TEACHING PLAN:
CURRICULUM
SMA Negeri 2 Madiun (SMAN 2 Madiun) has continuously evolved its curriculum to keep pace with the changing demands of education. Initially adopting the Kurikulum Tingkat Satuan Pendidikan (KTSP) in 2007, the school later transitioned to the 2013 Curriculum (Kurikulum 2013), which emphasized competency-based learning. This curriculum aimed to foster critical thinking, creativity, and a holistic approach to student development. The shift to Kurikulum 2013 marked a significant step in SMAN 2 Madiun's journey towards improving the quality of education and aligning it with national educational standards.
More recently, SMAN 2 Madiun has embraced the Kurikulum Merdeka (Independent Curriculum), introduced by Indonesia’s Ministry of Education and Culture. This new curriculum emphasizes flexibility, autonomy, and personalized learning, allowing students to progress at their own pace and explore subjects more deeply. The Kurikulum Merdeka aims to better prepare students for the challenges of the 21st century by focusing on skills like critical thinking, creativity, collaboration, and digital literacy, which are essential for success in the modern world.
In addition to adopting the Kurikulum Merdeka, SMAN 2 Madiun is actively involved in the Pendampingan Kurasi Kurikulum Kontekstual (Contextual Curriculum Curation Assistance) program. This initiative enables schools to tailor their curriculum to local contexts and the specific needs of their communities, integrating real-world applications such as the creative economy. By engaging in these programs, SMAN 2 Madiun not only adapts its curriculum to meet national standards but also ensures that learning is relevant and applicable to the students’ local environment, preparing them for future challenges in both global and local contexts.
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TEACHING PLAN RELATED TO YOUR MAJOR
Before arriving in Indonesia, I connected with Indonesian friends who had previously participated in the SEA Teachers Program and were assigned to Cavite State University - Don Severino de las Alas Campus. By reaching out to them as my student buddies, I sought to gain insights into their teaching experiences in their home country, helping me understand their educational context better.
Upon starting my teaching assignment at SMA Negeri 2 Madiun, I made sure to introduce myself to the students in both Bahasa Indonesia and English. This bilingual introduction helped create a welcoming atmosphere and sparked excitement among the students. By incorporating their native language and showing my willingness to embrace their culture, I aimed to build a connection with the students and make them feel comfortable and engaged in our interactions.
As I became more familiar with the teaching environment at SMA Negeri 2 Madiun, I discovered the use of both long-term and short-term lesson planning. To align with the school’s instructional approach, I adhered to the structure of their short-term planning format. Thankfully, this structure was similar to the lesson planning methods I had used back in the Philippines, which gave me confidence in my role. In collaboration with my supervising teacher, I was assigned specific topics to teach in classes 12-7, 12-8, and 10-1. Despite having limited opportunities to contribute, I approached each teaching session with dedication, ensuring I made the most of the valuable teaching moments I was given.
In summary, my pre-arrival communication with Indonesian friends, my inclusive introduction to the students, my alignment with the school’s planning structure, and my unwavering commitment to teaching all contributed to a meaningful and rewarding experience during my time at SMA Negeri 2 Madiun.
TEACHING PRACTICE:
PROCEDURES OF TRAINING
Beginning my official assignment from the Universitas PGRI Madiun Biro Kerjasama dan Humas (BKH) to SMA Negeri 2 Madiun was an experience filled with a mix of anticipation and excitement. As I stepped onto the school grounds for the first time, I was filled with a blend of emotions, eager to connect with the students and begin my journey as a pre-service teacher.
Entrusted with the responsibility of teaching three classes—Grades 10-1, 12-7, and 12-8—in the subject of Social Science (Ilmu Pengetahuan Sosial) under the Kurikulum Merdeka, I felt both challenged and inspired. The assigned topic, which explored the history, economy, culture, and education systems of Indonesia and the Philippines, sparked a deep sense of enthusiasm. As I developed my Short Term Plan, I made sure to align it with the school’s curriculum, drawing clarity and assurance from the support of my cooperating teacher.
Excerpt from the PowerPoint Presentation of Grades 10 and 12
When it came time to begin teaching, I started each class with a friendly greeting and a short self-introduction to help students get to know me better. I then set clear expectations by encouraging them to use English throughout the lessons, creating a positive and supportive learning atmosphere. To spark their interest and prepare them for the topic, I incorporated motivational activities as an engaging warm-up before diving into the main discussion.
