INNOVATIVE PROGRAMS TO OPTIMIZE

NUMERACY AND EDUCATION AT BHUMI BALI SCHOOL (BBS)

Feby Febrianti Nursyam (220101511007)

Tenriyolah J. Akbar (220101510010)
Nabila Putri Amelia (220101510007)
Nadya Bosra (220101510004)

MATHEMATICS EDUCATION STUDY PROGRAM

MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MAKASSAR
YEAR 2024
VALIDITY SHEET

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 TABLE OF CONTENTS

VALIDITY SHEET ................................................................................................................. 2

TABLE OF CONTENTS ........................................................................................................ 3

CHAPTER I ............................................................................................................................. 4

1.1 Background ....................................................................................................................... 4

1.2 Purpose of Teaching Assistance ....................................................................................... 6

1.3 Benefits of Teaching Assistance....................................................................................... 6

1.4 Description of the Teaching Assistance Plan ................................................................... 7

CHAPTER II ............................................................................................................................ 9

2.1 Partner Identity ................................................................................................................. 9

2.2 Partner Principle ............................................................................................................. 10

2.3 Partner Conditions .......................................................................................................... 10

2.4 Partner Activities ............................................................................................................ 11

CHAPTER III ........................................................................................................................ 12

3.1 Schedule of Teaching Assistance Activities ................................................................... 12

3.2 Goal Achievement Methodology.................................................................................... 13

REFERENCE ......................................................................................................................... 15

CV PROFILE/PROPOSAL .................................................................................................. 16

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 CHAPTER 1
INTRODUCTION

1.1 Background

Education is the spearhead for the progress of a country. In this context, education is a
fundamental need for countries that want to develop, advance, and compete at the global level.
Quality education is an important pillar in the economic development of a nation, so that it
becomes a basic need for every individual. (Kinanti in Nurfatimah et al., 2022).

Quality education has become the government's main program to face global challenges
in this century. Universities play a very important and strategic role in improving the nation's
ability and competitiveness. This institution is an inseparable part of the national and
international education system. Global challenges encourage universities in Indonesia to take
strategic steps. One of the initiatives from the Ministry of Research, Technology, and Higher
Education is the launch of the Merdeka curriculum with its flagship program, Merdeka Belajar
Kampus Merdeka (MBKM).

The Independent Campus Competition Program (PKKM) is part of the implementation

of MBKM. This program is an open competition with a tiered system of active students and
university accreditation as well as geographical/regional. The Independent Learning
Independent Campus management system or called the Institutional Support System (ISS)
includes study programs and programs at the institutional level that are carried out
independently and sustainably. One of the experiental programs of PKKM in the development
of student science and skills, namely in the form of teaching assistance in educational units.
The goal of PKKM at the study program level is to improve the quality, relevance and
innovation of higher education to respond to and anticipate future developments in science and
technology in accordance with the excellence of the study program. (Farrasa R F, 2019). The
Mathematics Education study program at the State University of Makassar has a superior vision
in the development of mathematics education, competitive in research, literate in mathematics
learning technology, and entrepreneurial. Therefore, with this vision, students of the
Mathematics Education Study Program at Makassar State University are committed to
continuing to improve the quality of education and prepare their graduates to be ready to face
the challenges of science and technology in the future. (Department Mathematics FMIPA
UNM, n.d.)
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 An international standard school is expected to produce graduates with optimal quality
standards. This also continues to pay attention to and adjust the needs of students, parents, the
community, schools, and the government. Therefore, improving the quality, efficiency, and
competitiveness of education in Indonesia both at the national and international levels, the
implementation of international standard education is very important to be improved.
(Sudarsana, 2018).

As an international tourism destination, Bali needs quality and international standard

educational support. Therefore, the government has an obligation to provide international
standard national schools in Bali. In this case, Bhumi Bali School plays an important role in
meeting the need for international standard education in the region.

To continue to improve the quality of teaching and learning, Bhumi Bali School needs
support through the Teaching Assistance program carried out by students to help their
educators from various aspects. This program will bring new energy and innovation into the
teaching methods used in schools and will certainly increase students' motivation to learn.

