1. Action Research on the
implementation of teaching for
Active Learning in Two Elementary
Madrasahs in Aceh
Journal article by Syah S. M., et al (2011)
Discussion By Group 4:
- Benyamin Solle - Mahmudin
- Bernardus Dhanga - Nur Kholis
- Joni - M. Dwi Hardani
2. Abstract
Content of abstract:
Objectives of study
To identify the challenges faced by teachers
attempting to teach for active learning (AL) as well
as strategies that might assist them in that effort.
Research design
Action research
Data are collected by using interviews, classroom
observation, and documentation
The result
While the initial training provided to teachers
heightened their consciousness of teaching for AL
and inspired some to experiment with the new
teaching methodology, teachers‟ understanding
and acceptance of AL was still tentative and could
be undermined without effective leadership and
long term mentoring
4. Introduction
A. Why active learning?
Active learning strategies emphasize the
significance of the learner‟s involvement in the
learning process and may involve independent
inquiry, collaborative learning, self-awareness of
individual‟s own learning process, and purposeful
adaptation of new knowledge to the learner‟s
prior experience.
Currently, there is an extensive body of empirical
research that testifies to the importance of
teaching for active learning in improving the
academic performance of students at all levels.
Active learning has become a common feature of
educational reform efforts around the world from
Europe to Central America.
In Indonesia, active learning has promoted since
at least the 1980s through reform initiative such
as The Way of Active Learning, Educational Unit
Level Curriculum
5. B. Purpose of the Study
The researchers wanted to find about:
How teaching for active learning is being
implemented in Aceh.
What the challenges are educators
facing as teaching for active learning in
Aceh‟s elementary schools?
The successful implementations of
teaching for active learning in Aceh‟s
elementary school.
Identify the successful strategies that
might assist teachers in other school for
active learning.
6. Statement of problems:
The research project focused on the following
questions:
What do teachers do when they teach for
active learning in the classroom?
What are teacher perceptions of what
supports are necessary for successful active
learning?
What are teacher perceptions of difficulties in
implementing teaching for active learning?
What are teacher perceptions of the effects of
teaching for active learning with students?
What are the principal‟s and school
committee members‟ understandings of
teaching for active learning?
7. C. Research site
The action research team selected two
MIN in the city of Banda Aceh – MIN
Masjid Raya and MIN Rukoh – to
investigate whether the specifically
religious mission of the madrasah had
any impact on teaching for active
learning. The teams also investigate the
implementation of teaching for active
learning in two SD in Banda Aceh.
8. MIN Masjid Raya, established in MIN Rukoh
1959
• 925 students in 2009 • 20 teachers are
• 16 classrooms women, 1 man
• 1 library coaches sport
• 1 canteen • 13 permanent
• 42 – 45 students per teachers
classroom • 8 temporary teachers
• 28 staff, 12 temporary • 18 participated in
teachers, 3 administrative BDE2 training 2007
staff. None bachelor‟s and 2008
degree teacher. 2 hold • 400 students
certificates • 40 students per
• 65% between 35 – 55 classroom
years old, 10% nearly
retirement
• All the teachers
participated DBE2
9. Method
A. Data collection
Interviews: principals and teachers
Classroom observation : group
discussion
Documentation : lesson plan and class
assessment
B. Data analysis
Collect the data
Analyze holistically to identify the themes
Analyze categorically to identify patterns
within different themes
10. Findings
Teacher awareness of AL
Teachers from MIN Masjid Raya and MIN
Rukoh participated in the AL
Teachers both school got training from DBE2
or other NGO
Provincial level office of MORA support
teaching for AL
Principals, teachers and school committee
members to visit other school which had
been successfully using active learning
strategies
Both schools had significant exposure to the
practice of teaching for AL
11. Implementation
According to the teacher, both school
have made progress in implementing
teaching for AL
Both school teachers appeared to
believe that active learning strategies
were most feasible
Islamic studies teachers also
describes theirs efforts to teach for AL
12. Doubts about Active Learning
Students became bored with attempts to
conduct experiments inside the
classroom (neither school has dedicated
laboratories).
Teachers worried about noise that came
and classroom management issues
associated with group activity and
teaching for AL.
