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Strengthens Teachers' Mastery of Material and Methods

Module 4

Strengthens Teachers' Mastery of Material and Methods
Participants at the Module 4 training in Central Java for junior secondary school science teachers conduct an experiment with hydrilla plants to demonstrate that photosynthesis produces oxygen.

JAKARTA – USAID PRIORITAS has recently developed and used a fourth teacher training module to train about 300 facilitators from 50 districts in seven partner provinces. "Module 4 focuses on strengthening the content of lessons and how it is taught using active learning approaches," said Stuart Weston, USAID PRIORITAS Program Director.

Module 4 complements the previous three modules that have been used to give training to more than 30,000 primary and junior secondary schools: Module 1 introduced PAKEM (active and contextual learning), Module 2 on scientific approaches, and Module 3 on information skills. These three modules focused on methodology in the teaching and learning processes. Meanwhile, Module 4 focuses more on the lesson content and how to teach them. For primary school teachers, the three main subjects featured were literacy, science, and mathematics, and for junior secondary school teachers, it was science, Indonesian language, and mathematics.

Module 4 was compiled by lecturers from 16 partner TTIs. "These TTI lecturers were involved so that, after USAID PRIORITAS program is completed, they can carry on with the development of other training modules for teachers which emphasize on practical activities and active learning," added Stuart.  

Fixing Misconceptions

The Module 4 training for provincial facilitators in West Java conducted in Karawang (21-24/2/2017), revealed teachers' misconceptions regarding basic concepts, for example, in the study of mathematics. The height of a triangle is always depicted as being upright. The height is defined as a line drawn perpendicular to the base, and the base is always considered to be horizontal and at the bottom of the triangle. As a result, students have problems and make mistakes in identifying a triangle's height line when the triangle is depicted at an angle other than horizontal. In fact, the base is more aptly described as a side between any two angles or the extension of the side in the case of an obtuse-angled triangle. Thus, the height of a triangle is more precisely defined as a line through a vertex and perpendicular to a line which is the base i.e. the opposite side of the triangle. "Imagine... a misconception about the height of a triangle like this has been around for decades and thousands of children have had difficulty figuring out the heights of oblique or obtuse-angled triangles," said Ujang Sukandi, a USAID PRIORITAS Teacher Training Specialist at the junior secondary school teacher training. (Kom)


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