School Gen. Info. & Acad. Administration

1. School General Information and Academic Administration

This section provides the overall information about the school and its academic administration where I obtained meaningful teaching and learning experiences.

1.1 SCHOOL PROFILE

The UNSYIAH Laboratory High School Brief History, Profile, Vision, Mission, and Purpose are embedded in this section.

A. BRIEF HISTORY
After the earthquake and tsunami that hit most of the coastal areas of NAD Province on December 26, 2004, USINDO (The United States Indonesia Society), the Indonesian American community, built a Model High School for Aceh called UNSYIAH Laboratory High School, better known as SMA Labschool Unsyiah.
The school was inaugurated on July 27, 2007 by Chancellor Unsyiah, Chair of BRR NIAS, and Joint Chair of US-Indonesia (USINDO) Edward Masters and Arifin Siregar. This school was designed by architect Unsyiah, a large room with very natural light and air, a science laboratory, a computer laboratory, and a language laboratory and a versatile library and auditorium. On June 5, 2007 the Provincial Government of Nanggroe Aceh Darussalam Education Office issued operational licenses for Syiah Kuala University High School Laboratory Number 421.3 / E.1 / 1347/2007 based on:
a) Decree of the Indonesian Minister of National Education No. 060 / U / 2002 April 26, 2002 concerning School Education;
b) Letter of Syiah Kuala Darussalam University Banda Aceh Number 0974/1444 / TU / 2007 dated 12 April 2007;
c) Letter of Head of the Banda Aceh City Education Office Number 420 / -A.4 / 3035/2007 dated April 16, 2007. Unsyiah High School Lab School is located at Jalan Inong Balee No. 2, Darussalam Campus.
Lab High School is now standing majestically alongside other Unsyiah buildings. With the architectural style designed by experts from the Syiah Kuala University itself, the existence of Lab High School is "A Dream That Becomes Reality".
Lab High School is not directed to become an elite school, but a community school with the mission of demonstrating all students can learn well. The presence of this school is expected to educate a new generation of Aceh to think critically, solve problems through research, instill the habit of writing, improve computer skills and language training in English.

B. SCHOOL IDENTITY
a. School Name: UNSYIAH Laboratory High School / SMA Laboratorium UNSYIAH
b. Number and Date of Establishment: 4213 / E.1 / 1347/2007
c. Starting from: June 5, 2007
d. School Address: Kuta Inong Balee No. 2 Kopelma Darussalam Jln. Banda Aceh, Indonesia
e. Status: Private
f. Phone: 0651-7551593
g. Postal Code: 23111
h. School Giro Number: 125835020
i. Bank Name: BNI
j. Bank Address: Darussalam Campus
k. Email: smalaboratorium@yahoo.co.id
l. Web: http://labschoolunsyiah.sch.id
m. NPSN: 10107310
n. NSS: 301066104026
o. School Accreditation: A
p. SK Accreditation: 328 / BAP-SM / Aceh / SK / X / 2016
q. Date: December 30, 2016
r. Name of Foundation: Unsyiah Laboratory School Foundation
s. ISO: 9001: 2008
t. Certificate Number: QEC29861
u. Date of ISO Certificate: October 27, 2015

C. IDENTITY OF THE PRINCIPAL
a. Name: Drs. Nasir Usman, M. Pd.
b. NIP: 19601231 198511 1 003
c. Rank / Group: IV / c
d. Position: Principal

D. IDENTITY OF DEPUTY PRINCIPAL
a. Name: Dr. Essy Harnelly, M. Si
b. NIP: 19750109 200012 2 002
c. Rank / Group: III / c
d. Position: Deputy Principal

E. SCHOOL VISION
Syiah Kuala University High School Laboratory produces citizens who are responsible, competent, skilled, confident, religious, and become lifelong learners through IMTAQ and Science and Technology.

F. SCHOOL MISSION
1. Develop abilities in the academic field and values through imtaq.
2. Creating a fun, integrative and dedicative learning environment.
3. Provide opportunities for students to improve their skills knowledge and good learning attitudes
4. Providing facilities to increase student potential
5. Providing opportunities for UNSYIAH students and lecturers in general and FKIP in particular to be involved in field practice, experimentation, innovation, field research and information sharing.
6. Encouraging the entire school community to realize school as a model for other schools.
7. Creating schools that are disciplined, clean, beautiful and comfortable.
8. Fostering and enhancing family relationships and togetherness in the school community.
9. Increasing lifelong student learning awareness
10. Practice the knowledge and develop it according to the demands of the times.