Teachers concerned about the needs to
meet annual curriculum benchmark.
Teacher expressed that AL made the
teacher busier and complicated their
lives.
13. The role of school leaders
Principal appreciated AL and asked
teachers to implement it.
Principal felt they did not have
capacity to guide teacher in AL, so
they invited experts to teach the
teachers.
Teachers felt motivated and supported
in their efforts to teach for AL by the
example of their principal.
14. The role of school committee
The committee had participated in AL training
conducted by DBE2 and other NGOs, but
they did not see their role to be involved in
promoting teaching for AL in the classroom.
School committee members saw their job as
working with principal in budget planning and
expenditure (rehabilitation of school, teacher
welfare, honoraria for non-permanent
teachers, extracurricular activities, etc.
A teacher thought that the contribution of the
school committee was to focus on developing
infrastructures. They did not focus on
supporting teachers to implement AL.
15.
Discussion is a high level of awareness of teaching for
The result show that there
active learning in both schools;
All school‟s stakeholders are familiar with the term „ active learning‟
and show evidence of varying degrees.
A real intention to implement teaching for “AL” shown by an
improvement.
The reseracher can not confirm the data that show the affect to
students behavior.
Teachers/ understanding about „AL‟ is still developing. They are
suggested to associate the comprehension physically or practice
rather than cognitive or psychology
Teaching for „AL‟ is heavily associated with group work, classroom
management,
There are different perception between teachers and principal about
„AL‟
One social studies teacher said could not teach for „AL‟ because the
training she attended not specifically focus on teaching of „AL‟ in
social studies.
16. A. Intervention
In MIN Masjid Raya, teacher seems
confusing, undermining, and frustrating their
willingness to use „AL‟ in teaching.
MIN Rukoh was having success in implementing
„AL‟ rather than MIN Masjid Raya
The data suggested for MIN Masjid Raya:
The school stakeholders have misinterpretation
of teaching „AL‟;
The students not support the implementation of
„AL‟
The school committee activities do not focus on
implementation of „AL‟
Lack of communication between teachers and
parents
Lack of mentoring of teachers to teach for „AL‟
17. Intervention Activities:
Workshop for teachers, school principals, local supervisors,
and school committee, held in MIN Rukoh.
MIN Rukoh‟s teachers demonstrated their teaching practice of
„AL‟ in their classroom, while the other participants observed
the teaching activities.
Teacher‟s Teaching Activities, includes:
Introducing objectives
Arranging the students into groups
Distributing students‟ worksheet.
Asking one of the students to describe and discuss a picture in each
group.
The teacher demonstrated classroom management, reinforcing and
clarifying the involvement of each student in their group.
Helping student to perform their assign task.
Monitoring students‟ progress
Demonstrating their appreciation of students work.
Concluding and summarizing the lesson.
Asking the students to reflect their own lesson.
Describing follow up activities.
Closing the lesson by expressing the regard to student‟s parent.
18. B. Result of the Intervention
MIN Mesjid Raya Parent Interview showed that one
of parents still doubt that workshop will change
teacher‟s attitude toward teaching for AL and that AL
approach is an effective teaching. Why???
One of a parent found a teacher who said that she
was teaching for AL, but actually she just gave an
assignment to the students and then walked out of
the classroom to have coffee and chat with other
teachers.
Workshop is just a play, not a real classroom
activity. It is set up to show that AL is an effective
approach
Unlike in MIN Rukoh, AL in MIN Mesjid Raya is not
well implemented because school principals are
often changed by the local MORA office before
they finish their contract.
There was not much change in teaching. Teaching
was still traditional (teacher speaks a lot while
students are passive). E.g. Social science teacher.
19. Conclusion
Teachers in MIN Mesjid Raya have improved
their teaching strategy in comparison with
their previous performance.
Workshops can be effective in raising the
awareness of teachers about the advantages
of teaching for AL and may lead teachers to
experiment with new teaching strategies.
School-wide adaptation of AL requires a
change in school culture; and cultural change
is not easy and needs more time. Workshops
are not enough if it is not supported by
effective leadership, continuity of effort, and
long term mentoring and support of teachers.
