top of page
WhatsApp Image 2023-09-06 at 3.11.21 PM.jpeg

Practicum School:
SMA Negeri 1 Kendari

On this page, the profile and other essential information and my personal observations about my practicum school are detailed.

School History

SMA Negeri 1 Kendari was founded on August 1, 1962, and had State status on September 23, 1963 based on Ministerial Decree No. P and K. 24/SK/B.III./1963 Since its founding, this school has had several names, namely:

​

  • Public High School 224 Kendari

  • Kendari Model State High School

  • Kendari 1 Public High School

  • RSBI SMAN 1 Kendari

 

In accordance with the Decree of the Director of High School Development, Directorate General of Primary and Secondary Education Management, Department of National Education Number: 697/C4/2007, dated 18 July 2007, SMA Negeri 1 Kendari was designated as one of 200 International Standard High Schools in Indonesia and the first in Southeast Sulawesi.

​

​

sman1.jpg
foto-sma-1-kendari.jpg

Vision Mission

Everyone

​

Creating Indonesian people who have the Pancasila personality, spiritual intelligence (SQ), intellectual intelligence (IQ), emotional intelligence (EQ), and kinesthetic intelligence to be able to compete globally.

​

Mission

​

  • Maintaining the integrity of the Unitary State of the Republic of Indonesia (NKRI)

  • Creating intelligent and competitive Indonesian people

  • Fostering and equipping students with noble and commendable character

  • Creating a meaningful and enjoyable learning environment

  • Creating a school environment that is cultured, beautiful, clean, safe, peaceful, religious, harmonious, and characterized by an international learning society

  • Improve science, technology, and arts (IPTEKS) based on faith and piety (IMTAQ)

  • Become a superior school in science olympiads and other competitions

  • Increase student competitiveness both nationally and internationally

Academic Support System

Facilities and Infrastructure

​

  • Headmaster's Office

  • Vice Principal's Office

  • Teachers' Council Room/Office

  • Teachers' Pantry and Kitchen

  • Administrative Office

  • Classrooms

  • Science Laboratory

  • Physics Laboratory

  • Biology Laboratory

  • Chemistry Laboratory

  • Computer Laboratory

  • Language Laboratory

  • Counselling Office

  • Audio Visual/Multimedia Room

  • Function Hall

  • Conference Hall

  • Library

  • Art Room

  • Basketball Court

  • Volleyball Court

  • Badminton Court

  • Table Tennis Court

  • Futsal Field

  • Veranda for Ceremonies

  • Student Council Room/Office

  • Prayer Rooms/Masjid

  • Medical and Dental Clinic

  • Committee Room

  • Canteens

  • Green House

  • Restrooms

  • Parking Space

  • Guardhouse

​

Teaching and Learning Technological Support Facilities

​

  • Computer desktops

  • LCD projectors

  • Handheld cameras

  • Digital cameras

  • Television monitors

  • Public Address (PA) system

IMG_20230905_094509_edited.png

Teaching System

​

     I officially began my first day of observation and practice teaching at SMAN 1 Kendari (SMANSA) on September 5, 2023. Upon arriving at the most prominent public senior high school in Kendari City, I noticed several essential practices and policies unique to the teaching system observed by the teachers at SMANSA.​
 
     First, the teaching faculty regularly holds meetings with the headmaster, learning coordinators, or even simply among their departments or the specific subjects they teach. This is a commendable practice because it fosters a culture of collaboration and open communication, allowing educators to share best practices, discuss student progress, and address challenges. These meetings provide a platform for professional development, where teachers can learn from each other's experiences and refine their teaching methods. Furthermore, they contribute to a unified approach to education, ensuring everyone is aligned with the school's goals and educational objectives. Overall, this practice promotes a supportive and constructive environment that ultimately benefits teachers and students by enhancing the quality of education.
​
     Additionally, SMANSA teachers actively promote community service and volunteerism, encouraging students to participate in projects that benefit their local communities. This fosters a sense of social responsibility, empathy, and a deeper connection to the world beyond the classroom. Aside from this, SMANSA offers a diverse range of extracurricular activities, from sports and arts to clubs and student council organizations. These activities allow students to explore their interests, develop their talents, and learn essential life skills beyond academics.
​

     Another thing I truly appreciated when I came to SMANSA was that their education system is shifting toward student-centered learning approaches. This method empowers students to take an active role in their education, promoting critical thinking, problem-solving, and creativity. They also incorporate values and character education into their curriculum. This includes teaching students ethics, moral values, and social responsibility, preparing them to be responsible citizens.

​

     It also did not go unnoticed how Indonesia's rich cultural diversity is reflected in the everyday lives of all teachers and learners in SMANSA, where Bahasa Indonesia, local dialects, and even foreign languages like English and German are promoted. Multilingualism is encouraged to celebrate the nation's diversity. It was definitely awe-inspiring how, even though Indonesia considers English as a foreign language, the teachers do not cease to utilize the language as a medium of communication among themselves and their students despite the frequent mistakes in their usage. It stirred my passion for enriching English language learning and teaching to help more people, not only from the Philippines and Indonesia but all across the globe, to understand, connect to, and appreciate the world through the English language.

