Archipelago Educators Meeting XIII
POMANTRA (Literacy Park Corner) This is land located in a school environment that is poorly maintained so that it disturbs the view. Moreover, the land is in front of the class. For this reason, I took the initiative to use the empty land to become land that supports the learning process, both intracurricular aspects, ko-kurikuler, and extracurricular.
Title: Optimizing Literacy Activities with the Pomantra Program
Writer: Sudarwati, S.Pd., M.Pd.
Work Unit: UPT SMAN 2 Makassar
As technological developments continue to skyrocket, membuat murid malas melirik buku cetak, sehingga berdampak pada menurunnya minat baca murid. Akhirnya membuat murid juga kurang produktif. Hal ini membuat keresahan bagi saya sebagai guru bahasa Indonesia. Sementara kami pendidik dituntut untuk memberikan bimbingan kepada murid agar bisa menghasilkan sebuah karya. Moreover, the local Education Department requires every school to collect literary works, baik karya guru maupun karya murid. Therefore, as an Indonesian language teacher, I want to provide fun learning while producing work as real action from the planned program. The planned program is POMANTRA (Literacy Park Corner).
POMANTRA (Literacy Park Corner) This is land located in a school environment that is poorly maintained so that it disturbs the view. Moreover, the land is in front of the class. For this reason, I took the initiative to use the empty land to become land that supports the learning process, both intracurricular aspects, ko-kurikuler, and extracurricular. Intracurricular aspects such as: land use for hydroponics and living pharmacies for Mathematics and Entrepreneurship subjects. Extracurricular aspects such as: discussion room/organizational training area in the school, among others; Student Council, Scout, PMR, Paskibra, Sacred, dan Komunitas musik. Co-curricular aspects that support the learning process such as: reading corner and hydroponics. Hal ini yang membuat saya termotivasi untuk memanfaatkan lahan tersebut sebagai tempat belajar murid sekaligus menambah keindahan di lingkungan sekolah.
As an Indonesian language teacher, you have various challenges in activating POMANTRA, diantaranya merasa kesulitan mengarahkan murid membaca buku cetak karena mereka lebih senang membaca melalui handphone. The era of technology is getting more sophisticated now, membuat murid sibuk dengan dunianya sendiri, so it is difficult to collaborate to create a work. Hal ini juga menjadi tantangan bagi diri saya sebagai guru Bahasa Indonesia yakni memberi contoh kepada murid dengan membuat karya yang bisa mereka jadikan acuan. Besides that, Colleagues are also still difficult to collaborate with to produce work that can be recorded. Semoga dengan diaktifkannya POMANTRA ini sedikit demi sedikit bisa mengubah gaya belajar murid dan termotivasi meningkatkan literasi membaca dan menulis mereka.
POMANTRA (Literacy Park Corner) activated by discussion with the Principal and fellow teachers. Hold discussions with the Head of the organization to identify the assets owned by the school,berdiskusi dengan murid kelas X. XI, and XII as a whole as users of the Literacy Park Corner. Langkah akhir yakni membuat panitia dengan melibatkan ketua masing-masing organisasi Ekskul, collaborate with colleagues who are members of the practitioner community to monitor the development of active literacy activities at POMANTRA. Adanya POMANTRA ini membuat murid senang karena bisa terlibat langsung dalam program sekolah, they can also create literary works in the form of an anthology, develop their creativity, collaborate with each other in practicing responsibility.
Pelajaran yang bisa saya ambil saat mengaktifkan POMANTRA sebagai wujud aksi nyata P5 yakni bisa mengembangkan kompetensi yang dimiliki murid sesuai karakteristik mereka, bisa melatih tanggung jawab murid, senang melihat antusiasme murid belajar di taman literasi karena mereka belajar sambil bermain. Besides that, My fellow teachers and I can collaborate to produce work in the form of books with ISBNs.
In activating POMANTRA activities (Literacy Park Corner), belum sepenuhnya menumbuhkan kesadaran pribadi bagi murid untuk melakukan literasi. However, dengan pengawasan dari guru sebagai pembimbing secara bertahap murid akan terbiasa dan merasa literasi itu adalah suatu kebutuhan. If literacy is considered a necessity, artinya sudah membudaya dalam diri murid. This is the aim of the POMANTRA program. In addition to cultivating the habit of reading, It is also hoped that they can convey reflections on the results of reading, both orally and in writing. Adapun hasil akhir yang paling diharapkan yakni peserta didik bisa mengembangkan kreativitas mereka dalam bentuk tulisan karya yang bisa dipublikasikan.
The next step that needs to be taken consistently is to develop healthy collaboration between all school members to optimize POMANTRA. Jika murid sudah termotivasi melakukan literasi tanpa paksaan dari orang lain, that means they have made literacy a necessity, maka dengan sendirinya bisa menumbuhkan profil pelajar Pancasila yang mandiri, critical thinking, and creative.
