- Al-jabr Islamic School

NEWS
A l
J a b r
I s l a m i c
S c h o o l
LETTER
Semester II,March 2015/2016
TA BL E OF C ON TE N T S
2 From the Head of School
3 From the Principal
From the MYP Coordinator
4 From the PYP Coordinator
Catatan Dari Administrasi
5 Pre-K: What We Know About Day And Night
Kindergarten 1: Students’ Assessments
6 Kindergarten 2: Siklus Mahluk Hidup
G r a d e 1: Invention Through Science
Experiment
7 Grade 2: Students’ Language Development
Grade 3: Planning & Reflecting Through IB
Learner Profiles
8 Grade 4: Conserve Life With Renewable
Energy
Grade 5: Cube Is Cute: It’s All About
Geometry
9 Special Article: Science Fair 2016
10 Special Article: Student-Led Conference
11 Islamic: Gerhana Matahari
12 From Parents’ Association
Al Jabr Islamic School Newsletter March 2015/2016
2
from
Melestarikan dan Mengembangkan
Sekolah PYP - IB
Melestarikan dan mengembangkan PYP merupakan
salah satu workshop baru dari IB yang kami ikuti
Februari 2016 di Singapore dalam rangka ingin tahu
akan apa yang menjadi pembicaraan dan pemikiran
atas pendidikan dasar standard International saat ini.
Workshop ini masuk dalam kriteria katagori tiga yang
diikuti oleh peserta yang diharapkan sudah mempunyai
pengalaman terbang yang cukup tinggi, kemampuan
berpikir, bertukar pikiran atau brainstorming sekaligus
bersama secara kreatif mencari solusi dari situasi
pendidikan yang menjadi bagian dari keadaan dunia
baik international maupun nasional.
Sekilas saya meraba bahwa agenda ini seperti
workshop Leadership yang saya ikuti pada 2007 di
Hong Kong dengan Desy. Awalnya kami di bagi dengan
kriteria berapa lama telah menjadi leader dan berapa
The Head
of School
lama menjadi leader dalam dunia pendidikan. Lalu
kami ditanya apakah leadership berubah, kenapa
terjadi perubahan dan bagaimana kita sebagai
pimpinan mengatur nya baik sekolah maupun diri
sendiri. Ketika dirumah saya membaca koran ingin
tahu keadaan situasi negara tetangga kita dan di
beritakan bahwa dunia sudah demikian terbuka
dan penuh dengan kompetisi sehingga perusahaan
international pun mulai pindah produksi ke tempat
yang lebih murah dan mempekerjakan pegawai yang
lebih murah walaupun dengan tuntutan tugas justru
yang lebih berat. Dunia berubah.
Jika Anda seorang pembuat rencana, perancang
keuangan, organisator, staffing, handal memecahkan
masalah (problem solving), dapat mengukur
(measuring), mengerjakan apa yang tahu dikerjakan
Dan membuat products yang dapat di gantungkan
hasil nya - apakah Anda seorang pemimpin? Ternyata
belum. Dengan 7 tugas tadi maka pemimpin saat
ini harus mendapat 6 tugas tambahan yakni dapat
langsung dapat mengarahkan(establish direction),
mengumpulkan orang (aligning people), memotivasi,
menginspirasi, memobilisasi banyak orang untuk
mencapai sasaran dengan tepat dan mempersiapkan
serta memprediksi situasi didepan (propeling into
the future). Setelah mengetahui betapaberat tugas
seorang pemimpin terutama pemimpin dalam dunia
pendidikan maka saat itu saya antara mau pulang
saja dan pergi belanja atau makan sambil dalam hati
juga menanyakan pada diri sendiri, am i really that
old to give up. Sambil sepintas melihat ke Dwi our
PYP coordinator yang terlihat tenang , entah karena
everything under control or she just take thing easy maklum dia masih muda - mungkin seperti saya ketika
di HK 9 th yang lalu.
Lalu kita diberi waktu untuk memeriksa situasi masing
masing dengan menjawab, apakah masyarakat kita
diposisi belakang dari kompetisi dunia saat ini?
Apakah kita tidak siap untuk menang kompetisi
dimana depan? Apakah masyarakat kita terlalu
lamban? Apakah kita terlalu cepat menjalankan
Al Jabr Islamic School Newsletter March 2015/2016
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sesuatu namun lambat dalam berpikir, berstrategi dan
membuat rencana? Terbelakang dalam berinovasi?
Lambat dan tidak efektif untuk berintegrasi? Terlalu
mau sendiri untuk berkolaborasi? Apakah pimpinan
Anda disengage (melepaskan) diri dari peran nya and
so on and so on.
Demikian, sepintas laporan dari workshop kami
di Singapore - negara berpenduduk 5 juta dengan
tanpa natural resources kecuali manusianya. Dan
setelah workshop saya sempat volunteer guide di
Art Museum yang dengan bangga memamerkan 50
Tahun kemerdekaan dengan 5 kata dari representasi
bendera mereka yakni, keadilan, demokrasi ,
progress, persamaan dan perdamaian. Betapa mudah
nya menikmati hidup di negara yang maju. Dan ketika
pulang ke Jakarta maka mulailah jetlag sosial budaya
politik terjadi dengan kegaduhan dari koran, media TV,
media sosial dan menanyakan kemana ya pemimpin
negara ini? How we organize ourselves, bagaimana
kita mengatur diri. Setelah menangkan hati dan datang
ke sekolah melihat murid umur 2 tahun merayakan
ulang tahun dan berdoa untuk menjadi seorang
pemimpin dunia akhirat - maka saya optimist kembali.