G. SCHOOL PURPOSE
In realizing Vision and Mission, the UNSYIAH Laboratory High School has the following objectives:
1. Preparing graduates who are devoted to God Almighty and noble.
2. Prepare graduates who have high competitiveness.
3. Equip graduates through intra-curricular and extra-curricular activities to be able to develop themselves independently.
4. Instill graduates with tenacious and persistent attitudes in competency, adapting to the environment and developing sportsmanship.
5. Equip graduates with science and technology to be able to compete and continue to a higher level.
6. Grow the character of graduates as lifelong learners.

1.2 ACADEMIC SUPPORT SYSTEM

The academic support system pertains to the organized mechanism of the UNSYIAH Laboratory High School in supporting child’s totality of learning experiences as well as teacher’s professional growth and development through continual involvement in the academe. In addition, it also covers the administration’s initiatives and mandates for quality education, conducive learning environment, healthy and harmonious relationships among the school’s stakeholders, capacity to uphold the vision, mission, and purpose of the school, and others of similar nature.

A. ORGANIZATIONAL STRUCTURE
The personas in hierarchy shown are the ‘masterminds of academic excellence and unity of stakeholders’ of the UNSYIAH Laboratory High School in different fields and disciplines. The recognition of structural organization is one way of appreciating and supporting the teaching and non-teaching personnel, and the administration of their functions and roles based on their positions.

B. SCHOOL COMMITTEE OF UNSYIAH LABORATORY HIGH SCHOOL

C. SCHOOL ADMINISTRATION

The school administration supervised in providing the students with quality education through fostering a safe, child-friendly, and conducive learning environment where ‘everyone can learn’, as tagline goes of UNSYIAH Laboratory High School. The school administration consisted of non-teaching personnel, the deputy or vice principal, and the principal.

The administration is also involved in decision-making and implementation of the school curriculum, setting the school policy development directions, strengthening the academic support system, welcoming foreign and local academic opportunities that could mobilize the students and teachers through conferences, training, seminar and workshops, and the like.

D. BUDGET, FINANCE, and AUDIT
The UNSYIAH Laboratory High School Budget and Finance Office is in-charge of holistic budget and account planning for efficient and effective utilization of funds gained by the school from sponsored activities, donations, gifts, or school-initiated activities. The said office is also involved on auditing and monitoring of the expenditures and other similar in nature, and applicable transparencies of the documents related to budgeting for the purpose of academic support.

E. QUALITY OF EDUCATION
The quality of education is at all-time high, as SMA Labschool UNSYIAH obtained their ISO Accreditation from SAI Global which proved their enthusiasm to strive for excellence in instruction of professional teachers and quality education provided to the Acehnese students. This endeavor of UNSYIAH Laboratory High School is parallel to the established vision, mission, and purpose.

F. SCHOOL ENVIRONMENT
The school environment is truly conducive to learning for the reason that the school is spacious, learning resources are available, classrooms and other physical facilities are convenient to use. The teachers encouraged their students to be engaged in free learning and exploration where they can roam around the campus to learn.

G. STUDENT AFFAIRS
The students of UNSYIAH Laboratory High School are always engaged in several competitions, either academic or non-academic, in various levels such as regional, national, or international levels.
Extracurricular Type of UNSYIAH Laboratory High School:
1. Scout
2. Sports (Basketball, Soccer, Table Tennis, Badminton, Kempo Martial Arts, etc.)
3. Computer Club
4. English Club (English Debate, Story Telling, etc.)
5. Art Club (Music Art, Dance, Fine Art, Drama, etc.)
6. Paskibraka
7. Marching Band
8. Saint Olympics (Biology, Chemistry, Physics, Mathematics, Computers, Astronomy, Earth, and Economics)
In addition, they are also active participants and winners in science and mathematics competitions which held the school as one of the leading high schools in Aceh.

H. TEACHERS’ TEACHING PEDAGOGY AND PROFESSIONAL DEVELOPMENT
The professional teachers of UNSYIAH Laboratory High School are adopting the 21st Century Teaching Skills and Pedagogy in classroom instruction, with an integration of educational technologies and ICT. It is parallel to the needs of the 21st Century Acehnese Learners catering the 21st Century Learning Skills and 4Cs which are Creativity or Creative Thinking, Critical Thinking, Communication, and Collaboration.