In addition, the students involved will bring the latest academic perspectives, which can
enrich the learning process in the classroom. We will also have the opportunity to interact with
students and staff from different cultural backgrounds, thereby broadening our horizons and
enhancing cross-cultural communication skills.

In addition to helping in teaching and learning activities in the classroom, students can
also contribute to extracurricular activities. We can help organize clubs, arts activities, sports,
and other activities, which will enrich the student experience at school. Involvement in these
extracurricular activities also helps students in developing non-academic skills such as
leadership, teamwork, and creativity.

Students generally have good skills in using technology. We can assist teachers and
students in utilizing technology for learning, such as the use of educational software, online
learning platforms, and other digital tools. The application of technology in learning will make
the learning process more interesting and relevant to the times.

With the Teaching Assistance program carried out by students, Bhumi Bali School can
continue to improve the quality of education provided to its students. This program is not only

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beneficial for students and schools, but also provides valuable experience for us, thus creating
a positive cycle in the world of education.

1.2 Purpose of Teaching Assistance

The objectives to be achieved from this Teaching Assistance activity in the Education
Unit are:

1. Improving the teaching ability of students of the Mathematics Education study program
by providing direct experience in teaching, especially in an international standard
school environment.
2. Providing opportunities for students to develop adaptability to the diverse needs and
learning styles of each student.
3. Supporting the improvement of the quality of learning at Bhumi Bali School by helping
to enrich the teaching methods used in the school, increase students' motivation to learn,
and provide new perspectives in facing learning challenges.
4. Encouraging the active participation of students in the development of national and
international education.

1.3 Benefits of Teaching Assistance

1. For Mathematics Education Study Program

a. Collaboration with international schools such as Bhumi Bali School can enhance
the reputation and credibility of the campus in providing a quality learning
experience.
b. Collaboration with international educational institutions expands the campus's
global horizons and assists in the development of a curriculum that is more relevant
to international standards.
c. Lecturers and campus curriculum can obtain direct feedback from students'
experiences in the field, which can be used to improve and adjust study programs
to be more relevant to the needs of the education industry.
2. For Students
a. Students get the opportunity to apply the theories they have learned in a real-world
environment, improving their teaching, communication, and classroom
management skills.
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 b. Opportunities to develop professional skills such as problem-solving,
collaboration, and adaptability in a multicultural environment.
c. Facing real challenges in the field helps students increase their confidence in
teaching and interacting with students.
d. Students can build a professional network with teachers and staff at Bhumi Bali
School, which can be beneficial for future careers.
3. For Partners (Bhumi Bali School)
a. Bringing new perspectives and innovative teaching methods that can improve the
quality of learning in schools.
b. Get additional support in managing the classroom and give more attention to
students who need extra help. This can also reduce the workload of teachers.
c. Provide additional human resources who can help in various academic and non-
academic activities, as well as special projects that may be difficult to carry out
with existing school staff.
d. It helps schools stay up-to-date with modern teaching methods as it brings new
ideas and the latest technology that can be integrated into the learning process.
e. Through involvement in teaching mentoring, partner schools can expand their
network of cooperation with universities. This can open up opportunities for wider
and sustainable cooperation in the field of education.

1.4 Description of the Teaching Assistance Plan

Phase 1: Planning and Preparation

• Classroom Observation
• Identify the needs of students who are experiencing difficulties.
• Learning Plan Development

Phase 2: Program Implementation

• Using an interactive learning approach.

• Engage students in practical activities that are relevant to daily life.
• Organize additional tutoring sessions for students.

Phase 3: Evaluation and Adjustment

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 • Using formative and summative tests to evaluate students.
• Collect feedback from students and teachers.
• Make adjustments to the learning plan based on the results of the evaluation and
feedback received.

Phase 4: Reinforcement and Improvement

• Organize enrichment activities for students who have demonstrated a good

understanding to further develop their skills.
• Continue tutoring sessions for students who still need additional assistance.
• Dissemination of Results.