Bismillah lancar - Allah SWT selalu bersama umat nya,
dan semakin besar perjuangan maka semakin banyak
pahalanya. Amin YRA. A journey of thousand miles
begin with a single step.
Uchu Riza
“...yakin akan adanya negeri
akhirat, MEREKA itulah
orang yang tetap mendapat
petunjuk dari Tuhannya dan
beruntung.”
Al Quran 31: 1-5
Al Jabr Islamic School Newsletter March 2015/2016
4
from
The MYP
Coordinator
INTERDISCIPLINARY TEACHING AND LEARNING
from
In the MYP, interdisciplinary learning is the process by which
students come to understand bodies of knowledge and ways
of knowing from two or more disciplines or subject groups
and integrate them to create new understanding.
Assalamualaikum Wr. Wb.
Students demonstrate interdisciplinary understanding when
they can bring together concepts, methods, or forms of
communication from two or more disciplines or established
areas of expertise to explain a phenomenon, solve a
problem, create a product, or raise a new question in ways
that would have been unlikely through a single discipline
(Boix Mansilla 2010). Taken from Fostering interdisciplinary
teaching and learning in MYP document P.3.
The Principal
Learning at school must accommodate the needs of
making connection between the real life experiences and
fun activities to engage and promote life-long learners.
Concepts and knowledge they inquired in and outside
the classroom should be promoting their communication
and social skills.
The Students Led Conference (SLC), in particular always
becomes a way to enable students to be communicators.
The conference aimed to review and discuss the work and
the student’s progress directly from their presentation.
The message is that the students are responsible for their
own success and the premise is the same: it is the time to
share their reflections on achievements and challenges.
Parents in the other side enable to see their son/
daughter as active learners with knowledge, conceptual
understanding and skills at school. Parents can also
draw connections on what the students learn at school
and how the attitudes grow from unit to another unit.
Hopefully, parents can emphasize and cooperate better
with school to support the students achieve the higher
standards.
We are looking forward to the Grade 5 Exhibition and
Grade 10 Personal Projects Exhibition on April 7, 2016.
The drama class from High School will also perform their
annual School Play, inspired by world-prominent plays at
the end of April.
While Grade 6, Grade 9 and Grade 12 students are having
their School Exams, District Standardized Exams and
National Exams within these 3 months, March – May.
Insya Allah, from all the school events that the students
experience at school will enrich their potentials, talents
and interests that might contribute for their successful
future, as stated in Al Quran:
“…Oh Lord! Bestow on us mercy from Yourself, and
facilitate for us our affair in the right way!”
Wassalamualaikum Wr. Wb
Kartika Desy Wardani
In the MYP, interdisciplinary learning is:
• Purposeful
Clear outcome for a subject to be included
• Disciplined
It selects and reorganizes disciplinary objectives in
meaningful and connected ways, learning across disciplines
and subject groups builds on disciplinary learning
• Integrative
Elements of more than one discipline are placed into a
productive relationship with one another—and connections
considered over time—so that students can develop a new,
deeper, more compelling or nuanced understanding of the
topic under study.
In the MYP, students are encouraged to bring together
knowledge, understanding, skills and attitudes learned in
different disciplines or subject groups to deepen and enrich
their understanding.
Example units from class:
How are disciplines integrated in the example of “The Sound
of Music”?
Understand of sound waves and elements of music in two
fundamental ways:
Physics
•Explains how musical instruments produce sound
Music
•Explores the expressive power of new sounds
Integration yields a deeper, richer understanding of the
topic. In this case, it is how musical instruments produce
sound and how that sound can be use to create compelling
musical experiences.
“There are schools that are teaching in the old fashioned
way which was of benefit in the beginnings of the 1900s –
but the needs are not the same and we need something fit
for the 21st century.” Marjo Kyllonen, Helsinki’s education
manager - http://www.independent.co.uk/news/world/
europe/finland-schools-subjects-are-out-and-topics-are-inas-country-reforms-its-education-system-10123911.html
Amelia Bertyapaty
Al Jabr Islamic School Newsletter March 2015/2016
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from
The PYP
Coordinator
School ritual, ceremony and culture in action
Assalamualaikum Wr. Wb.
What is ritual in a school means? How can we celebrate
it? How is it connected with school culture?
Based on the book of Shaping school Culture, rituals
are procedure or routines that are infused with deeper
meaning. Greetings and goodbye rituals are valueembedded ways of connecting people. As a school
that implement IB programmes as its international
curriculum, Al Jabr value and respect ways to greet
people inside and outside the school. However as a
school with strong Islamic values, we prefer to say
salaam ‘assalamualaikum’ as a way to greet each
other in school. Saying salaam without shaking hand
is also a ritual that goes along with it.