Throughout the discussion, I employed a student-centered teaching approach, giving learners the freedom to use their laptops to explore the topics at their own pace. This strategy was intended to promote independent thinking and support self-guided learning. I actively encouraged class participation and group discussions, which were followed by drawing key conclusions to solidify understanding. After the lesson, I assigned follow-up tasks or activities to fulfill academic requirements. Ending each session with words of appreciation became a habit, helping to create a respectful and encouraging classroom environment.
To assess comprehension and inspire deeper thinking, I wrapped up each lesson by asking students to reflect on what they had learned and how it applied to real-life situations. This reflective practice was designed to emphasize the relevance of the subject matter beyond the classroom and help students make meaningful connections with their everyday experiences.
Timelapse video of my discussion to Class 12-8.
TEACHING PRACTICE:
Time Management and Organizing Activities
My teaching schedule at SMA Negeri 2 Madiun officially began on January 13. From that day forward, I followed a structured weekly timetable that allowed me to engage with three different classes across various grade levels. This schedule provided a balanced routine that enabled me to plan, prepare, and deliver lessons effectively while also allowing time for reflection and improvement in my teaching strategies.
Every Wednesday from 1:00 PM to 3:00 PM, I was assigned to teach Class 12-7. On Thursdays during the same time slot, from 1:00 PM to 3:00 PM, I handled Class 10-1. These afternoon sessions allowed for a relaxed and productive learning environment where students could focus and participate actively. The scheduling also gave me sufficient time in the morning to finalize materials and ensure that each lesson was well-structured and aligned with the objectives of the Kurikulum Merdeka.
Additionally, every Monday from 8:30 AM to 10:00 AM, I conducted lessons for Class 12-8. Starting the week with this morning session helped set a positive tone for both myself and the students. With each class assigned a specific day and time, I was able to manage my responsibilities efficiently and maintain consistency in my teaching approach.
My Teaching Schedule at SMA Negeri 2 Madiun.
CLASSROOM MANAGEMENT
As a pre-service teacher, I understood the vital role of effective classroom management in creating a positive and productive learning environment. Anticipating the unique dynamics of teaching in a foreign setting, I took proactive steps to prepare for the challenges that might arise in my classes. Acknowledging the students’ varying levels of English proficiency, I consistently encouraged the use of English during my lessons to support clear communication and understanding. To maintain order during discussions and promote respectful interaction, I implemented a simple classroom routine where students were asked to raise their hands before speaking. This approach helped create a more organized and inclusive space where every learner had the chance to engage.
Furthermore, I made it a priority to remind students about the importance of staying attentive and focused during class. Recognizing their natural tendency to chat and become distracted, I gently guided them to return their attention to the lesson. This practice helped establish a classroom culture where concentration and active participation were emphasized. By setting clear expectations, I aimed to minimize disruptions and maintain a learning environment where every student could stay on task and benefit fully from the lesson.
Through these thoughtful strategies in classroom management, I worked to build a space where students felt supported, respected, and motivated to participate. By creating structure while allowing room for engagement, I strived to offer a meaningful and enriching learning experience during my practicum at SMA Negeri 2 Madiun.
PROBLEM-SOLVING WHILE TEACHING
Experiencing moments of self-doubt and nervousness while teaching is a natural part of being a pre-service teacher, especially in an unfamiliar environment. To help myself overcome these feelings, I’ve learned to shift my focus away from seeking approval from observers and instead concentrate on the value I provide to my students. One personal strategy I use to stay calm and confident in the classroom is placing coins in my shoe—a symbolic act I associate with good luck. This small habit serves as a quiet reminder to stay composed and believe in my capabilities while teaching.
Knowing that language could be a potential barrier, particularly as a Filipino teaching in Indonesia, I took steps to prepare myself. I attended Bahasa Indonesia classes known as BIPA (Bahasa Indonesia untuk Penutur Asing) under the guidance of Ibu Rosita from the BKH Faculty of Universitas PGRI Madiun. Additionally, I immersed myself in daily conversations with local people to further enhance my speaking skills. Learning the basics of the language not only made communication easier but also helped me better understand the cultural setting of my teaching experience, making my classroom interactions more inclusive and effective.
Grammar also posed a challenge, especially in a learning environment where English is the main medium of instruction. To address this, I adopted a well-rounded strategy that includes self-directed learning and consistent practice. I regularly study grammar through different learning tools and make an effort to apply what I learn in my teaching. I also actively seek feedback from my mentors and peers to identify areas where I can improve. This ongoing process has helped strengthen my confidence and refine my communication skills in the classroom.