in this pedagogical contents blog i will explain all the things that related to teaching method, learning materials, technology, authentic assessment, and others from what i have observed in Mengrai School.

Teaching Methods of the teacher

from what i have observed, most of the Math teacher in Mengrai School use the Teacher-Centered approach. so they explain everything and make the student listen to them. In Teacher-Centered Approach to learning, Teachers are the main authority  figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. they also gives some examples and exercises for the students. sometimes the teacher did the ice breaking thingy or playing a game for a small break. the teacher give the explaination by the projector. so they bring the materials and show it to the students through the screen.

Learning Materials and Inovation

The math teacher in Mengrai School got their teaching materials from the math textbook. they took the materials from the book and make some inovation to the materials so that the students can easily understand the topic. they use the book as their guide, but most of the time they make the example or the exercise by themself.

Sources of Learning and Technology Used by the Teacher

from what i have observed, all the math teacher in Mengrai School use the math texbook as the sources of learning. the book that they used is depends on what class they will be teaching. and the technology that the teacher used is projector and computer. they use the computer to connect it with the projector. they write the solution on the screen of the computer and show it to the students through the projetor. some classes with no computer use the make the teacher write the solution on the paper and show it through the projector.


Learning Assessment

Learning assessment must be based on two fundamental principles, i.e., evaluation for the purpose of developing the learners’ capacity and for appraising their achievements. With a view to succeeding in developing the learners’ learning quality, learners must be strengthened and assessed by availing of the relevant indicators, so as to achieve the learning standards prescribed. Such evaluation also reflects the learners’ major capacities and their desirable characteristics, which are the main goals of measuring and evaluating the learning outcomes at all levels, i.e., classroom level, educational institution level, educational service area level, and national level. Learning assessment is a process of enhancing the learners’ quality by using assessment results as data and information to show learners’ developmental progress and accomplishment. The data will also be useful for strengthening the learners, thus enabling them to learn to their highest potentiality.

Classroom Assessment

Measurement and evaluation are part of the learning process. Teachers regularly and continuously measure and evaluate students’ performance in teaching-learning activities by using diverse assessment techniques, e.g., asking questions, observing, examining homework, assessing projects, tasks/assignments and portfolios, and using written tests, etc. Teachers will conduct evaluations themselves or provide learners with opportunities for self evaluation, peer-to-peer evaluation, and evaluation by parents. Learners who do not succeed in meeting the standards prescribed in the indicators will need remedial measures for teaching and learning.

Classroom assessment s aimed at verifying whether and to what extent learners have achieved development and progress in learning through the provided teaching-learning activities, and determining what must be improved and which areas must be strengthened. Furthermore, evaluation also provides teachers with necessary data for improving their own performance, which must be in accord with the established learning standards and indicators.

School Assessment

This evaluation is conducted by the educational institution in order to appraise the learners’ achievements on an annual/semester basis, based on assessment of reading, analytical thinking and writing, desirable characteristics, and learner development activities. The aim is also to obtain relevant information about whether education provided by the educational institution has enabled learners to reach their goals of learning, and what are the learners’ strengths. The learning outcomes can also be compared with national assessment criteria. School assessment will provide data and information for improving policy, curriculum, projects and teaching-learning methodology. Evaluation outcomes are also useful for preparation of each educational institution’s educational quality development plan in accord with the educational quality assurance guidelines, as well as reports on each educational institution’s achievement to its school board, the office of the educational service area, OBEC, parents and the community.

Criteria for Learning Assessment

  1. Teachers will judge the learning outcomes of all courses. Learners must have an attendance record of not less than 80% of the total learning time required for the respective courses for each semester;
  2. Learners must be assessed on all indicators and must pass all the criteria prescribed by the educational institutions;
  3. Learners must be judged on the learning outcomes of each course; and
  4. Learners must be evaluated and must pass all the criteria prescribed by the educational institutions regarding reading, analytical thinking and writing, desirable characteristics and learner development activities.

Published by ahbimahdianr

Ahbi Mahdianing Rum, a student from University of Bengkulu and majoring in math education

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