Rituals become significant when it is conducted with
special history and meaning. Rituals are the daily
comings and goings that create a bond that ties people
and activities: rituals hold a school together.
Ceremonies are ways that a school celebrates successes, communicates
its values, and recognizes special contributions of staff and students.
There are few types of ceremony based on the Shaping school Culture
book. :
1. Opening day ceremonies that connects and ties the staff to the school
and its mission – teacher’s back to work (TBW)
2. Community renewal ceremonies, an event that can rebuild and
recharge the energies of staff and students as well as parents – parents
curriculum day
3. Seasonal ceremonies – Idul Qurban celebration
4. Management ceremonies – collaborative meeting every week
5. Integrative ceremonies – assemblies every week
6. Recognition ceremonies – profile
7. Special ceremonies – language day, sport day, science fair
8. Memorial ceremonies – flag ceremony commemorating
Independence day
Those are samples of ceremonies we conduct at school in order to
celebrate the teaching and learning process of all school community. As for
tradition are significant events that has a special meaning and conducted
year in and year out. There are traditions that build professionalism and
there is tradition that recognizes significant contribution of others in
school.
Rituals, ceremonies and tradition vary in every school and make the culture
of the school. Align with Al Jabr school mission, we want to build a strong
school culture of international mindedness in respect to Islamic values.
Hopefully by conducting relevant and engaging rituals and tradition at
school will lead students to a meaningful initiated action in their daily
life and making changes for themselves, others and environment.
Wassalamualaikum Wr. Wb.
Dwi Murtayuningsih
Catatan Dari
Administrasi
Assalamualaikum Wr. Wb.
Dengan merebaknya kejadian penyakit Hand Foot and
Mouth Disease (HFMD) dan Demam Berdarah (DB),
sekolah secara rutin melakukan tindakan pencegahan
yaitu pengasapan (fogging) nyamuk, sterilisasi ruang
kelas dan mainan, serta desinfektan ruangan. Selain
itu kami juga menyediakan hand sanitizer di beberapa
titik agar siswa dapat selalu membersihkan tangan at
any time dan masker yang disediakan bagi siapa pun
yang membutuhkan. Namun istirahat di rumah lebih
disarankan bagi para siswa yang terindikasi sakit flu
dan batuk yang berpotensi menular.
Dalam hal cinta kebersihan, Agama Islam menaruh
perhatian yang amat tinggi. Kebiasaan bersih
hendaknya dimulai dari rumah dengan membiasakan
anak-anak untuk hidup bersih dan sehat. Karena
lingkungan yang bersih dan sehat akan menjauhkan
kita dari berbagai pernyakit.
Penerimaan siswa baru pada level PYP Tahun Ajaran
2016/2017 sudah berakhir kecuali High School
Grade 10 yang masih kami buka untuk gelombang
ke-2. Formulir Pendaftaran dapat dibeli di bagian
Administrasi setiap hari Senin – Jumat dari pukul 9:00
– 14:00.
Terakhir, kami himbau kembali orangtua/wali murid
untuk selalu menginformasikan nomor handphone
maupun email terbaru demi kelancaran komunikasi.
Serta mohon cek kembali setiap invoice tagihan uang
sekolah yang kami kirim per tiga bulan.
Wassalaamu’alaikum wr. wb.
Siska Liliana
Head of Administration
Al Jabr Islamic School Newsletter March 2015/2016
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P r e - K : What We Know About Day And Night
L: Students experienced
a rainy day. R: Mobile
Planetarium at the
school.
For the provocation of our unit, the Earth’s natural
cycles influence the activity of living things, Pre-K
students watched a video about rotation and made
observations outside the classroom. Pre-K students
also discussed about things that occurred during the
day and at night. To develop their knowledge, the
students discussed about these things and also about
diurnal animals and nocturnal animals. To deepen
their understanding about Earth’s natural cycle, Pre-K
students visited a mobile planetarium. In the mobile
planetarium, they gathered information about Earth’s
natural cycle and the things that we can find in our
galaxy such as planets, suns, moons, and stars.
To make connection between the weather and how
to protect themselves, the teachers dressed up based
on seasons created by the Earth’s revolutions. Pre-K
students learned about what the functions of the
things we can use to protect ourselves during different
seasons. To going further, the children played with
rain using umbrellas, raincoats, and boots.
In this unit, children were involved in the Science Fair.
They created simple experiments and presented them
in front of guests and explained what they knew about
Earth’s natural cycle. Students showed enthusiasm
and independence while presenting. As an action,
students were able to recognize daily weather and
identify items to protect themselves during different
seasons. (Lisa/3/2016)
Kindergarten 1:
Students’ Assessments
Students of K1 were very excited to learn about matter around them due
to our central idea about understanding the way materials behave and
interact in certain ways which determines how people use them.
We started this unit by discussing and introducing new vocabulary, then
presenting their examples of matter that they brought from home to show
their prior knowledge. Students developed their understanding about 3
states of matter by finding matter around class and classifying them into a
solid, liquid or gas. Students explored the characteristics of solids, liquids
and gases by observing how the matters behaved, such as pouring the
water on different surfaces to know that water changes its shape based
on the place. We also learned that matter can change by going through
a reaction, and this was proven by doing some experiments: melting
chocolate, a candle experiment and cooking pancakes.
