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The Importance of Contextual Education by Adapting Materials and Strategies, PPG Module 3 Answers
Read the answer key for Module 3 PPG 2025 with the important question of educating in a contextual manner by adapting the material and learning strategies
Best for you - For you, the teacher participants of the 2025 Teacher Professional Education Program (PPG), here is the answer key for the Reflective Story Module 3 that you are looking for!
After watching the relevant videos, we understand the importance of contextual education, that is, adjusting the material and learning strategies according to the nature of the students and the era they live in.
The question that arises is: "Give a concrete example of how you can adapt the material and teaching strategies according to the current context of the students."
This question arises after you have completed Module 3 of the Educational Philosophy and Values Education (FPPN) Exercise, Topic 1: Pancasila Philosophy and Ki Hadjar Dewantara's Thoughts as the Foundation of National Education, especially in the material "Educating According to Natural and Temporal Nature" on the Ruang Guru and Teacher (GTK) platform.
Reflective Story
From the videos above, we realize the importance of contextual education, adjusting the material and learning strategies according to the nature and era of the students. Give an example of how you, as a teacher, can adapt the learning materials and strategies according to the context in which the students are.
Answer Key:
In carrying out classroom teaching, I try to adjust the selected materials and strategies according to the nature of the students.
Start utilizing technology in learning, using the school environment for learning, and try to present contextual materials with the life of the students.
Alternative Answers:
Contextual education means making the environment and the reality of the students' lives as a "learning laboratory." I will adapt the materials and strategies according to their natural disposition and the times, through the following methods:
1. Utilizing the Local Environment as a Learning Resource:
- Science/History Materials: If the material discusses ecosystems or natural resources, I will invite students to observe a rice field or a nearby river (if available), not just from books. They can record plant and animal species, interview local farmers or fishermen about environmental challenges, or identify cleanliness issues. This makes the concept of ecosystems real.
- Indonesian Language Materials: Instead of only analyzing texts from books, students can write observation reports about activities in local traditional markets, interview community figures (such as RW leaders, local craftsmen) to create interview texts, or create modern folktales set in iconic places in their area. This fosters a sense of ownership and relevance of the language.
2. Integrating Contemporary and Digital Issues:
- Citizenship/IPS Subject: When discussing the rights and obligations of citizens, we do not only memorize articles. We will discuss actual issues happening around them (for example, the importance of maintaining environmental cleanliness after there are trash piles, or how fake news affects harmony).
- Learning Strategies: Utilizing digital platforms and social media that are familiar to students as learning tools. For example, creating short vlog projects about ways to maintain environmental cleanliness (applying science/social studies materials and ICT skills), or creating digital posters for an anti-bullying campaign (citizenship education materials and basic graphic design). Discussions can be conducted through online forums guided by teachers.
With this approach, learning becomes more lively, relevant, and meaningful. Students do not only memorize, but also directly feel the connection between the subject matter and their daily lives and the environment around them.
Alternative Answer Key:
As a teacher in a rural area, I adapt the teaching materials and strategies to the natural environment and daily lives of the students. For example, when teaching procedural texts in Indonesian language classes, I ask students to write down the steps for making compost from organic waste around their homes. This is relevant because many students' families are farmers or gardeners.
Its learning strategy uses a project-based learning approach, which involves direct observation and practice in the surrounding environment. In this way, students feel that what they learn is useful in real life. Learning becomes more meaningful and builds their self-confidence because it relates to their own life experiences.
Alternative Answer Key:
Facing students who have grown up in the digital era, I adjust my teaching strategies by using technologies that are familiar to them. For example, when teaching the theme "folk stories" in Indonesian class, I do not only use printed books, but also utilize digital media such as animated videos of folk stories, and assign tasks to create summaries in the form of short vlogs.
This strategy takes advantage of the inherent characteristics of the students' era, which is closely linked to technology and social media. In addition, the learning process becomes more attractive and interactive. I also encourage students to create simple educational content using applications they are familiar with, such as Canva or CapCut, so that they are not only passive users of technology, but also smart and responsible creators.
Alternative Answers:
To align the teaching materials and strategies with the context of the students, I will focus on their active involvement in their communities and the application of project-based learning that is relevant to human nature and the times.
1. Community Involvement in Learning:
- English Material: If the material is a description of a place, instead of just reading, students can describe important places in their village or city (for example, village hall, grocery store, playground) in English. They can even invite local community figures who are proficient in English to share stories about the history or uniqueness of the area.
- Cultural Arts Material: Students not only learn about traditional dance or music, but are encouraged to study and practice traditional arts or games that still exist in their communities (for example, games like engklek, spinning tops, or local songs). They can invite elders or local artists as direct sources of information. This revives local cultural heritage.
2. Contextual Project-Based Learning (PBL):
- "Local Problem Solution" Project: Students identify simple problems in their school environment or around their homes (for example, scattered trash, difficulties in planting trees on dry land). They then design concrete solutions as a project. Example: creating a simple composting system for the school's organic waste, or making a guide for growing vegetables in pots on limited land. This process involves research, planning, implementation, and presentation.
- Daily Technology Utilization: These projects will involve tools or applications familiar to today's children. For example, they can record video tutorials (in line with the times) of their project results, create digital presentations, or use online collaboration platforms for group work.
Through this approach, learning is not isolated within the classroom. Students directly experience the application of knowledge, interact with their community, and use modern tools that are familiar to them to solve real problems, making learning highly relevant and meaningful.
*) Disclaimer: Answer key for Reflective Story Module 3 FPPN Topic 1 Philosophy of Pancasila and Ki Hajar Dewantara's Thoughts, the material "Educating According to Natural and Time Nature" in this article is only for reference by teachers participating in PPG 2025 to complete in GTK Space.
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