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Students Conducting Teaching Practicums Using Active Learning

Students Conducting Teaching Practicums Using Active Learning

SERANG, BANTEN – Sri Ayu, a student teacher at IAIN SMH Banten, conducted her teaching practice in a madrasah, MIN 2 Serang, as part of training of trainers (ToT) on teaching practicums. She was assisted by Syihabudin, a mentoring lecturer, and Asep Nizarudin, a teacher tutor at the madrasah. "I taught a mathematics lesson to class IVB with the goal that students should be able to design tessellation patterns with lots of two dimensional shapes," said Sri Ayu.

Tessellating is arranging two dimensional shapes so that there are no gaps in between. "Here are examples of three different motifs on cloth made from two dimensional shapes. With these as examples, I hope you can create tessellating patterns," she said.

While explaining the objectives of the lesson, she showed three pieces of patterned cloth to the students. The students were asked to identify the two dimensional shapes found in the motifs on cloth. A representative from each group drew the two dimensional shapes on the board. Then Sri asked them again, to check whether the shapes really were the same as those in the motifs on the cloth.

The students were divided into seven groups and given different two dimensional shapes, namely a rectangle, a triangle, a circle, pentagon, trapezoid, and a parallelogram. Each student also got a worksheet that contained the instructions:

  1. Design tessellating pattern using the shapes that your group has been given.
  2. Color the pattern that you design.
  3. Use three different colors to make the pattern interesting.

Students made their own shapes that they used as tiles. Some used squares, others rectangles or hexagons. Each group chose an interesting tiling pattern to present to the class. Then the students explained the coloring and tiling patterns they had selected.

After the teaching practice, mentoring lecturers, teacher tutors and students met to conduct a conference with a 3-2-1 pattern. The lecturer and teacher talked about three good things from the teaching practice, posed two questions, and gave one piece of advice to the students. Students then gave their feedback on the sessions. "A good points was that the student teacher created an active classroom environment, where the school students learned mathematics in a more meaningful way and produced work like that featured in USAID PRIORITAS training. There was need for improvement in the way of communicating, so that it is not awkward and is easy for the students to understand," said Syihabudin, a mentoring lecturer advising Sri Ayu. (Anl)


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