POMANTRA (Literacy Park Corner) This is land located in a school environment that is poorly maintained so that it disturbs the view. Moreover, the land is in front of the class. For this reason, I took the initiative to use the empty land to become land that supports the learning process, both intracurricular aspects, ko-kurikuler, and extracurricular.
Title: Optimizing Literacy Activities with the Pomantra Program
Writer: Sudarwati, S.Pd., M.Pd.
Work Unit: UPT SMAN 2 Makassar
As technological developments continue to skyrocket, membuat murid malas melirik buku cetak, sehingga berdampak pada menurunnya minat baca murid. Akhirnya membuat murid juga kurang produktif. Hal ini membuat keresahan bagi saya sebagai guru bahasa Indonesia. Sementara kami pendidik dituntut untuk memberikan bimbingan kepada murid agar bisa menghasilkan sebuah karya. Moreover, the local Education Department requires every school to collect literary works, baik karya guru maupun karya murid. Therefore, as an Indonesian language teacher, I want to provide fun learning while producing work as real action from the planned program. The planned program is POMANTRA (Literacy Park Corner).
POMANTRA (Literacy Park Corner) This is land located in a school environment that is poorly maintained so that it disturbs the view. Moreover, the land is in front of the class. For this reason, I took the initiative to use the empty land to become land that supports the learning process, both intracurricular aspects, ko-kurikuler, and extracurricular. Intracurricular aspects such as: land use for hydroponics and living pharmacies for Mathematics and Entrepreneurship subjects. Extracurricular aspects such as: discussion room/organizational training area in the school, among others; Student Council, Scout, PMR, Paskibra, Sacred, dan Komunitas musik. Co-curricular aspects that support the learning process such as: reading corner and hydroponics. Hal ini yang membuat saya termotivasi untuk memanfaatkan lahan tersebut sebagai tempat belajar murid sekaligus menambah keindahan di lingkungan sekolah.
As an Indonesian language teacher, you have various challenges in activating POMANTRA, diantaranya merasa kesulitan mengarahkan murid membaca buku cetak karena mereka lebih senang membaca melalui handphone. The era of technology is getting more sophisticated now, membuat murid sibuk dengan dunianya sendiri, so it is difficult to collaborate to create a work. Hal ini juga menjadi tantangan bagi diri saya sebagai guru Bahasa Indonesia yakni memberi contoh kepada murid dengan membuat karya yang bisa mereka jadikan acuan. Besides that, Colleagues are also still difficult to collaborate with to produce work that can be recorded. Semoga dengan diaktifkannya POMANTRA ini sedikit demi sedikit bisa mengubah gaya belajar murid dan termotivasi meningkatkan literasi membaca dan menulis mereka.
POMANTRA (Literacy Park Corner) activated by discussion with the Principal and fellow teachers. Hold discussions with the Head of the organization to identify the assets owned by the school,berdiskusi dengan murid kelas X. XI, and XII as a whole as users of the Literacy Park Corner. Langkah akhir yakni membuat panitia dengan melibatkan ketua masing-masing organisasi Ekskul, collaborate with colleagues who are members of the practitioner community to monitor the development of active literacy activities at POMANTRA. Adanya POMANTRA ini membuat murid senang karena bisa terlibat langsung dalam program sekolah, they can also create literary works in the form of an anthology, develop their creativity, collaborate with each other in practicing responsibility.
Pelajaran yang bisa saya ambil saat mengaktifkan POMANTRA sebagai wujud aksi nyata P5 yakni bisa mengembangkan kompetensi yang dimiliki murid sesuai karakteristik mereka, bisa melatih tanggung jawab murid, senang melihat antusiasme murid belajar di taman literasi karena mereka belajar sambil bermain. Besides that, My fellow teachers and I can collaborate to produce work in the form of books with ISBNs.
In activating POMANTRA activities (Literacy Park Corner), belum sepenuhnya menumbuhkan kesadaran pribadi bagi murid untuk melakukan literasi. However, dengan pengawasan dari guru sebagai pembimbing secara bertahap murid akan terbiasa dan merasa literasi itu adalah suatu kebutuhan. If literacy is considered a necessity, artinya sudah membudaya dalam diri murid. This is the aim of the POMANTRA program. In addition to cultivating the habit of reading, It is also hoped that they can convey reflections on the results of reading, both orally and in writing. Adapun hasil akhir yang paling diharapkan yakni peserta didik bisa mengembangkan kreativitas mereka dalam bentuk tulisan karya yang bisa dipublikasikan.
