, especially from the social-emotional aspect.
- School (New): The new school has not yet become an attractive center for Ali. The intracurricular and extracurricular activities (futsal) that once sparked his enthusiasm now feel dull due to the absence of compatible friends or similar interests.
- New Community: The new coastal environment does not yet provide the "social space" that Ali needs, whether in terms of sports interests or the peer/fellow class dynamics that he used to enjoy. This causes Ali to withdraw.
- University/Youth Organization: Although Ali is in 11th grade, the concepts of youth and socializing are very relevant. The lack of a youth network with similar interests in the new environment has made him lose his platform.
Role of the Teacher
As a class advisor, the teacher has an important role as a guide (among).
- In the presence of the teacher, one should be a role model: teachers need to be an example in empathy and proactivity in approaching Ali.
- Ing Madya Mangun Karsa: teachers must create a classroom atmosphere that encourages Ali to be brave in interacting and identifying new interests.
- Tut Wuri Handayani: teachers need to provide encouragement and support so that Ali can adapt and regain his enthusiasm, without forcing him.
Action Plan and Learning Design for Ali
General Purpose: To restore the enthusiasm for learning and socialize Ali by accommodating natural disposition and the times, and to optimize the role of chess as the center of education.
Main Role of the Teacher: Facilitator, Connector, and Guide.
1. Initial Action Plan (Teacher)
Empathy Dialog (Individual/Family):
The teacher should immediately call Ali for a casual and empathetic personal conversation, not an interrogation. Focus on listening to Ali's feelings without judging. "How are you, Ali? Father noticed you seem down. Is there something I can help with?"
Continue with a separate dialogue with Mother Ali to obtain more detailed information about Ali's interests and habits before moving.
Purpose: To build trust, demonstrate care, and gain a deeper understanding of the root issues from Ali's and his family's perspective.
Identify Potential and Interests in a New Environment:
- Internal School: Teachers find out about other extracurricular activities in the school that might spark Ali's interest (for example, there are other sports clubs besides futsal, or science/IT clubs that also need active students).
- External School/Community: If available, the teacher can look for information about sports communities (other than futsal) or youth activities in the coastal area that Ali can join (for example, beach volleyball, swimming, nature lovers' communities, e-sports).
- Purpose: To offer alternative platforms for expression and socialization that are relevant to the nature and era in a new environment.
Discuss with Colleagues:
- Discussion Questions: "Colleagues, I have a new student named Ali who was very active and cheerful in the urban environment, liked futsal and had a wide social circle. However, after moving to this coastal area, he has become quiet and withdrawn. How can we help Ali regain his enthusiasm in the new school and community environment, which may be different from before? Are there any activity ideas that can channel his energy or help him socialize gradually?"
- Input Focus: Peer support strategy, integration of curriculum materials with local context, or ideas for unique extracurricular activities/community initiatives in coastal areas.
2. Lesson Plan & Intervention for Ali (Based on Initial Input)
Core Concept: Utilizing old strengths (active, social) in a new environment, gradually.
In-Class Strategy (Lesson):
- Local Context Integration (Inherent Nature & Era): In Indonesian Language, Economics, or Science lessons, assign project tasks that require direct observation of the coastal environment and interaction.
- Example: Project "Our Coastal Economy Potential" (Economics/Social Studies) or "Marine Ecosystems: Threats and Opportunities" (Natural Sciences). Ali can be assigned to conduct a brief interview (with written questions) with local fishermen or small-scale tourism business owners, or to document (with short photos/videos) coastal life. This utilizes his "active" nature and digital potential.
- Structured Small Group Discussion Method: During the discussion, Ali was placed in a group consisting of friendly and supportive students (recommended by colleagues). Ali was given a specific role that is not too demanding verbally, such as note-taker, creator of a visual mind map, or projector operator if there is a presentation. Gradually, encourage him to present one point from the group.
Purpose: To provide Ali with a platform to contribute according to his current abilities, while training social interactions on a small scale and in relevance to his new environment.
Out-of-Class Strategy (Extracurricular & Social):
- Alternative Interest Exploration: Invite Ali to try out an extracurricular activity involving physical activities or small groups, even if it's not futsal (for example, table tennis, badminton, or a nature lovers' club that can explore the beach or mangrove forest). Invite other students who are known by the teacher as positive and friendly students to accompany Ali in trying it out.
- Program "Peer Buddy": Involve one or two proactive and empathetic classmates of Ali to become informal "friends" who invite him to interact during breaks or after school. This is an implementation of Tut Wuri Handayani by the teacher through other students.
- Connecting with the Local Community: If available, help Ali find information about sports clubs or youth activities outside of school that are suitable. There might be small futsal communities, or other popular beach sports in the area.
- Purpose: To reopen the doors of socialization and physical activities appropriate to Ali's nature in his new environment, and to build new friendship networks organically.
3. Input and Refinement of the Plan (Example Discussion with Colleagues)
Colleague Input (e.g., Guidance Counselor/Physical Education Teacher):
- "For Ali, maybe we can involve him in the school photography club or the journalism club. With his interest in gadgets and his activity, he could become a photographer or videographer documenting school activities, including futsal! This keeps him connected to his favorite sport but with a new role that doesn't directly require intense physical interaction with the new team." (Guidance Teacher)
- "Ali is active, maybe he can also be invited to join the school event preparation team, so he can be involved behind the scenes, help set up equipment, or be a field coordinator. This trains responsibility and helps him meet many people functionally." (Physical Education Teacher)
- "Hot weather on the coast can be handled if the sports activities are scheduled in the evening or indoors. Maybe we can encourage the school to hold an internal class futsal tournament, and Ali can be asked to help as a technical committee member or team official, not as a main player yet." (Physical Education Teacher)
Perfecting the Plan:
- Participate in an "Behind the Scenes" Role: In addition to academic projects, I will offer Ali a role as a documenter of extracurricular activities (futsal or others) using his camera or mobile phone. Or, as part of the technical team or school event committee. This takes advantage of his active and digital nature, giving him purpose and an opportunity to meet new friends without the direct pressure of "joining" a team.
- Initiating Small and Scheduled Sports Activities: Coordinate with the physical education teacher to possibly organize a futsal session in the afternoon (when the weather is cooler) or on an indoor court (if available), which will be more relaxed and inclusive. Encourage Ali to participate or assist as a coach's assistant/referee.
- Regular Communication with Parents and Ali: Ensure three-way communication (teacher-student-parent) continues to monitor Ali's emotional and social development. Provide positive reinforcement for every small progress made by Ali.
With a more comprehensive plan and input from these colleagues, it is hoped that Ali can gradually regain his enthusiasm, adapt to the new environment, and develop his potential according to his natural disposition and the era.
*) Disclaimer: The answer key for the Reflective Story Module 3 FPPN Topic 1 Philosophy of Pancasila and Ki Hajar Dewantara's Thoughts, the material "How to Educate Contextually" in this article is only for reference by teachers participating in PPG 2025 to complete it in the GTK Room.
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