  

     At SMANSA, the teachers evidently invest in their continuous professional development, ensuring they are equipped with the latest teaching techniques and strategies to meet the evolving needs of students. It is also impressive how the majority of the teaching personnel at SMANSA have multiple advanced studies degrees instead of having only their bachelor's degrees. The fact that teachers at SMANSA invest in continuous professional development demonstrates a solid commitment to providing high-quality education. They ensure that their students receive the best possible learning experiences by staying updated with the latest teaching techniques and strategies. This, in turn, benefits the students by enhancing the overall quality of education at the school. The prevalence of teachers with multiple advanced degrees indicates higher educational standards at SMANSA. This not only reflects the dedication of teachers to further their own education but also raises the level of expertise within the teaching staff. Having educators with advanced degrees can lead to more advanced and specialized instruction, ultimately benefiting the students by offering a more profound and more comprehensive education.

​

     At SMANSA, the teachers are continuously integrating technology in the classroom. They provide students with digital resources, online learning opportunities, and platforms that enhance the learning experience. For instance, Ibu Hj. Sulfajriani Indah, an excellent English and Educational Technology teacher and one of my cooperating teachers at SMANSA, generously shared with me an endless list of all her curated educational and technological platforms, which she frequently uses to engage her students in class. By providing students with digital resources and online learning opportunities, SMANSA educators empower their students to access a wealth of information and educational materials. This broadens the scope of learning and encourages independent research and exploration. Technology integration helps students understand the real-world relevance of their studies. They can see how the knowledge and skills they acquire are applicable in various professional fields, which can be motivating and inspiring.

     

     Most importantly, SMANSA emphasizes character development programs that instill values like respect, discipline, and perseverance in students. These programs are aimed at shaping students into well-rounded individuals. They also provide a well-rounded education with a balanced curriculum that includes arts, sciences, and vocational courses. This approach ensures that students receive a comprehensive education that prepares them for various career paths. They frequently celebrate cultural diversity through events, festivals, and activities that allow students to learn about different traditions, fostering cultural understanding and appreciation. Lastly, SMANSA offers religious education to promote a sense of diverse religious beliefs and practices, fostering tolerance and respect for different faiths in a multicultural society.

Take a Closer Look

WATCH THIS: English teachers at SMAN 1 Kendari are holding one of their regular meetings to coordinate the delivery of their succeeding lessons. (Front, directly speaking: Pak La Ode Ndoali; Left: Ibu Amelia Amas; Right: Ibu Hj. Sulfajriani Indah.)

[5th September, 2023]

20230915075510_IMG_4872.JPG

Curriculum:
Merdeka Belajar

     The "Merdeka Belajar" policy in Indonesia is a comprehensive effort to enhance the education system, with a focus on fostering independent learning, improving teacher competencies, and responding to the findings of international assessments. It aims to create a more dynamic and effective learning environment for students.

​

     The success of this policy begins with teachers and their competence in translating the essential competencies outlined in the curriculum into effective teaching. Competent teachers play a crucial role in ensuring that meaningful learning takes place.

 

      â€‹"Merdeka Belajar" recognizes that learning is not confined within classroom walls. Students are encouraged to learn anytime, anywhere, both synchronously and asynchronously. This flexibility is achieved through various learning platforms, making education more accessible and adaptive to students' needs.

 

     While independent learning is encouraged, the policy also highlights the importance of teacher facilitation, parental involvement, and creating meaningful learning experiences for students. It strikes a balance between self-directed learning and the support system necessary for students' success.

 

     The "Merdeka Belajar" policy is a response to the findings of international assessments like the Program for International Student Assessment (PISA). Indonesia's performance in these assessments, particularly in mathematics and literacy, prompted the need for reform. The policy aims to address the shortcomings in students' literacy, numeracy, and character education.

 

     The policy replaces the National Examination with the Minimum Competency Assessment and Character Survey. This change shifts the focus from content mastery to assessing students' reasoning competence. The assessment will focus on literacy and numeracy skills and provide valuable insights to improve learning.

 

     â€‹Teachers are provided with a simplified format for writing lesson plans, reducing administrative burdens. This allows teachers more time to focus on enhancing their own competencies and improving the learning process.

 

     The policy seeks to make the school admission process more flexible by modifying the zoning system. A more equitable allocation of school seats is achieved, reducing the emphasis on proximity to schools and giving students with high academic achievements better opportunities.

 

     In addition to the "Merdeka Belajar" curriculum, the "Guru Penggerak" initiative encourages teachers to change their teaching methods. Teachers are encouraged to focus on nurturing students' reasoning, soft skills, and innovation while also reducing administrative tasks and exam result pressures.

 

     Teachers are expected to play a pivotal role in educational change within their regions. This includes collaborating with peer teachers, fostering student leadership, initiating social service projects, and encouraging discussions with stakeholders to improve the quality of learning.

© 2035 by Artist Corner. Powered and secured by Wix

bottom of page