The next step that needs to be taken consistently is to develop healthy collaboration between all school members to optimize POMANTRA. Jika murid sudah termotivasi melakukan literasi tanpa paksaan dari orang lain, that means they have made literacy a necessity, maka dengan sendirinya bisa menumbuhkan profil pelajar Pancasila yang mandiri, critical thinking, and creative.
Good practice before revised
Good practice elaboration
Title: Optimizing Literacy Activities with the Pomantra Program
Writer: Sudarwati, S.Pd., M.Pd.
Work Unit: UPT SMAN 2 Makassar
As technological developments continue to skyrocket, membuat murid malas melirik buku cetak, sehingga berdampak pada menurunnya minat baca murid. Akhirnya membuat murid juga kurang produktif. Hal ini membuat keresahan bagi saya sebagai guru bahasa Indonesia. Sementara kami pendidik dituntut untuk memberikan bimbingan kepada murid agar bisa menghasilkan sebuah karya. Moreover, the local Education Department requires every school to collect literary works, baik karya guru maupun karya murid. Therefore, as an Indonesian language teacher, I want to provide fun learning while producing work as real action from the planned program. The planned program is POMANTRA (Literacy Park Corner).
POMANTRA (Literacy Park Corner) This is land located in a school environment that is poorly maintained so that it disturbs the view. Moreover, the land is in front of the class. For this reason, I took the initiative to use the empty land to become land that supports the learning process, both intracurricular aspects, ko-kurikuler, and extracurricular. Intracurricular aspects such as: land use for hydroponics and living pharmacies for Mathematics and Entrepreneurship subjects. Extracurricular aspects such as: discussion room/organizational training area in the school, among others; Student Council, Scout, PMR, Paskibra, Sacred, dan Komunitas musik. Co-curricular aspects that support the learning process such as: reading corner and hydroponics. Hal ini yang membuat saya termotivasi untuk memanfaatkan lahan tersebut sebagai tempat belajar murid sekaligus menambah keindahan di lingkungan sekolah.
As an Indonesian language teacher, you have various challenges in activating POMANTRA, diantaranya merasa kesulitan mengarahkan murid membaca buku cetak karena mereka lebih senang membaca melalui handphone. The era of technology is getting more sophisticated now, membuat murid sibuk dengan dunianya sendiri, so it is difficult to collaborate to create a work. Hal ini juga menjadi tantangan bagi diri saya sebagai guru Bahasa Indonesia yakni memberi contoh kepada murid dengan membuat karya yang bisa mereka jadikan acuan. Besides that, Colleagues are also still difficult to collaborate with to produce work that can be recorded. Semoga dengan diaktifkannya POMANTRA ini sedikit demi sedikit bisa mengubah gaya belajar murid dan termotivasi meningkatkan literasi membaca dan menulis mereka.
POMANTRA (Literacy Park Corner) activated by discussion with the Principal and fellow teachers. Hold discussions with the Head of the organization to identify the assets owned by the school,berdiskusi dengan murid kelas X. XI, and XII as a whole as users of the Literacy Park Corner. Langkah akhir yakni membuat panitia dengan melibatkan ketua masing-masing organisasi Ekskul, collaborate with colleagues who are members of the practitioner community to monitor the development of active literacy activities at POMANTRA. Adanya POMANTRA ini membuat murid senang karena bisa terlibat langsung dalam program sekolah, they can also create literary works in the form of an anthology, develop their creativity, collaborate with each other in practicing responsibility.
Pelajaran yang bisa saya ambil saat mengaktifkan POMANTRA sebagai wujud aksi nyata P5 yakni bisa mengembangkan kompetensi yang dimiliki murid sesuai karakteristik mereka, bisa melatih tanggung jawab murid, senang melihat antusiasme murid belajar di taman literasi karena mereka belajar sambil bermain. Besides that, My fellow teachers and I can collaborate to produce work in the form of books with ISBNs.
In activating POMANTRA activities (Literacy Park Corner), belum sepenuhnya menumbuhkan kesadaran pribadi bagi murid untuk melakukan literasi. However, dengan pengawasan dari guru sebagai pembimbing secara bertahap murid akan terbiasa dan merasa literasi itu adalah suatu kebutuhan. If literacy is considered a necessity, artinya sudah membudaya dalam diri murid. This is the aim of the POMANTRA program. In addition to cultivating the habit of reading, It is also hoped that they can convey reflections on the results of reading, both orally and in writing. Adapun hasil akhir yang paling diharapkan yakni peserta didik bisa mengembangkan kreativitas mereka dalam bentuk tulisan karya yang bisa dipublikasikan.
The next step that needs to be taken consistently is to develop healthy collaboration between all school members to optimize POMANTRA. Jika murid sudah termotivasi melakukan literasi tanpa paksaan dari orang lain, that means they have made literacy a necessity, maka dengan sendirinya bisa menumbuhkan profil pelajar Pancasila yang mandiri, critical thinking, and creative.
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