To show students’ understanding about this unit and apply the basic
properties of materials in order to match materials to its purpose, we
joined the science fair. Some students performed about the characteristics
of matter and some students did experiments in groups and explained
the materials, processes and results to the guests. Blowing up balloon,
melting crayons, plastic explosions and the mysterious water are some of
the experiments about changing matter. This activity also showed their
cooperation in group work.
Students enjoyed doing the experiments. They asked a lot of questions,
which showed their curiosity. Hopefully students now understand the way
materials behave and interact in certain ways and how this determines
how people use the materials around them.
K-1 students showed their experiment on the yearly Scince Fair
Students applied their understanding by doing a
meaningful action at the school and at home. At school,
they were able to sort out the materials according to
the matter, like stones and books as solids, water and
juice as liquids and balloons and balls as filled with
gas . Ghenar said, “Ini dalamnya ada gas.” At home, as
parental feedback, Oceana said, “Mama itu ada cuka,
cuka kalau dicampur sama soda kue bisa buat gas ma.”,
Some of students keep repeating the song about solid,
liquid and gas, and explained the characteristics of
matter, and some of students were much more aware
of the types of matter in their house. (Dyah/3/2016)
Al Jabr Islamic School Newsletter March 2015/2016
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Kindergarten 2:
Siklus Mahluk Hidup
Bagaimana cara Makhluk hidup berkembang biak?
Proses apa saja yang dilalui oleh makhluk hidup
untuk berkembang biak? pertanyaan pertanyaan
ini memancing keingintahuan siswa siswi tentang
berbagai macam binatang dan cara berkembang
biak-nya. Di sekolah siswa siswi diperkenalkan
dengan berbagi binatang dengan cara reproduksi
yang berbeda beda, contoh, ulat menjadi kupu-kupu,
kecebong menjadi katak dan telur menjadi burung.
Berbekal dengan pengalaman memelihara binatang –
binatang tersebut dikelas serta kunjungan ke museum
air tawar TMII, siswa/i dapat mempresentasikan hasil
risetnya di dalam acara science fair. Science Fair kali ini
berbeda dari biasanya dimana siswa dikelompokkan
berdasarkan cara belajar dan kesukaannya. Beberapa
siswa/i secara berkelompok membuat model sebagai
alat pendukung presentasi secara mandiri dan
mempresentasikan pengetahuannya dalam bentuk
pameran. Sementara itu, beberapa siswa lainnya
memaparkan pehamannya melalui gerak dan lagu.
Perbedaan cara menilai ini dilakukan agar siswa dapat
lebih maksimal dalam memahami target pembelajaran
unit ini dan juga untuk memberikan kesempatan
pada siswa untuk mengembangkan kemampuannya
masing-masing.
Dengan mengetahui tentang berbagai proses
reproduksi makhluk hidup, diharapkan siswa lebih
menghargai makhluk hidup di sekitarnya dengan cara
merawat binatang peliharaan dan melepaskannya ke
habitat aslinya (Rindy/3/2016)
Murid-murid mengamati mahluk hidup di sekitarnya.
Grade 1:
Invention Through
Science Experiment
First graders were enjoying their fourth unit under the
central idea that people apply their understanding of
forces and energy to invent and create. During this
unit, the students began to explore many materials
to experiment and create. We observed the forces
and energy from many objects, such as toy cars, baby
strollers, chairs, and trolleys. This activity provoked
students to think about cause and effect, such as
why some things move and why some of them don’t.
It continues to recognize the invention to make it
happen . Kenzie , one of the students, said invention is
something new. The students expanded their thinking
skills to understand the functions of inventions in
human life. They also solved daily problems through
inventions. We invited the science club to provoke the
students about forces and energy and how they lead
us to invent and create. As a reflection, students were
able to recognize the basic understanding of forces
and how people use it in daily life. Then, we used
our science skills to identify or generate questions or
problems to be explored. This time, the students used
the scientific method to measure data accurately.
The scientific method motivated them to explore the
objectives and implement their analytical skills to
make hypotheses. They got more knowledge from
the result of experiment.
Finally, the students showed their research and
thinking skills in the Science Fair 2016. Singing and
art performances through magic tricks were parts of
their shows. The best moment was when students
showed their experiments in front of parents and
other students. Visitors knew the process from
verbal explanations and our students were being
confident to answer any questions. Students,
teachers, parents and the school agreed to develop
the application of forces and energy that contribute
to scientific developments and inventions and also
support the students to determine different kinds of
forces that are useful and being used by people in
their lives. (Mirna/3/2016)
Grade 1 students explained their experiment to a visitor
Al Jabr Islamic School Newsletter March 2015/2016
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Grade 2:
Students’
Language
Development
The theme of “How The World Works” was really engaging
for grade 2 as we had a wonderful experience related to
the central idea about how the design of buildings and
structures is dependent upon environmental factors,
human ingenuity and available materials.
During this unit, we learned about various ways to
create structures, structure’s diversity and multiple
perspectives that the people possess related to structure.
We also learned about how people use and maintain
structures. We focused on language development by
experimenting with discussions and presentations about
science projects. Students enthusiastically worked to
produce language products such as science journals,
slide presentations and various kinds of science charts
explaining their project.
