Chandra Kumala School

Student’s Progress Report

(July - September 2024)

Name / Nama: Alula Lashira Class / Kelas: P-1 Caliche

This is a specific report which will help you to understand your child's progress-to-date in class.
Ini adalah laporan khusus yang akan membantu Anda memahami kemajuan-terkini anak Anda di kelas.

Student's Character Development Seldom Sometimes Often

Perkembangan Karakter Siswa Jarang Terkadang Selalu
Work Habits / Kebiasaan Kerja
Completed work in the classroom
✓
Menyelesaikan tugas di kelas
Completed homework on time
✓
Menyelesaikan pekerjaan rumah tepat waktu
Followed directions
✓
Mengikuti arahan dengan baik
Showed improvement
✓
Menunjukkan peningkatan
Showed good class participation
✓
Menunjukkan partisipasi yang baik di kelas
Behaviour / Tingkah Laku
Demonstrated self-control
✓
Menunjukkan kontrol diri
Obeyed school and class rules
✓
Mematuhi peraturan sekolah dan kelas
Showed respect for others & their property
✓
Menunjukkan sikap menghargai orang lain dan properti mereka
Cambridge Learner's Attributes / Atribut Pembelajar Cambridge
Confident in working with information and ideas – their own
and those of others ✓
Percaya diri dalam bekerja dengan informasi dan ide-ide - mereka
sendiri maupun orang lain
Responsible for themselves, responsive to and respectful of
others ✓
Bertanggung jawab untuk diri mereka sendiri, responsif dan
menghormati orang lain
Reflective as learners, developing their ability to learn
Reflektif sebagai pelajar, mengembangkan kemampuan mereka ✓
untuk belajar
Innovative and equipped for new and future challenges
✓
Inovatif dan dilengkapi untuk tantangan baru dan masa depan
Engaged intellectually and socially, ready to make a
difference ✓
Terlibat secara intelektual dan sosial, siap untuk membuat
perbedaan
 Cambridge International Primary Programme
English BE AE ME EE
Reading
Understand, with support, the main point of short, simple texts. ✓
Understand, with support, some specific information and detail in short,
✓
simple, illustrated texts.
Understand, with support, the main point of short, simple texts. ✓
Recognise, identify and sound, with support, a limited range of words
✓
and phrases in short, simple texts.
Begin to read, with support, short, simple fiction and non-fiction texts
✓
with confidence and enjoyment.
Read and follow, with support, a limited range of short, familiar
✓
instructions.
Writing
Write, with support, short, simple instructions. ✓
Write letters and words of consistent size and spacing. ✓
Use upper and lower case letters accurately when writing names,
✓
places and short sentences during guided writing activities.
Spell an increasing number of simple, high-frequency words accurately
✓
during guided writing activities.
Plan and write phrases and short sentences, with support. ✓
Use some simple grammatical structures, allowing for frequent, basic
✓
mistakes.
Use of English
Use ordinal numbers 1st–50th. ✓
Use prepositions of location, position and direction (e.g. behind,
✓
between, in, in front of, to).
Use prepositions of time (e.g. at) to talk about days and time. ✓
Use adverbs of definite time (e.g. now, today, yesterday, last week). ✓
Use countable and some common uncountable nouns, including some
common irregular plural forms, and possessive 's to name and label ✓
things.
Use impersonal you in questions (e.g. How do you spell that?). ✓
Use question words and structures to ask basic questions. ✓
Use common present simple forms, including short answer forms and
✓
contractions, to give personal and factual information.
Use common present continuous forms, including short answers and
✓
contractions, to talk about present activities.
Use possessive adjectives to give personal information and describe
✓
familiar things.
Use demonstrative pronouns this, these, that, those and object pronoun
✓
one in short statements and responses.
Use common personal subject and object pronouns, including
possessive pronouns (e.g. mine, yours), to give simple personal ✓
information and describe things.
Listening
Understand, with little or no support, a short sequence of familiar
✓
instructions.
Understand, with little or no support, the main point of short talk. ✓
Understand, with support, a limited range of short questions which ask
✓
