Qaryah Thayyibah Kalibening Salatiga In On The Spot - Model Sekolah Efektif Bagi Siswa di Indonesia

kurniawan P Adi

30 Sept 201501:31

Summary

TLDRIn 2003, Bahrudin in Kalibening Sal village established an alternative secondary school for children from underprivileged families who could only afford primary education. Concerned by his neighbors' limited resources, Bahrudin invited them to learn with a unique approach, allowing students to choose their subjects. A local entrepreneur donated internet access for research. The unconventional learning environment, ranging from homes to open fields, yielded impressive results: students excelled academically, created additional income through crafts, authored books, produced short films, and drew cartoons, proving that effective education doesn't have to be expensive.

Takeaways

🏫 A unique secondary school was established in Kalibening Sal village in 2003 by Bahrudin.
👨‍👩‍👧‍👦 The school was created to accommodate children from financially disadvantaged families.
🤔 Bahrudin was motivated by the limited educational opportunities available to his neighbors' children, who could only afford primary education.
🤝 After discussions with village leaders, Bahrudin invited children to learn together in a collective effort.
📚 The school's concept differs from traditional schools, focusing on liberating the students' desires to learn.
🌐 An entrepreneur donated internet facilities to Bahrudin's home to support students in their quest for knowledge and resources.
📍 Learning takes place in various locations, including homes, fields, and other open spaces.
🎓 The school's unconventional approach has yielded impressive results, with students outperforming those from conventional schools.
🐟 Students have been innovative, creating additional income for the village by breeding eels, for example.
📖 Some students have shown a penchant for writing, with their books being accepted by publishers.
🎬 Others have ventured into filmmaking and cartoon drawing, showcasing the school's diverse and creative educational impact.

Q & A

What is the purpose of the alternative school mentioned in the transcript?
-The purpose of the alternative school is to accommodate children from financially disadvantaged families who can only afford to send their children to primary school (SD).
Who established the alternative school and when was it founded?
-The alternative school was established by Bahrudin in the village of Kalibening Sal in 2003.
What was Bahrudin's concern that led to the establishment of the school?
-Bahrudin was concerned about his neighbors who could only afford to educate their children up to primary school.
How does the school's concept differ from conventional schools?
-The school's concept differs from conventional schools by freeing the children from a rigid curriculum, allowing them to learn what they want, and using various locations for learning, such as homes, fields, or other open spaces.
What kind of support did a businessman provide to the school?
-A businessman donated internet facilities at Bahrudin's house to support the children in searching for data or references they wanted to learn.
What were some of the surprising outcomes of the school after a few years?
-The students from the alternative school achieved remarkable results, such as creating additional income for the village by making batik, writing books that were accepted by publishers, creating short films, and drawing cartoons.
What does the transcript suggest about the importance of school facilities in learning?
-The transcript suggests that expensive facilities are not necessary for a school to be effective; what's important is that the school is functional and meets the learning needs of the students.
How does the school's approach to learning empower the students?
-The school empowers students by allowing them the freedom to choose what they want to learn, which can lead to a more engaged and motivated learning experience.
What is the significance of the school's location being flexible and not confined to a traditional classroom setting?
-The flexibility in the school's location signifies an inclusive and accessible approach to education, making it possible for students to learn in various environments that are comfortable and conducive to their learning.
How does the school's approach to education reflect on the community's development?
-The school's approach to education reflects on the community's development by fostering creativity, innovation, and self-sufficiency among its students, which in turn can lead to economic and cultural growth within the community.
What can be inferred about the community's response to the alternative school?
-It can be inferred that the community likely supports and values the alternative school, as evidenced by the students' achievements and the community's engagement in their projects.

Outlines

00:00

🏫 Alternative School for Underprivileged Children

In a small village named Kalibening Sal, Bahrudin established an alternative middle school in 2003 to accommodate children from financially disadvantaged families who could not afford further education beyond elementary school. Bahrudin was motivated by the limited educational opportunities available to his neighbors and decided to invite the children to learn together. This school deviates from traditional educational models by allowing students to choose what they want to learn. A local entrepreneur donated internet facilities to Bahrudin's home to support the children in their search for data and references. Learning can take place anywhere, from homes to fields or other open spaces. After a few years, the results were impressive, with students from this unconventional school outperforming their peers. They were able to create additional income for the community by making crafts, writing books that were accepted by publishers, creating short films, and drawing cartoons. This story demonstrates that schools do not have to be expensive to be effective.