We began to explore this unit by asking the students the
following questions: have you been to different kinds of
structures and did you observe them? How would you
classify the function of structure? How would you reflect
your own responsibility to sustain these structures
around your area ?. All the students showed their
enthusiasm to be engaged with every activity occurring
during the learning.
Another activity that we had was a visit to the toll road
construction on Jalan Bango. There, students observed
the process of making the toll road and interviewed
people who lived around there about how the road
project did not harm the environment. Students were
able to absorb the knowledge and grasp the meaning
from the visit by presenting their experience through
the writing, presenting and drawing in the Science Fair.
They also arranged and performed various role plays and
created art products about the structures in the class
and had their groups or individual projects assessed.
(Adi/3/2016)
Grade 3:
Planning & Reflecting
Through IB Learner
Profiles
During our unit of inquiry, the students focused on the
following attributes of the Learner Profile: inquirer,
risk-taker and reflective. Students communicated their
learning through oral and digital presentations. They had
an open-ended discussion responding to the following
questions: how is the Earth structured, what are some
natural disasters we know of, and how do natural
disasters affect humans?
They demonstrated an understanding about the
connection of the structure of the Earth with natural
disasters. They were inquisitive learners by identifying
short and long-term changes on Earth (e.g. movement
of tectonic plates, volcanic eruptions, and earthquakes).
We also watched a documentary on the structure of the
Earth and completed a visible thinking routine labeled “I
used to think…now I think” after doing all the tasks. They
became more reflective about their explorations by using
their interactive science journals, and they gained new
knowledge throughout the unit.
In addition, we also shared and discussed the summative
task for the unit. They were risk-takers to select one of
the natural disaster experiments for the science fair and
to explain that this is how the world works and that this
will continue to occur.
This unit was very engaging to learn because one of the
students from grade 3C, Mika, took action by inviting
her uncle, Mr. Anto, who works as management of
natural disasters. She took the initiative to connect what
she learned and requested her uncle to explain about
preparedness, response, recovery, and mitigation of
natural disasters. The grade 3 students were very excited
with the guest speaker as they learned and practiced
simple ways to be prepared when natural disasters
happen.
(Hana/2/2016)
Grade 3 students showing their understanding of the anatomy of the earth
Al Jabr Islamic School Newsletter March 2015/2016
9
Grade 4:
Conserve Life with
Renewable Energy
In Unit 4, grade 4 students learned about energy
under the following central idea: energy may
be converted, transformed and used to support
human progress. The students were inquisitive
and showed their enthusiasm when learning
about renewable and non-renewable energy.
They found out that non-renewable energy
sources like oil and coal will not last forever and
producing a lot of pollution will cause global
warming.
The students started their learning by observing
the things around the school that use some
kind of energy. They found a lot of things like
computers, projectors, air-conditioners, a
refrigerator, and a generator. From there, they
learned that every tool that people use in their
daily life needs energy. Energy is important, and it
cannot be created nor destroyed only converted
or transformed.
Students making visualizations about geometry
Grade 5:
Cube Is Cute:
It’s All About Geometry
Central idea: Understanding of scientific
knowledge is constantly evolving and has an
impact on people’s lives.
Students experimented heat energy using gas stove
Based on that knowledge, the students visited
the Badan Tenaga Nuklir Nasional (Batan) to find
out more about nuclear energy. In Batan, the
nuclear scientists explained about the benefits of
using nuclear energy and how energy is created
by producing a fusion reaction. After the visit,
the students knew that nuclear energy is one of
alternative energies that create less pollution.
To follow up, the students analyzed the problems
that happen in their surroundings, and those
eventually became the background problem for
their experiments. It was a challenging process
when some students failed and the results
were not as expected. However, they kept
on experimenting and showed commitment
to complete their experiments. At the end,
the students reflected about what they have
learned and changed some of their habits like
always turning off lights and the AC when it
is not needed.. Hopefully, after this unit, the
students can implement their understanding by
appreciating and using the energy more wisely
(Didi/Vivi/3/2016)
In this unit, grade 5 continued learning about
area, perimeter and volume. The students started
by exploring properties of 2D shapes such as
rectangles, square, triangles, and parallelograms.
Then, they were able to find and identify the
formula of area and perimeter of the shapes.
After that, they compiled all the formulas into
a formula book which could be used as a key
to solve math problems. As thinkers, they also
investigated sides, vertices and symmetry of 3D
objects. They found that triangles have interior
angles that add up to 180 degrees, and every
quadrilateral has interior angles that add up to
360 degrees.
During the third week, students learned about
Pythagoras’s theorem. They explored that in a
right-angled triangle, the square of the long side
is equal to the sum of the square of the other two
sides; C^2= a^2+ b^2. This formula helped them
to calculate the perimeter and area of scalene
triangles. The students had successfully found out
various solid geometry . They were able to find the
perimeter and surface area which are the nets of
solid geometry. At the end, the students had to
build their favorite solid geometry shapes such as
cuboids, cubes, prisms and pyramids. To develop
a deeper understanding about solid geometry,
the students also measured the shapes’ volume.