for simple information.
Deduce meaning from context, with support, of an increasing range of
✓
simple words.
Understand, with little or no support, some specific information and
✓
detail of short talk.
Speaking
Give basic information about themselves using phrases and short
✓
sentences.
Use some simple grammatical structures, allowing for frequent, basic
✓
mistakes.
Take turns when speaking with others in an increasing range of short,
✓
basic exchanges.
Produce simple phrases, pausing to search for expressions and to
✓
repair communication.
Pronounce familiar words and phrases so that these can be understood
✓
by others with some effort.
Express, with support, basic feelings. ✓
Describe people, places and objects, and routine actions and events,
✓
using phrases and short sentences.
Ask questions to find out an increasing range of personal information
✓
and respond accordingly.
Link, with little or no support, words and phrases using basic
✓
connectives.
Mathematics BE AE ME EE
Thinking and Working Mathematically
Specialising - Choosing an example and checking to see if it satisfies or
✓
does not satisfy specific mathematical criteria.
Generalising - Recognising an underlying pattern by identifying many
✓
examples that satisfy the same mathematical criteria.
Conjecturing - Forming mathematical questions or ideas ✓
Convincing - Presenting evidence to justify or challenge a mathematical
✓
idea or solution.
Characterising - Identifying and describing the mathematical properties
✓
of an object
Classifying - Organising objects into groups according to their
✓
mathematical properties.
Critiquing - Comparing and evaluating mathematical ideas,
✓
representations or solutions to identify advantages and disadvantages.
Improving - Refining mathematical ideas or representations to develop
✓
a more effective approach or solution.
Number
Recite, read and write number names and whole numbers (from 0 to
✓
100).
Understand and explain the relationship between addition and
✓
subtraction.
Recognise complements of 20 and complements of multiples of 10 (up
✓
to 100).
Estimate, add and subtract whole numbers with up to two digits (no
✓
regrouping of ones or tens).
Understand and explain that the value of each digit in a 2-digit number
is determined by its position in that number, recognising zero as a place ✓
holder
Compose, decompose and regroup 2-digit numbers, using tens and
✓
ones
Understand the relative size of quantities to compare and order 2-digit
✓
numbers.
Recognise and use ordinal numbers. ✓
Round 2-digit numbers to the nearest 10. ✓
Count objects from 0 to 100. ✓
Recognise the number of objects presented in unfamiliar patterns up to
✓
10, without counting.
Estimate the number of objects or people (up to 100). ✓
Count on and count back in ones, twos, fives or tens, starting from any
✓
number (from 0 to 100).
Recognise the characteristics of even and odd numbers (from 0 to 100). ✓
Recognise, describe and extend numerical sequences (from 0 to 100). ✓
Science BE AE ME EE
Thinking and Working Scientifically
Know that a model represents an object or idea in a clear way. ✓
Make and use a physical model of familiar system or idea ✓
Collect and record observations and/or measurements
✓
by annotating images and completing simple tables.
Use given equipment appropriately. ✓
Make predictions about what they think will happen ✓
Describe what happened during an enquiry and if it matched their
✓
predictions.
Sort and group objects, materials and living things based on
✓
observations of the similarities and differences between them.
Identify simple patterns in results, e.g. increasing and decreasing
✓
patterns.
Biology
Know that an environment in which a plant or animal naturally lives is its
✓
habitat.
Know that different habitats contain different plants and animals. ✓
Identify similarities and differences between local environments in terms
of hot, cold, dry, wet, many plants, few plants, many animals and few ✓
animals.
Earth and Space
Describe and compare different types of rocks. ✓
Know rocks are extracted from the Earth in different ways, including
✓
from quarries, mines and riverbeds.
Know that human activity can affect the environment. ✓
Science in Context
Talk about how science helps us understand our effect on the world
✓
around us.