In teacher’s professional development, the teachers are currently pursuing their master’s and doctorate degrees aligned to their major field of specialization such as Science Education, Mathematics Education, Educational Leadership and Management, Philosophy, etc.

I. PARENTS AND OTHER STAKEHOLDERS
The UNSYIAH Laboratory High School recognized the role of parents and other stakeholders in sustaining the academic and financial support to their children. They participate in school curricular reforms and development through either direct or indirect consultation by the teachers on ways and means of effective learning.
Other stakeholders include the private non-government organizations and foundations, Minister of Education, United States Indonesian Society, and the like. Their function is to support the school in terms of giving effective programs for learning, providing avenues for the social and environmental activities where the students can engaged with, and influencing and inspiring students of UNSYIAH Laboratory High School to reach their fullest potentials and realize their dreams in life, which is to finish high school and college, and have a secure job in the future. Other stakeholders directly support schooling of children by giving scholarships and other student-aid programs.

J. FACILITIES AND INFRASTRUCTURE
Facilities and infrastructure available at UNSYIAH Laboratory High School are the following:
1. Library
2. Computer Laboratory connected to the Internet and Itranet networks
3. Science Laboratory
4. Full Area Hotspots in each Room and Park
5. Available Server Hosting websites for Teachers and Students
6. Canteen
7. Mosque
8. Student Locker
9. Multimedia room
10. Sports Field (Basketball, Futsal, Badminton, Table Tennis)
11. Hall with a capacity of 500 people
12. Comfortable Classroom (9 × 12 M ^ 2) equipped with LCD Projector and Speaker
13. Music Room equipped with modern and traditional musical instruments
14. And there are many other facilities.

The UNSYIAH SMA Labschool Library

Computer Library

Science (CHEMISTRY) Laboratory

Full Area WiFi Hotspots in Rooms and Parks

School Canteen

School Lockers

Futsal and Badminton Courts

Basketball Court

Event Hall with a capacity of 500 people

Comfortable Classrooms Conducive to Learning

‘Pojok Baca’ or Reading Center where English books are readily available

1. 3 TEACHING SYSTEM

The teaching system deals with the organized steps and structure in teaching being practiced by the professional teachers of UNSYIAH Laboratory High School, starting from instructional planning, actual delivery of instruction, and assessment and evaluation.

A. THE TEACHING AND NON-TEACHING STAFF

Here is the list of the teaching and non-teaching personnel of the UNSYIAH Laboratory High School indicated by their names, their field of teaching, and functions and roles in the academe:

B. THE TEACHING SYSTEM AND METHODOLOGY

From Tuesday to Saturday, the classes usually at 7:45 AM until 1 PM. The classes will resume on 2PM until it ends on 4 PM.

Monday is different. There will be a singing of the Indonesian National Anthem, a prayer, and some speech being delivered by a faculty member. The whole ceremony lasts for about 30 minutes before the class starts.

When the class starts, teachers attend their class to teach lessons. They prepare lessons before they enter through setting up the necessary technologies like VGA-LCD Projector, Loudspeaker, realias, models, charts, any softwares and applications, and the like. Teachers are the facilitators of learning, in other words, they must carried out a learner-centered approach to instruction. UNSYIAH Laboratory High School Teachers always instill the value of child’s learning in their daily lesson. They always encourage their learners to recite, to perform, and to demonstrate certain competencies to ensure that the learning objectives and content standards have been attained in a smooth and efficient manner.

Classroom instruction circulates in this process: instructional planning, actual delivery of the lesson and instruction, and assessment and evaluation. In instructional planning, teachers prepare lesson plans based on what is stipulated in the curriculum guide of the subject. They will look for the core learning competencies, content standards and afterwards, they will formulate the learning objectives in each cognitive, affective, and psychomotor domain. Then, they will think of an appropriate motivation (either intrinsic or extrinsic) and activity to be performed by their learners. Some of the teachers in UNSYIAH Laboratory High School will choose lecture method which is a teacher-centered instruction, but some teachers will choose discovery learning and inquiry method which are learner-centered instruction. Considerations in instructional planning are put into place such as but not limited to the knowledge and schema of the learners of the topic, level of understanding, teacher’s teaching skills, and availability of instructional materials.