By doing those learning engagement, students
were encouraged to be inquirers in finding the
volume of 3D shapes (Anik/Kia/3/2016)
Al Jabr Islamic School Newsletter March 2015/2016
10
Nursery:
This is the first year of Nursery Class and it has
been amazing to see how the children are
progressing throughout the first semester. Some
of the children have come into the classroom
with a big smile ready to greet the teachers and
friends. Most of them have settled and have
been able to follow the classroom routines. They
knew where to line up before going to library,
playground and going home. The children have
started to enjoy singing and dancing, and even
some of them have requested for certain songs!
We are very happy to see how the children have
started to enjoy all of the classroom activities.
On March 11th 2016, we had SLP (Student Led
Play) at the school. Here, parents are invited to
see what the children have been doing for the
last 10 weeks. There were 6 areas that need to
be reviewed. The 6 areas were mathematics,
Student Led Play
language, fine motor skills, library, sensory, and
sports. At mathematics corner, students are
required to identify circle and square. For the
activity, they did shape stamping by using blocks
and circle toys. At language corner, students need
to identify and match the pictures of vocabularies
that they have been studied. Students played
water beads at sensory corner. The aim of sensory
play is to stimulate children’s senses. The focus of
our sensory play during SLP was touch. In order
to see the development of the student’s gross
motor skill, they are required to play basketball
at sport corner. Moreover, students did scoop
and macaroni transferring at fine motor skill
corner. Lastly, both parents and students are
required to go to the library to read a story. This
is their 1st year of SLP, new experience that can
perform as new start for their learning journey.
(Dhani/2/2016)
Al Jabr Islamic School Newsletter March 2015/2016
11
Special Article:
Student-Led Conference
From the Perspective of MYP/HS Students
The SLC, or Student Led Conference, is an activity
where the students of Al Jabr Islamic School invite
their parents to present and show their work and the
activities that they have done over the school year.
This year, the SLC was on the 8th until the 11th of
March, 2016.
learning at school is best when all parties are invested:
teachers, parents, and students. Hopefully, from the
SLC, students can reflect and do better each and every
year.
(Nino – Grade 10 Student/03/16)
This was my first SLC in Al Jabr as a high school student.
Overall, I think that the SLC is a great time for the
students to practice their speaking skills on adults. It
is also a great way for the parents to see the students’
activities.
Different students have different points of view about
the SLC. Mabel, a G6 MYP student, said that she likes
the conference because her parents get to know her
progress at school and can also learn from it. After the
conference, she discussed with her parents about the
topic of the units, her favorite assignments, and any
difficulties that she had so the parents know what she
needs to improve.
Why is this whole process important? It helps parents
supervise and encourage the students to do better at
school and to help them with obstacles. The success of
From the Perspective of Parent
Alhamdulillah...
Becoming life long learner is a process. School and
parents collaborate to make it happen.
The Student Led Conference (SLC) is a time when the
teachers do very little talking. Instead, the students run
the conferences, informing their parents about how
they are doing, what their goals are going forward,
and what kind of learners they are.
Every school has different way of running SLC. In my
daughter’s school, the SLC run in a very family-friendly
and less stress atmosphere so my daughter will feel
enjoyment and confidence in presenting her school
life in her own way.
(Sri Mulyani - mother of Alea, Pre-K-A/3/2016).
Al Jabr Islamic School Newsletter March 2015/2016
12
Special Article:
Science Fair 2016
Memupuk Kolaborasi dan Aksi yang Berkesinambungan
Alhamdulillah, Science Fair 2016 telah dilaksanakan
pada tanggal 16-18 Februari 2016. Setiap tahunnya
science fair selalu mengganti tema, seperti pada
tahun ini tema yang digunakan adalah sustainability
atau berkesinambungan. Berkesinambungan memiliki
dua makna, yang pertama adalah kesinambungan
antara ilmu yang dipamerkan. Seperti contoh, Pre-K
memamerkan uji coba tentang tentang siang dan
malam sesuai pelajaran yang dipelajari. Lalu, kelas
6 melakukan uji coba tentang tata surya dan kelas
8 membahas tentang fungsi rotasi. Kedua adalah
berkesinambungan, hasil dari uji coba yang dilakukan
dapat digunakan terus menerus dan bertujuan untuk
kelangsungan kelestarian bumi. Konsep utama ini
menjadi benang merah atas keempat tema yang
dipelajari dalam bidang Ilmu Pengetahuan Alam, yaitu
Materials & Matters, Force and Energy, Earth & Space,
dan Living Things.
Tahun ini Science Fair membawa warna baru yaitu
dengan konsep museum. Konsep museum, bertujuan
untuk meningkatkan kontribusi setiap individu
menjelaskan proyek yang telah dilakukan. Setiap
murid harus mengerti setiap bagian proyeknya,
tanpa bantuan papan penjelas seperti yang pernah
dilakukan pada Science Fair tahun-tahun sebelumnya.
Akan tetapi pada tahun ini peserta hanya dibantu
dengan table signage, yang berisi judul, kelas, ayat Al –
Qur’an dan bagian dari barang – barang hasil uji coba
yang dilakukan. Selain itu konsep museum didukung
dengan tempat yang dipilih sebagai tempat pameran,
yaitu di dalam ruangan yang bertempat di Al Jabr 2
dan Al Jabr 3. Lebih tepatnya di Auditorium Lantai 3,
Aula utama Lantai 2, dan Perpustakaan Al Jabr.