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 CHAPTER II
IDENTITY AND CONDITIONS OF PARTNERS

2.1 Partner Identity

Figure 2.1 Bhumi Bali School

Name : Bhumi Bali School

Address : Jl. Raya Kedampang Gg. Madya, North

Village/Village : Kerobokan

District : North Kuta

Regency/City : Badung

Province : Bali

School Status : Private

Education Level : SD

According to the school website, (Bhumi Bali School, n.d.) BBS is a school that
provides the best international education in Bali as a boutique school and has just started its
inaugural school year. This school is located on Jl. Raya Kedampang Gg. Madya, North Renon,
North Kuta District, Badung Regency, Province. Bali. This international school combines the
Cambridge Centre and Primary curriculum with a holistic approach, which promotes well-
rounded development across academic, emotional, social, ethical and extracurricular domains
for students. BBS is led by a principal named Dave and a school manager named Berata. Bhumi

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Bali School (BBS) is dedicated to fostering academic achievement and holistic values of
students and the wider community. This school offers several advantages including.
1. Integrating two key dimensions of learning
2. Professional teaching team
3. Integrated local learning
4. A thriving and inclusive environment for learners
5. Strong school community
6. Supportive campus life
7. Integrated international thinking and action
8. Latest co-curricular activities
9. Community service

2.2 Partner Principle

2.2.1 Vision Statement

To become the leading international school in Bali by building a flourishing, inclusive
community of learners that champions academic excellence alongside holistic
development.
2.2.2 Mission Statement
To cultivate global citizens by empowering curiosity, critical thinking and a deep love
for learning through the internationally recognized Cambridge Curriculum while
integrating academic development with personal growth, ethical values, environmental
mindset, and engagement in the local community.

2.3 Partner Conditions

The educational philosophy at Bhumi Bali School (BBS) is centered on the application
of the Cambridge Curriculum and the cultivation of holistic values. The goal is to gain
recognition as an outstanding international school in Bali, which is committed to academic
excellence through the curriculum. In addition, the curriculum implemented by BBS is
expected to be able to emphasize holistic education, which reflects the school's commitment
through a strong and supportive community. The school highly values each individual and
promotes ethical and personal growth for lifelong learning.

The Primary School program at Bhumi Bali School builds on the foundation laid by the
Early Years (Centre) program, which is designed to be more engaging and cover a wider
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spectrum of educational elements. In the Cambridge Primary School curriculum, students start
an age-appropriate 'path' and are adapted to developmental stages. This track specifies the
learning resources that students will use and details how student progress and achievement will
be monitored and assessed. There are three main aspects of the Elementary School program:

1. Students can choose to study subjects.

2. A contextual and cultural learning approach that is used to evaluate students' educational
needs and achievements
3. Provides a wide range of Cambridge curriculum resources, such as textbooks, workbooks,
learning materials, and teacher guides, all of which are sourced directly from the Primary
Years program.

2.4 Partner Activities

Bhumi Bali School offers a robust and diverse extracurricular program, which aims to
broaden students' educational experience. All students are encouraged to participate in hobby
classes and activities. Currently, the programs offered include:
Music program, where the program is distinguished by dynamic and creative events
that allow students to showcase their musical talents.
Sports, where BBS teachers organize and provide interesting sports skills exercises and
fun games for PAUD and elementary school students.
An art class that is a center of creativity, featuring a wide variety of paintings, sculptures,
and other masterpieces.
With these diverse extracurricular programs, the school provides opportunities for
students to develop their talents, skills and hobbies in a variety of fields, including academics,
arts and sports. This reflects the school's commitment to a holistic education that balances
students' intellectual, physical, and emotional development.

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 CHAPTER III
IMPLEMENTATION METHOD

3.1 Schedule of Teaching Assistance Activities

Stage 1: Planning and Preparation (implementation period: week 1)

• Classroom Observation: Observe the mathematics learning process in several

elementary classes to understand the teaching methods used and the level of student
understanding.
• Needs Identification: Work with math teachers to identify areas where students are
struggling.
• Lesson Plan Development: Develop an engaging future learning plan tailored to the
student's needs. This includes setting clear learning objectives, designing lesson
structures, and defining assessment methods to evaluate student understanding.

