JAMBORE GTK HEBAT 2024 | GTK INOVATIF TOPIK PEMBELAJARAN BERDIFERENSIASI | JUDUL “WATER DARI BALI”

Summary

In this video, Nilo Desi Asriantari, a teacher at SD Negeri 3 Peguyangan in Bali, shares her innovative teaching practice aimed at overcoming learning loss and improving literacy among 5th-grade students post-pandemic. She introduces the 'WATER' approach, which incorporates collaborative learning, differentiated instruction, and the integration of digital resources like 'Literasi Cloud' and traditional elements such as 'wayang' puppetry. By allowing students to express themselves through various methods, including storytelling and puppet performances, she fosters engagement, boosts reading interest, and ensures all students achieve the learning objectives, demonstrating the power of creative and adaptable teaching.

Takeaways

• 😀 Introduction to the speaker, Nilo Desi Asriantari, a teacher at SD Negeri 3 Peguyangan, Bali.
• 😀 The school faced challenges related to learning loss due to the COVID-19 pandemic, particularly in literacy skills.
• 😀 Diverse learning styles (visual, auditory, kinesthetic) and interests of students presented a challenge in improving literacy.
• 😀 The importance of addressing low reading interest and improving student engagement in learning materials.
• 😀 A need for a more varied approach to learning, incorporating digital resources and interactive media to engage students.
• 😀 The goal of the practice is to rekindle students' interest in reading and improve literacy and academic performance.
• 😀 Implementation of 'Wayang' as an acronym, standing for 'Wayang, Character, Differentiation, Collaboration, and Literacy' in the learning approach.
• 😀 The use of collaborative learning models with varied methods such as group discussions, projects, and demonstrations to address different learning styles.
• 😀 Differentiated instruction, a key element of the Merdeka Curriculum, was used to cater to the varied characteristics of students.
• 😀 Positive outcomes observed in student engagement, such as increased interest in reading, improved literacy skills, and enhanced collaboration in group activities.
• 😀 Students demonstrated creativity by using 'Wayang' characters and literacy cloud resources to express their understanding, leading to higher confidence and learning outcomes.

Q & A

What is the main objective of the best practice shared by Ibu Guru Desi?

The main objective is to improve literacy skills and reignite student interest in reading after the learning loss caused by the COVID-19 pandemic, by using differentiated instruction, collaborative learning, and creative teaching strategies.

How did Ibu Guru Desi assess students' different learning styles?

Ibu Guru Desi assessed students' learning styles by understanding their individual interests, abilities, and learning preferences, and used this information to group students heterogeneously and design activities that catered to these diverse needs.

What teaching method did Ibu Guru Desi use to accommodate different learning styles?

Ibu Guru Desi used collaborative learning as the primary teaching method, along with a variety of techniques such as group discussions, projects, and demonstrations to cater to students' visual, auditory, and kinesthetic learning styles.

Why is differentiated instruction important in Ibu Guru Desi’s classroom?

Differentiated instruction is important because it allows Ibu Guru Desi to meet the diverse needs of her students, ensuring that each student receives personalized learning experiences based on their unique strengths, interests, and learning styles.

What role did Literasi Cloud play in the lesson?

Literasi Cloud provided digital access to a wide range of reading materials, which helped engage students in reading activities. It enabled them to explore various stories and genres, and it played a key role in promoting literacy by offering interactive and accessible learning resources.

How did the use of wayang (puppets) contribute to the lesson?

The use of wayang (puppets) helped bring the characters of the story to life, making the lesson more engaging. It allowed students to interact with the material creatively and encouraged them to actively participate in storytelling, enhancing their comprehension and presentation skills.

How did Ibu Guru Desi create a safe and open learning environment?

Ibu Guru Desi created a safe and open learning environment by encouraging students to present their work without fear of judgment. She also provided opportunities for self-expression, giving students the freedom to choose their preferred storytelling methods, which boosted their confidence and reduced anxiety.

What was the significance of the ice-breaking activity during the lesson?

The ice-breaking activity was significant because it helped students relax, bond with their peers, and become more comfortable before diving into the main lesson. It also created a positive and interactive classroom atmosphere, enhancing student engagement and focus.

How did formative assessment contribute to the learning process?

Formative assessment, using tools like Plickers, allowed Ibu Guru Desi to monitor student progress in real-time. It provided immediate feedback, helping both the teacher and students identify areas for improvement and ensure that learning objectives were being met effectively.

What was the overall outcome of the lesson, according to Ibu Guru Desi?

The overall outcome of the lesson was positive. All students achieved the learning objectives, and their enthusiasm for reading and learning increased. The use of creative methods, like reading aloud and using wayang, made the lesson enjoyable, leading to better student collaboration and improved literacy skills.