Science Fair tahun ini menggunakan Lobi Al Jabr
2 sebagai sudut interaktif, yaitu tempat siswa
melakukan games atau menjual produk-produk
kreatif, melakukan diskusi atau tanya jawab, dan lain
–lain. Untuk pertunjukan dilakukan di Kantin Al Jabr
3, yang menampilkan pertunjukkan dari setiap kelas.
Pada Science Fair tahun ini tidak ada perlombaan hasil
uji coba yang telah dilakukan siswa. Science fair tahun
ini mengedepankan kolaborasi daripada kompetisi,
seperti diadakannya jadwal mempresentasikan
pameran, yang harus bergantian dari setiap kelompok
peserta science fair, sehingga terjalin kolaborasi antara
siswa dalam satu kelompok.
Selain itu pameran juga dilakukan bukan berdasarkan
kelas, tetapi sesuai topik yang dibahas. Ada 4 tema
yaitu Materials & Matters bertempat di aula utama
lantai 2, Force and Energy bertempat di aula utama
lantai 2, Earth & Space di Perpustakaan Al Jabr, dan
Living Things di Auditorium lantai 3.
(Widyi Arta/3/2016)
Al Jabr Islamic School Newsletter March 2015/2016
13
Islamic Studies:
Gerhana Matahari
Pada hari Rabu, tanggal 9 Maret 2016, merupakan hari
yang sangat spesial bagi masyarakat Indonesia. Saudara kita
yang beragama Hindu menyelenggarakan hari rayanya yaitu
Nyepi yang bertepatan dengan peristiwa Gerhana Matahari
Total di beberapa wilayah tanah air.
Bagi Umat Islam, gerhana (matahari/bulan) merupakan
salah satu peristiwa untuk merefleksi diri dan bermuhasabah
(introspeksi) atas keberadaan diri dan Tuhan-Nya. Jika kita
melihat gerhana tersebut, nyatalah bahwa keberadaan kita
di mata Allah SWT sungguh sangat kecil dan tidak ada apaapanya. Keteraturan dan keselarasan semesta ini sangat luar
biasa, tidak mungkin segala keteraturan tersebut bergerak
dengan sendirinya, pasti ada Sang Pencipta yang mengatur
dengan segala kekuasaan-Nya.
Hadis riwayat Mughirah bin Syu`bah ra., ia berkata:
Pada masa Rasulullah saw., pernah terjadi gerhana matahari
pada hari kematian Ibrahim. Lalu Rasulullah saw. bersabda:
Sesungguhnya matahari dan bulan adalah dua tanda
di antara tanda-tanda kebesaran Allah. Keduanya tidak
gerhana disebabkan kematian atau kelahiran seseorang.
Oleh sebab itu, apabila kalian melihatnya, maka berdoalah
kepada Allah dan tunaikan salat hingga matahari nampak
kembali.
(Nomor hadis dalam kitab Sahih Muslim; 522)
Beberapa cara bisa dilakukan oleh Umat Islam dalam
menghadapi gerhana yaitu; bertaubat (memperbaiki diri),
shalat dan bersedekah.
1. Bertaubat merupakan jalan bagi seorang muslim untuk
bisa memahami dirinya sendiri. Membangun kekuatan
mental dan meredam ego merupakan manfaat dari taubat
yang dilakukan secara sungguh-sungguh sehingga manusia
akan merasa memiliki motivasi baru dalam menjalankan
aktifitas yang lebih positif.
2. Shalat merupakan tanda pengakuan dari seorang Muslim
tentang Kebesaran Allah SWT., dan kerendahan diri di mata
Sang Pencipta. Kebutuhan akan adanya pertolongan dan
petunjuk dalam shalat bisa dilihat dari gerakan dan bacaan
itu sendiri. Asas kesetaraan, persamaan dan keseimbangan
juga ditujukan dalam gerkana shalat (ruku’ dan sujud)
sehingga di mata Allah SWT., seorang hamba diperlakukan
dengan adil dan bijaksana tanpa melihat status sosialnya.
Tata cara shalat gerhana:
Secara umum shalat gerhana dengan shalat lainnya sama,
yang membedakan hanya pada niat dan beberapa gerakan
saja, yaitu: dalam satu rakaat terdapat dua kali ruku’ dan
dua kali al fatihah, jadi dalam dua rakaat ada 4 kali ruku’
seperti pada gambar di bawah ini.
3. Bersedekah merupakan lambing dari persaudaraan.
Bersedekah tidak harus dalama bentuk materi, membuang
duri di jalan pun termasuk sedekah bahkan memberikan
haknya kepada tubuh ini (istirahat) merupakan sedekah
yang berpahala menurut hadits nabi. Jadi, makna sedekah
secara luas adalah mendatangkan sesuatu yang bermanfaat
kepada orang lain.