In terms of the actual delivery of the lesson, during my classroom observation in some classes, I observed that teachers are always guided by their instruction. Classroom management and approaches differ depending on subject being taught, population of students, students’ behaviors, capability and intelligence of the learners, and so on. Classroom instruction is usually done in routines and successions with increasing complexity in the subject matter, mandated by the K to 12 Curriculum.

Assessment and evaluation of Acehnese learners are being carried out through quizzes, short tests, problem solving, performance-based tasks, portfolio assessments, etc.

These things are very interesting to explore as I find this unique in Indonesian Classroom Setting.

1.4 MATERIALS AND OTHER LEARNING SOURCES

There are several materials and learning resources available in UNSYIAH Laboratory High School such as books, brochures and magazines, computers, realias, models, charts, VGA-LCD projectors, loudspeakers, artwork materials, laboratory equipment available in the science laboratories, sports equipment such as soccer ball, volleyball, and even badminton and table tennis, and so on. These things are very convenient and useful in instructional planning, actual delivery of the lesson, and assessment and evaluation.

Books, brochures, and magazines can be easily find in the LIBRARY; computers rest in omputer Laboratory; realias, models, and charts are sometimes available inside the classrooms or specialized rooms for instruction; VGA-LCD projectors and loudspeakers can be borrowed from the administration or technical committee; laboratory equipment can be find in biology, chemistry, and physics laboratories; sports equipment can be borrowed from the Physical Education Teacher of the UNSYIAH Laboratory High School.

Learning sources can be find ONLINE as the UNSYIAH Laboratory High School integrates e-Learning for students. These can be made possible through securing an Internet Connection by connecting into the campus WiFi or mobile data.

These materials and learning sources of the UNSYIAH Laboratory High School emphasized the school’s willingness for the children to learn by providing these accessible and easy-to-use materials to them, and allow their learners to experience quality education with this kind of support.

1.5 MEASUREMENT AND EVALUATION SYSTEM

Measurement and Evaluation System is broader in scope, thus, there is a need to subdivide it into three categories, which are measurement and evaluation for LEARNERS, TEACHERS, and the SCHOOL.

A. MEASUREMENT AND EVALUATION OF LEARNERS

The measurement and evaluation system for learners are established since the lesson planning. Teachers give quizzes, simple tests, or worksheets, or any performance tasks. In quizzes and simple tests, multiple choice type of test or any selected response type of test are chosen as assessment tool. Worksheets and performance tasks are more comprehensive and authentic as these measures learners’ true learning in the cognitive, affective, and psychomotor domains. Most of the assessments administered to the Acehnese learners are mainly focus on problem-solving and development of creative and critical thinking skills.

B. MEASUREMENT AND EVALUATION OF TEACHERS

The teachers are being evaluated before their hiring as well as while they are in teaching service at UNSYIAH Laboratory High School. The hiring process requires several assessments of the teacher in terms of credentials related to the teaching profession, interview, and the surprising thing after the interview is they undergo paper-and-pencil essay type of test.

In order to assess teachers in criterion-referenced to the professional teaching standards, teachers must submit their annual accomplishment/narrative reports of their involvement in activities within and outside the school. Their lesson plans and reports are being evaluated also by the school head in the micro-level, and the Minister of Education in the macro-level.

C. MEASUREMENT AND EVALUATION OF THE SCHOOL

The UNSYIAH Laboratory High School is being evaluated by the Minister of Education and by the ISO in the Accreditation process. Accreditation process is done through careful inspection of the different areas such physical facilities, competence of teachers, students’ learning, administration, school mechanisms, achievements received, participation in activities, strength and uniqueness of the of curriculum implementation, and the like. Happily, UNSYIAH Laboratory High School obtained the ISO Accreditation Certification which is a new milestone and a great achievement for the school.

1.6 CURRICULUM

In this section, the curriculum implemented by the UNSYIAH Laboratory High School is being magnified.

A. THE 2013 CURRICULUM

The aim of the 2013 curriculum is to prepare Indonesian people to have the ability to live as individuals and citizens who are productive, creative, innovative, and affective and able to contribute to the life of the world, nation, state and civilization of the world

The said curriculum is a reference for UNSYIAH Laboratory High School in implementing education and learning that leads to the implementation of character education. Character education is interpreted as an effort to internalize the noble values of the nation as mandated by national goals in the fourth paragraph of the Preamble of the 1945 Constitution and the objectives of National Education in Article 31 of the amendments to the 1945 Constitution and Law No. 20 of 2003 concerning the National Education System. The noble values internalized include: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the country, respect for achievement, friendship, peace of mind, love to read, love of the environment, social care, and responsibility.

