Pedagogical Content

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Teaching Methods

During my practicum at SMP Islam Al Azhar 14 Semarang, I had the opportunity to observe and apply a variety of teaching methods. The most commonly used was the student-centered approach, where students were not just passive listeners but active participants. Teachers encouraged students to ask questions, work in groups, and present their ideas in front of the class. It created a lively, engaging classroom environment that inspired me to do the same during my own teaching demonstrations.

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When I was given the chance to teach science topics, I leaned toward inquiry-based learning. I wanted students to explore concepts by themselves, so I prepared activities that required them to observe, analyze, and draw conclusions. I still remember one lesson on environmental pollution where I brought in different kinds of trash and asked students to categorize and reflect on their impact. Their reactions, questions, and excitement proved how effective this method can be when it sparks curiosity.

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Teachers also used a blended method—traditional lecture combined with digital media. While explanations were delivered verbally or through the whiteboard, visual aids such as PowerPoint, videos, and diagrams were used to reinforce the lesson. I took this as an opportunity to experiment with visual storytelling in my own slides, making sure that my materials were not only informative but also visually appealing and age-appropriate.

What I loved most was how the teachers made room for value integration. Since the school is rooted in Islamic education, moral values were naturally embedded in every lesson, whether it was science, math, or language. I admired how this holistic method didn’t just aim for academic excellence, but also personal growth and character development.

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Learning Materials & Innovation

Learning materials at SMP Islam Al Azhar 14 were carefully selected to meet both academic goals and student interests. Each subject had official textbooks approved by the Indonesian Ministry of Education. However, what impressed me most was how teachers didn’t rely on textbooks alone—they made their own worksheets, created colorful posters, and even printed articles and infographics from the internet to support their lessons.

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When I was assigned to teach, I wanted my materials to be both interactive and student-friendly. I created my own worksheets using Canva and added questions that encouraged students to reflect rather than just recall. One of the best moments was when students asked to take home their worksheets after class because they wanted to review the lesson again. That made me realize the value of designing materials that spark not just learning but also interest and pride.

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I also explored the use of simple props and real-world items. For example, in one science lesson, I used bottled water, plastic bags, and dried leaves to represent different environmental issues. The students were amused and intrigued. Some of them even started sharing stories about pollution in their own neighborhoods. That moment was a reminder that innovation doesn’t always mean technology—it can be as simple as using real-world context to bring learning to life.

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The use of visual aids was highly effective with the students. Most of them were visual learners and enjoyed illustrations, charts, and even hand-drawn diagrams on the board. My mentor once told me, “Don’t underestimate a good drawing—it can help more than a hundred words,” and she was right.

 

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Sources of Learning & Technology

SMP Islam Al Azhar 14 Semarang embraced a good balance between traditional and modern sources of learning. While printed textbooks and teacher-made materials remained the foundation, technology played a growing role in classroom instruction. I observed several teachers incorporating YouTube videos, online quizzes, and PowerPoint presentations in their lessons. These tools helped keep students engaged and made abstract concepts easier to understand.

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I was especially amazed at how comfortable the students were with digital platforms. During one class, students participated in a quiz using Kahoot! and their excitement filled the room. It made learning feel like a game, yet the educational value was clearly there. Inspired by this, I tried using a simple online poll during one of my demo lessons to check students' prior knowledge. It was such a success that even the teacher asked if she could reuse my idea!

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Despite some limitations in equipment (not all classrooms had projectors), teachers were resourceful. They would bring their own laptops and use portable speakers. I followed this model and always came to class prepared with my materials saved on a flash drive and backed up online. This experience taught me the importance of being flexible and proactive when using technology in teaching.

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In terms of online research, the students were encouraged to explore credible sources, especially during group projects. I guided one group of students who were working on a presentation about renewable energy. They asked questions, searched for answers online, and even created digital posters. I was proud to see how well they applied their tech skills to real learning situations.

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Authentic Assessment

The school placed a strong emphasis on authentic assessment, which I found to be very effective in gauging real learning. Instead of just relying on traditional paper tests, students were assessed through projects, presentations, group activities, and reflective journals. These methods gave students the opportunity to apply what they learned in practical, meaningful ways.

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One project I assisted with involved students creating a mini-campaign about environmental care. They made posters, gave short speeches, and even interviewed people in their community. I helped guide their process and evaluated their performance based on a rubric. Seeing them present with confidence made me realize how assessment can be empowering when it gives students ownership of their learning.

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During my teaching practicum, I used different forms of performance-based assessment. After a lesson on ecosystems, I asked students to create a concept map and write a short paragraph explaining the interdependence of organisms. I was pleasantly surprised by how thoughtful and creative their outputs were. It showed me that students are capable of higher-order thinking when given the right tools and encouragement.

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Another form of assessment I observed was self and peer assessment. In group activities, students evaluated their own contributions and that of their teammates. It helped foster a sense of accountability and collaboration. I hope to use this more in my future classes because it nurtures not just skills, but values like honesty, teamwork, and responsibility.

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Teaching Plan

 

Curriculum

SMP Islam Al Azhar 14 Semarang follows the Kurikulum Merdeka (Independent Curriculum), which emphasizes student-centered learning, competency-based instruction, and the integration of character education. This curriculum provides more flexibility for teachers to adjust content to students’ needs and interests while still aligning with national educational goals.

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What I appreciated most about the curriculum was how it gave room for creativity and context-based learning. Teachers were encouraged to relate lessons to students' daily lives, and to include projects that nurtured both cognitive and affective domains. As a pre-service teacher, I was guided on how to adapt the topics I was assigned so that they remained aligned with the curriculum while being engaging and accessible to students.