Mindmap

Keywords

💡Alternative School

An alternative school refers to an educational institution that offers a non-traditional approach to learning, often catering to students who may not fit well in conventional school settings. In the video, the alternative school is established to accommodate children from less fortunate families who cannot afford further education beyond primary school. It represents a unique educational model that deviates from the standard curriculum and teaching methods.

💡Sekolah Menengah

Sekolah Menengah is Indonesian for 'Secondary School,' which typically refers to the period of education following primary school and preceding higher education. In the context of the video, it highlights the level of education that the alternative school is aiming to provide, which is an alternative to traditional secondary education.

💡Kalibening Sal

Kalibening Sal is the name of the village where the alternative school was established. It serves as a geographical and cultural context for the video, emphasizing the rural setting and the community's involvement in the school's establishment and operation.

💡Community Involvement

Community involvement refers to the active participation of community members in the processes and decisions that affect their lives. In the video, community involvement is demonstrated through the collaboration of Bahrudin with village leaders and residents to establish the school, reflecting the collective effort to address educational needs.

💡Educational Inequality

Educational inequality is the unequal access to or quality of educational opportunities and resources. The video script addresses this issue by highlighting the plight of children from impoverished families who can only afford primary education, underscoring the need for alternative educational solutions.

💡Facilities Donation

Facilities donation in this context refers to the act of providing resources or infrastructure to support educational activities. The video mentions an entrepreneur donating internet facilities to the school, which is a significant contribution as it enables students to access information and learning materials beyond the physical boundaries of their village.

💡Learning Autonomy

Learning autonomy is the ability of students to take charge of their own learning process. The video emphasizes this concept by describing how the school allows students to freely choose what they want to learn, fostering a more student-centered and self-directed approach to education.

💡Non-traditional Learning Spaces

Non-traditional learning spaces refer to educational environments that differ from the conventional classroom setting. The video describes various locations where learning can take place, such as homes, fields, or open spaces, showcasing the flexibility and adaptability of the alternative school's approach.

💡Student Achievement

Student achievement encompasses the academic and extracurricular accomplishments of learners. The video script highlights the impressive outcomes of the students from the alternative school, such as creating additional income sources for the village, writing books, producing short films, and drawing cartoons, demonstrating the effectiveness of the school's educational model.

💡Functional Education

Functional education is an approach that emphasizes the practical application of knowledge and skills to real-life situations. The video argues that the alternative school's model is functional and effective, as it produces students who are not only academically successful but also capable of contributing meaningfully to their community.

💡Affordability

Affordability in education refers to the cost of education and its accessibility to individuals from various economic backgrounds. The video challenges the notion that quality education must be expensive, showing that the alternative school provides functional and effective education at a low cost, making it accessible to underprivileged students.

Highlights

A school, alternative to middle school level, was established to accommodate children from low-income families.

The school was founded by Bahrudin in the village of Kalibening Sal in 2003.

Bahrudin was concerned about neighbors who could only afford to send their children to elementary school.

After discussions with village leaders, Bahrudin invited children to study together.

The school concept differs from conventional schools.

Bahrudin allowed students to choose what they wanted to learn.

An entrepreneur donated internet facilities at Bahrudin's house to support students in finding data or references.

Learning locations can be anywhere, such as at home, in the fields, or other open spaces.

After a few years, the results were surprising.

Students from this alternative school outperformed those from conventional schools.

Students successfully created additional income by making turtle soup to meet the needs of the village residents.

Some students enjoy writing, resulting in books that are accepted by publishers.

Others create short films and draw cartoons.

Despite learning in simple places, the school can prove that schools do not have to be expensive.

What's important is that they are functional.

The school demonstrates that education can be innovative and effective without high costs.