Dari ketika point di atas dapat disimpulkan bahwa semua
peristiwa yang terjadi di alam ini merupakan tanda-tanda
kebesaran Allah SWT yang bisa dijadikan pelajaran untuk
pembangunan umat. Memperhatikan tiga unsur pokok
(diri, Tuhan dan Orang lain) akan menjadikan hidup menjadi
seimbang dan memang jika dilihat dari perjalanan hidup
Rasul saw., beliau selalu memperhatikan ketiga unsur
tersebut sehingga manfaatnya bisa dirasakan sampai akhir
zaman. Sebagaimana firman Allah SWT yang berbunyi:
“Dia-lah yang menjadikan matahari bersinar dan bulan
bercahaya dan ditetapkan-Nya manzilah-manzilah (tempattempat) bagi perjalanan bulan itu, supaya kamu mengetahui
bilangan tahun dan perhitungan (waktu). Allah tidak
menciptakan yang demikian itu melainkan dengan hak. Dia
menjelaskan tanda-tanda (kebesaran-Nya) kepada orangorang yang mengetahui.(Qs.Yunus Ayat : 5)”
(Ma’ruf/3/2016)
Al Jabr Islamic School Newsletter March 2015/2016
14
from Parents Association
tahapnya melewati tahapan masa anak, masa pubertas,
masa remaja, dan masa dewasa dengan tugas perkembangan
kognitif, sosial, dan moral.
Contextual Learning
yaitu menghubungkan proses
pembelajaran dengan perkembangan dunia saat ini atau
hal-hal keseharian yang dikenal & update sehingga lebih
mudah ‘menyerap’ materi pelajaran tertentu.
Lingkungan Sosial yang melibatkan Guru & lingkungan,
komunitas (teman) dan orangtua.
Alhamdulillah, Parents Workshop pada tanggal 12 Januari
2016 tentang Science Skill dan 2 Februari 2016 tentang
Making PYP Happen berjalan dengan lancar yang disajikan
langsung oleh Ibu Uchu Riza sebagai Head of School.
Topik yang disampaikan berkaitan dengan bagaimana cara
orangtua mengajar anak yang didasari dengan pendekatan
Key Concepts yang dimiliki oleh IB yaitu form, function,
connection, causation, perspectives, and responsibility.
Proses belajar secara ideal perlu mengkolaborasikan hampir
seluruh dimensi, yakni aspek:
Objektif (Target Pencapaian) terdiri dari 5 Essential Elements
(konsep, knowledge, skills, attitudes, dan action) dimana
hal tersebut berkaitan dengan aspek kognitif, afektif,
psikomotor. Tentunya berhubungan dengan moral value
(konten & penerapan Alqur’an) serta intensitas/kedalaman
ilmu berdasarkan konsep Taxonomy Bloom
Proses yang mendasarkan pada multiple intelligences:
visual, auditori, kinestetik, interpersonal, intrapersonal,
musikal, logis/matematis, naturalistik.
Tahap Perkembangan dimana kematangan usia di setiap
Berikut reflection dari parents setelah mengikuti workshop
yang telah dilaksanakan di sekolah:
Sebagai orangtua murid yang terbiasa dengan konsep
sekolah konvensional, terasa agak ‘terkejut’ dengan
pendekatan yang dilakukan dalam proses belajar mengajar.
Mengkombinasikan student-centered, multiple intelligences,
dan contextual learning memberikan tantangan bagi
orangtua juga. Dan yang paling penting adalah mengkaji,
mengkaitkan dan menerapkan makna Al Qur’an dengan
pembelajaran di sekolah.
Ketika sekolah menyertakan orangtua untuk terlibat dalam
proses belajar, orangtua bisa secara langsung menjadi
bagian dari komunitas pelajar dan melengkapi pengetahuan
serta keterampilan orangtua dalam mendukung pendidikan
anak di era saat ini.
Penyajian proses belajar yang simultan dan terstruktur
mengikuti kaidah-kaidah konsep pendidikan diatas
membuat proses belajar menjadi bagian dari keseharian
dan berkesinambungan akan menjadikan kurikulum
sekolah menjadi sesuatu yang ‘hidup’ dan efektif yang
memungkinkan untuk mewujudkan ‘future by designed’
yang terbaik bagi anak didik & bagi dunianya. Insya Allah.
(Liza - Orangtua Kaylee, Grade 7A)
Wassalam,
Hilda Purnomo
Misi dari Al Jabr Islamic School
Al Jabr Islamic School Mission Statement
Misi kami adalah menyediakan pendidikan yang
berkualitas tinggi untuk komunitas pelajar di sekolah
guna mengembangkan semaksimal mungkin potensi
yang dimilikinya melalui pembelajaran yang aktif,
sepanjang masa dan kesempatan mendapatkan
pengalaman yang nyata demi membentuk individuindividu yang seutuhnya baik mental, fisik, emosi dan
akademis dalam rangka ikut mendorong terciptanya
dunia yang lebih baik dan menghormati nilainilai luhur Islam yang ada di komunitas global.
Our mission is to provide a high quality education
for our community of learners to develop and
maximize their potential through active, lifelong
learning and real life experiences to become wellrounded individuals mentally, physically, emotionally
and academically in creating a better world with
respect of Islamic values in a global community
Al Jabr Islamic School
Jl. Bango II No. 34 Pondok Labu, Cilandak
Jakarta Selatan 12450, Indonesia