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The science subjects under the curriculum focused not just on knowledge acquisition but also on practical application and critical thinking. For example, when teaching about ecosystems, the learning objectives went beyond naming types of ecosystems—they included skills like analyzing cause-effect relationships and evaluating human impact. I found these outcomes both challenging and exciting to teach.

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Furthermore, the curriculum emphasized character development, especially through the inclusion of Pancasila values and Islamic principles. It inspired me to think about how I can also integrate moral and ethical lessons into my teaching practice, regardless of the subject I’m teaching.

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Teaching Plan Related to My Major

As a major in science education, my teaching plan focused on topics related to physical science. I was assigned to teach topics under the “Vibration” and “Wave” units for junior high students. Before stepping into the classroom, I worked closely with my mentor teacher to ensure that my lessons were aligned with both the curriculum and students’ level of understanding.

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I prepared a detailed lesson plan that included learning objectives, instructional materials, procedure, assessments, and reflections. One of the most memorable lessons I taught was about “Vibration and Wave.” I opened the class with a visual presentation and a real-life case study from Indonesia. Then, students were divided into groups to discuss solutions for different pollution scenarios. Their ideas were innovative and showed that they truly understood the topic.

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The teaching plan also incorporated formative assessment activities such as graphic organizers, reflection questions, and group presentations. I wanted to make sure that the lesson was not just informative but also interactive and meaningful. I received positive feedback from my mentor and the students themselves, which made me feel both humbled and motivated.

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Designing and implementing this teaching plan gave me a taste of what it truly means to be a teacher—not just a conveyor of information, but a facilitator of learning. It affirmed my calling in the teaching profession and gave me the confidence that I can make a real impact in the classroom.

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Teaching Practice

 

Procedure of Teaching

The procedure I followed during my teaching experience was a blend of structure and flexibility. Each lesson began with a warm-up or review to activate prior knowledge. I often used visual aids, such as flashcards or simple infographics, to recall the previous topic and set the tone for the lesson. Afterward, I clearly stated the objectives for the day, ensuring students understood what they were expected to learn.

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Next, I proceeded to the exploration or explanation phase, where I presented the new content. I used a variety of methods including storytelling, real-life examples, demonstrations, and short videos. One of the best techniques I found was asking thought-provoking questions during the explanation—it kept students curious and involved. After the input, I facilitated group activities or discussions to let students process and apply what they had learned.

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Each session ended with a consolidation phase, where I summarized the key points and checked for understanding. Sometimes, I gave a formative quiz, a reflection question, or asked students to explain the lesson in their own words. I made sure to leave room for feedback and questions before class ended. I learned that a good lesson isn’t just about completing the plan—it’s about ensuring students truly connect with the content.

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Time Management & Organizing Activities

Time management was both a challenge and a skill I steadily improved throughout the practicum. At first, I struggled with balancing the allotted time for each segment of the lesson. Sometimes the discussion would go longer than expected, or students would be so engaged in an activity that I didn’t want to interrupt their learning flow.

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Eventually, I learned to prioritize the most essential parts of the lesson and adjust activities accordingly. I created a pacing guide for each class and wrote time stamps in my lesson plan. For example, I allocated 5 minutes for motivation, 15 minutes for presentation, 15 minutes for the activity, and 10 minutes for closing. Of course, things didn’t always go exactly as planned, but having a structure gave me more confidence and control.

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Organizing activities was also an exciting part of the job. I prepared materials ahead of time, tested my PowerPoint files, and always had a Plan B in case the technology failed. One time, the projector didn’t work, and I had to deliver the lesson entirely using drawings on the whiteboard and oral storytelling. Surprisingly, it turned out to be one of the most interactive sessions I had.

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This experience taught me that time management is not just about watching the clock—it’s about knowing what really matters in each lesson and making space for meaningful learning to happen.

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Classroom Management

Managing a classroom in a different cultural setting was an eye-opening experience. At first, I was nervous about whether students would listen to me, especially since I was a foreigner and a new face. But to my surprise, the students were warm, respectful, and curious. They greeted me politely, listened attentively, and followed instructions well.

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To maintain a positive atmosphere, I established simple and clear rules and routines. I used hand signals and verbal cues to regain attention and made sure to speak in a calm but firm tone when needed. I also used praise and encouragement frequently, which really helped in motivating the students. They appreciated being acknowledged for their efforts, and I made sure every student had a moment to shine.

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What really worked for me was building rapport with the students. I made time to talk with them outside class, asked about their interests, and even joined them during break time. This mutual trust made classroom management much easier because they were more cooperative and engaged during lessons.

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Of course, there were moments when noise levels became too high during group activities or when students got distracted. But instead of scolding, I used proximity control, gave them a countdown, or redirected their attention with a question. This respectful approach kept the classroom both joyful and disciplined.

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Problem-Solving

No teaching experience is without its share of challenges, and my practicum was no exception. One of the early problems I encountered was the language barrier. While most students understood English, some struggled with instructions or unfamiliar vocabulary. I learned to slow down, use simpler terms, and integrate visuals to aid comprehension. Sometimes, I even used basic Bahasa Indonesia phrases, which made students laugh and feel more connected.

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Another issue I faced was adapting to unexpected changes in the schedule. There were days when class time was shortened due to school events or prayers, so I had to quickly revise my lesson plans. These situations taught me to be flexible and to always have a condensed version of my lesson ready, just in case.

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There was also a time when an activity didn’t go as planned—the students found it too easy, and they finished it in half the time I anticipated. I used the extra time to conduct a spontaneous Q&A session, asking higher-order thinking questions to deepen their understanding. From that moment on, I always prepared extension tasks for fast finishers.

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Solving these problems gave me a sense of resilience and creativity. It reminded me that teaching is not about perfection, but about responsiveness, adaptability, and care.