B. LEGAL BASIS

1. Law of the Republic of Indonesia No. 20 of 2003 concerning the National Education System.

2. Regulation of the Minister of National Education No. 24 of 2007 concerning Standard Facilities and Infrastructure for Primary and Secondary Schools.

3. Regulation of the Minister of Religion of the Republic of Indonesia No. 16 of 2010 concerning Management of Religious Education in Schools.

4. Government Regulation of the Republic of Indonesia No. 32 of 2013 concerning changes to PP No. 19 of 2005 concerning National Education Standards.

5. Regulation of the Minister of Education and Culture No. 69 of 2013 concerning the Basic Framework and Curriculum Structure of Primary and Secondary Schools.

6. Minister of Education and Culture No. 59 of 2014 concerning the 2013 curriculum for Senior High Schools / Madrasah Aliyah.

7. Minister of Education and Culture Regulation No. 81A in 2013 concerning the Implementation of the Curriculum.

8. Aceh Qanun No. 11 of 2014 concerning the implementation of education.

9. Minister of Education and Culture No. 62 of 2014 concerning Extracurricular Activities in Primary and Secondary Education.

10. Permendikbud No. 63 of 2014 concerning Scouting education as a compulsory extra-curricular activity in Primary and Secondary Education.

11. Regulation of the Minister of Education and Culture No. 79 of 2014 concerning Local Content.

12. Permendikbud No. 103 of 2014 concerning learning in primary and secondary education.

13. Government Regulation of the Republic of Indonesia No. 13 of 2015 concerning the second amendment to Government Regulation No. 19 of 2005 concerning National Education Standards.

14. Permendikbud No. 53 of 2015 concerning Assessment of Learning Outcomes by Educators and Educational Units in Primary and Secondary Education.

15. Permendikbud No. 20 of 2016 concerning Competency Standards for Primary and Secondary Education Graduates.

16. Permendikbud No. 21 of 2016 concerning Standard Content for Primary and Secondary Education.

17. Permendikbud No. 22 of 2016 concerning Standard and Secondary Education Process Standards.

18. Permendikbud No. 23 of 2016 concerning Educational Assessment Standards.

19. Permendikbud No. 24 of 2016 concerning Content Competency and Lesson Competence in 2013 Curriculum

20. Context Analysis 2016/2017

21. School Activity Plan (RKS) for Unsyiah Laboratory High School 2017/2018 Academic Year.

22. Permendikbud No. 17 of 2017 concerning PPDB

23. Permendikbud No. 23 of 2017 concerning School Day

Based on the 2013 curriculum students must be able to achieve graduate competencies that cover the domain of attitudes, knowledge, and skills as well as subject groups according to the chosen study program. The strategy used is to describe Core Competencies in the curriculum into Basic Competencies which are then formulated into teaching material and indicators of competency achievement in each subject.

Effective week in one school year (two semesters) is 38-40 weeks. The high school curriculum in class X, XI, and XII (according to content standards) are presented in the following table.

C. CURRICULUM CONTENT

Curriculum content of UNSYIAH Laboratory High School includes a number of subjects whose breadth and depth are in accordance with the core competencies and basic competencies established by BNSP and local content developed by schools and self-development activities.

1.7 TEACHING PLAN

Teaching plan is similar to lesson plan in which I formulate my lesson objectives, construct activities and worksheets, prepare and provide the needed instructional materials with technology integration, choose classroom approach and method to use in the teaching proper, and apply appropriate assessment tool for the evaluation phase of classroom instruction. This continuous process and daily tasks are truly the difficult and enduring job for a teacher. I had experienced it several times before I went to Indonesia during my college days where I am trained to do the task. Also, I experienced such hardship when I worked as a Summer Class Teacher for a month in a National High School in the Philippines. Despite these hardships and predicaments in instructional planning, I always taught myself to keep my spirit on the fight! ‘Kaya ‘yan, tiwala lang!’ in Filipino or in English ‘I can, just TRUST!’ which has a deeper meaning. I always asked for the Divine Providence in my teaching.

Herewith is a piece of my humble work. It is an example of my teaching plan or instructional plan about my lesson ‘Introduction to Ideal Gases’.