1. School Profile
Located at Jl.Monginsidi No.40 in Surakarta, with its unmistakable green-themed name arc, SMA Negeri 1 Surakarta or Surakarta Public High School exudes charming quaintness, its smallness a silent statement of its exclusivity. The students enrolled here share one essential trait: they belong to the highest stratum in terms of average grade at the end of their junior high school. It is “one of the most favorite schools in Surakarta… and the graduates of this school are qualified to play important roles in the government level,” according to the school website.
Relatively old, the school was one of the offshoots of SMA-AB Margoyudan when it was divided into SMAN I, II, and III in 1958. The school has suffered closure during the independence movements as most of the students joined the cause, and suffered damages particularly during Operation: Product in July 1957. Nevertheless, currently, the school gladly reports that “achievements are… increasingly rising both in the academic and non-academic fields” thanks to a faculty and management that’s keen to improve personnel skills and school facilities. Currently, they teach Grade X, XII, and XII, the senior high school levels of Indonesia, with two academic tracks, namely social science, and science and mathematics.
VISION AND MISSION OF SMAN 1 SURAKARTA*,
VISION
"Creating a devoted person to God Almighty, virtuous, disciplined, intelligent, environmentally friendly and globally competitive"
MISSION
1. Maintain and improve the practice of religious teachings embraced by developing an attitude of tolerance among religious people
2. Cultivating polite behavior, honest and upholding the noble values of national culture and Javanese culture
3. Instill a high discipline of awareness for all school people
4. Carry out education, learning and optimal service so as to produce outstanding people and be able to compete in all areas of life
5. Improve insight by utilizing school facilities and environments as learning resources
6. Improve the ability to manage the environment in order to maintain a useful and efficient school environment
7. Utilize and develop activities that add insight and knowledge to school residents
8. Increase awareness and keep the school community aware of the sustainability of the school environment, community environment and the environment globally
9. Utilizing existing environmental resources in schools in the context of natural stability
10. Customary and polite customs for all school members in daily interactions in the school environment and in the community according to the customs of Javanese culture
11. Make batik as a genuine work of Javanese culture in learning including aesthetics and philosophy
12. Establish cooperation with various institutions both local, national and international
* from their official website, http://sman1-slo.sch.id/beta/school-profile/visi-misi.htmlas, as translated using Google translate
REGULATIONS FOR STUDENTS
OF THE
1ST STATE HIGH SCHOOL OF SURAKARTA*
2011/2012 LESSON YEAR
NO: 005/879
That in fact students are educated citizens, therefore they should be good, loyal, orderly and exemplary citizens and exemplified by their behavior.
That student life is the best time in shaping physical, mental, character, to become a human development that has Pancasila .
That in fact student discipline is not just a school completeness but is a part of student life and is a necessity of the student itself.
In connection with the foregoing, the guidelines for the students of SMA 1 Surakarta are arranged as follows.
A. DUTIES AND OBLIGATIONS
1. Intra School Activities
a. Students must attend school 10 minutes before the lesson begins.
b. Students enter the room in an orderly, orderly manner and occupy their own seats.
c. The entrance to the east (next to BK) is closed at 07.00 right, reopens at 8:00, and closes again at 8:30.
d. For students who have an interest in leaving school through the west door, they must report to the front office.
e. At the first lesson, it starts with a prayer together, and at the end is closed with a prayer.
f. Five minutes before the lesson begins students are ready in their respective classes, so that the learning process can run smoothly.
g. Students who arrive late, must report to the Student Order officer, and ask for permission to the BK to attend lessons with consequences not allowed to attend the first lesson.
h. During student breaks must remain in the school environment.
i. During the learning activities while the teacher / teacher has not been present in the class, the class administrator immediately contacts the teacher or the picket teacher.
* from their official website, http://sman1-slo.sch.id/beta/school-profile/visi-misi.htmlas, as translated using Google translate
2. Academic Support System
Classroom-based strategies: Diverse strategies, lecture being the staple method. The teachers do sometimes utilize student-centered activities.
Outside-of-school strategies: The school has been keen to send the students in various exchange student programs, and excursions, both local and abroad.
Technology-assisted strategies: Projector is primarily used to show lessons. Flash objects, especially in science subjects, are utilized to animate concepts. Internet has been dominant as supplementary information source. The school also possess different laboratories, namely science, mathematics, computer, Bahasa ,and English. References are virtually in Bahasa. The school also sports a sound-proofed music room. One can find printers in the library for easy printing of academic requirements. History subjects usually use books that are in museums whenever possible.
3. Teaching System
SMA Negeri 1 Surakarta utilizes a flexible use of the prescribed 2013 curriculum, which the teacher adjusts according to student performance.
4. Materials and Other Learning Sources
The school is keen to use modern instructional tools to make the lives of the teachers and students alike easier. Projector is primarily used to show lessons. Flash objects, especially in science subjects, are utilized to animate concepts. Internet has been dominant as supplementary information source and for communication. One can find printers also in the library for easy printing of academic requirements.
What is interesting is when it comes to references, virtually everything is in Bahasa. References in the library are virtually in Bahasa. Some physics books provide English translation after every paragraph. History subjects usually use books that are valid as those being used in museums whenever possible.
The school also possess different laboratories, namely science, mathematics, computer, Bahasa ,and English, and a music room as cooperative and constructivist settings of learning. Teachers can also discuss on how to improve their teaching in the Teacher Resource and Reference Center, wherein teacher-exclusive references are stored.
Check out the facilities in detail: https://translate.google.com/translate?hl=en&sl=auto&tl=en&u=http%3A%2F%2Fsman1-slo.sch.id%2Fbeta%2Fschool-profile%2Ffasilitas.html
5. Measurement and Evaluation system
There are three major exams per semester. First, there are middle tests conducted every after three months. Second, there are semester exams conducted at the end of the semester.
6. Curriculum
The Indonesian education system is the fourth largest in the world in terms of student population. The curriculum is divided into semesters, six months each. The first starts in July and ends in December. The second starts in January and ends in June.
The system is a bit different to the recently implemented K-12 in the Philippine setting especially in the naming and the division. Whereas the Indonesian has Basic Education, Middle School, and High School, the Philippine has Elementary and High School. The Philippine High School is divided into two levels- Junior High School and Senior High School. The former and the latter responds roughly to the Middle School and the High School of Indonesia, respectively. However, in the Philippine Setting Grade 10 is in Junior High School, while in Indonesia it's in High School/ Senior High School.
7. Teaching Plan
Ma'am Wihahyu Adha, my cooperating teacher, used the second week of January or the first week for my observation to have a lecture on the Effects of Japanese Occupation in the Aspects of Indonesian Lives. The third week of January or the second week for my actual teaching moved back in time a bit in the discussion of history so as to discuss on the History of Japan which was conducted by myself as the lecturer. The discussion would then reconnect with the previous topic by discussing the Indonesian Independence Movement during World War II, myself as the teacher during the same time period. The fourth week of January or the third week of my actual teaching was used for a long test, which I helped supervise. Lastly, the first week of February and the last week of my stay in Surakarta was utilized for the performance task to look for a place that is historically important to Indonesia, and compare it then and now.
8. Others