Stage 2: Program Implementation (implementation period: 2-7 weeks)

• Interactive Approach: Using interactive learning approaches such as using props,

educational games, and technology such as math apps to make learning more engaging.
• Practical Activities: Engage students in practical activities that are relevant to their daily
lives to help them see real applications of mathematical concepts.
• Tutoring Sessions: Arrange tutoring sessions for students who need further help in
understanding the material that one or two students will be tutoring.

Stage 3: Evaluation and Adjustment (implementation period: weeks 2-7)

• Progress Evaluation: Conduct periodic evaluations to assess student progress, such as

weekly or monthly quizzes.
• Feedback: Collect feedback from students and teachers on the effectiveness of the
teaching methods used.

Stage 4: Reinforcement and Improvement (implementation period: 8 weeks)

• Enrichment Activities: Organizes enrichment activities for students who have

demonstrated a good understanding to further develop their skills

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 • Advanced Tutoring: Continue tutoring sessions for students who still need additional
help.

Additional activities:

• Organizing special classes or training sessions on digital technologies and tools to

improve students' technology skills that are in high demand in the digital age.
• Hold academic tutoring programs in subjects to help students with homework, exam
preparation, and school projects.
• Implement Project-Based Learning (PjBL) projects related to STEM (Science,
Technology, Engineering, and Mathematics) to develop students' critical thinking
skills, creativity, and problem-solving abilities.
• Helping to organize and extracurricular activities to develop students' interests and
talents outside the academic curriculum.
• Organizing interactive e-learning development training for teachers to improve
technology skills on various digital platforms.

3.2 Goal Achievement Methodology

1. Structured Planning
Each step of the activity is planned in detail, including the division of tasks,
implementation time, and evaluation. This is done to ensure that each activity runs in
accordance with the expected goals.

2. Co-Teaching
Students work closely with accompanying teachers, students, and school authorities to
create a conducive learning environment. This collaboration also involves regular discussions
to evaluate and adjust teaching methods as needed.

3. Making Observations
Hold regular meetings with teachers to discuss progress and challenges faced by students
and conduct diagnostic tests to identify specific areas where students are having difficulties.

4. Classroom Management
Students are responsible for managing the classroom, including maintaining discipline,
creating a conducive learning environment, and managing group dynamics. After each session,
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students and teachers conduct reflection sessions to discuss what is going well and areas that
need to be improved.

5. Engaging Teaching Methods

Integrating teaching aids such as digital tools and educational technology in learning to
make the learning process more interesting and interactive.

6. Practical Activities and Projects

Involve students in practical activities and projects related to STEM (Science,
Technology, Engineering, and Mathematics) that allow them to apply the concepts they have
learned in real-world contexts.

7. Providing individualized support

Students provide additional guidance to students who need more help in understanding
the subject matter, both individually and in small groups.

8. Measuring and Improving Learning Progress

Conduct weekly or monthly quizzes to assess students' understanding of the material that
has been taught. Furthermore, use the results of the evaluation to adjust teaching methods and
provide timely interventions.

9. Helps develop non-academic skills

Organizing and assisting in carrying out extracurricular activities at Bhumi Bali School
to develop students' interests and talents outside the academic curriculum.

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 REFERENCE

Bhumi Bali School. (n.d.). Bhumi Bali School. Https://Bhumibalischool.Com/.

Farrasa R F. (2019, December 19). Independent Campus Competition Program (PK-KM) in

2023. Https://Lldikti13.Kemdikbud.Go.Id/.

Department of Mathematics FMIPA UNM. (n.d.). Vision and Mission of the Mathematics
Education Study Program. Math.Fmipa.Unm.Ac.Id.

Nurfatimah, S. A., Hasna, S., & Rostika, D. (2022). Building the Quality of Education in
Indonesia in Realizing the Sustainable Development Goals (SDGs) Program. Basicedu
Journal, 6(4), 6145–6154. https://doi.org/10.31004/basicedu.v6i4.3183

Sudarsana, I. K. (2018). The Importance of International Standard Schools in Bali.

https://jayapanguspress.penerbit.org/index.php/ganaya/article/view/94/92

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CV PROFILE/PROPOSAL

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