MARK CODES / KODE PENILAIAN

EE Exceed Expectation ME Meet Expectation
(80-100) Melampaui Harapan (60-79) Sesuai Harapan
AE Approach Expectation BE Below Expectation
(40-59) Mendekati Harapan (20-39) Di bawah Harapan

National Curriculum / Kurikulum Nasional

Pendidikan Agama dan Budi Pekerti BE AE ME EE
Mampu mengenal huruf hijaiah dan harakatnya ✓
Mampu mengenal huruf hijaiah bersambung ✓
Mampu membaca iqra dengan benar ✓
Mampu mengenal rukun iman kepada Allah melalui nama-nama-Nya
✓
yang agung (Asmaulhusna)
Mampu mengenal para malaikat dan tugas yang diembannya. ✓
Mampu menghafal 25 nama-nama nabi dan rasul ✓
Terbiasa mempraktikkan nilai-nilai baik dalam kehidupan sehari-hari
dalam ungkapan-ungkapan positif, baik untuk dirinya, maupun sesama ✓
manusia, terutama orang tua dan guru.
Mampu memahami pentingnya tradisi memberi dalam ajaran agama
✓
Islam
Mampu mengenal norma yang ada di lingkungan sekitarnya. ✓
Pendidikan Pancasila BE AE ME EE
Mengenal dan menerima identitas diri. ✓
Menemukenali perbedaan identitas dirinya sesuai dengan jenis
✓
kelamin.
Mengenal dan menerapkan aturan di lingkungan bermain. ✓
Bahasa Indonesia BE AE ME EE
Menceritakan cara membaca permulaan dengan benar ✓
Membaca dengan benar ✓
Memahami persiapan menulis dengan benar ✓
Mampu mempraktikkan cara menulis permulaan ✓
Mengidentifikasi dan membaca huruf vokal dan konsonan ✓
Mempraktikkan membaca dan menulis dengan cara yang benar ✓
Menulis huruf a-z dengan benar ✓
Menyebutkan dan membaca kata yang diawali suku kata ba-,bi-, bu-,
✓
be-, dan bo-
Berlatih membaca kalimat yang diawali ba-,bi-, bu-, be-, dan bo-: ✓
Menuliskan kata yang diawali suku kata ba-,bi-, bu-, be-, dan bo-: ✓
Menjelaskan sikap menyimak cerita yang baik ✓
Menyimak dan menceritakan kembali cerita ✓
Mengidentifikasi kalimat yang diakhiri tanda tanya dan tanda seru ✓
Menulis tanda tanya dan tanda seru ✓
Menyebutkan kata yang diawali suku kata ha-,hi-, hu-, he-, dan ho-: ✓
Pendidikan Jasmani, Olahraga dan Kesehatan BE AE ME EE
Mampu dalam mencontohkan mempraktikkan pola gerak dasar
lokomotor seperti menirukan gerakan berjalan, berlari, dan melompat ✓
dengan benar.
Mampu dalam mencontohkan dan mempraktikkan pola gerak dasar
non-lokomotor seperti gerakan memutar, mengayun, membungkuk, ✓
menekuk, dan meliuk dengan benar.
Seni Musik BE AE ME EE
Mengenal lagu nasional dan lagu daerah. ✓
Mampu bernyanyi sendiri atau bersama lagu nasional. ✓
Mampu bernyanyi sendiri atau bersama lagu nasional dan lagu daerah. ✓
Seni Rupa BE AE ME EE
Mampu mengasosiasikan definisi “indah” atau “artistik” dari
benda-benda di sekitarnya. Siswa mampu mendokumentasikan hasil ✓
pengamatannya.
Percaya diri dalam memilih alat dalam proses dengan percaya diri. ✓
Mampu mengidentifikasi berbagai jenis garis, pada gambar ataupun
✓
benda - benda di sekitarnya.
Mampu menggambar sebuah pohon dengan menggunakan beberapa
macam garis serta membandingkan dan mengambil kesimpulan ✓
tentang arti garis tipis dan garis tebal yang ditemukan pada pohon.
Mampu mengembangkan bentuk tari sebagai media komunikasi
serta mengembangkan kesadaran diri dalam mengeksplorasi unsur ✓
utama tari meliputi gerak,ruang,waktu, dan tenaga.
Mampu melakukan gerak imitatif ✓
Mampu menyebutkan jenis – jenis anggota gerak tubuh. ✓
Mampu memberikan contoh gerak koordinatif. ✓
Memberikan contoh gerak maknawi ✓

KODE PENILAIAN
EE Melampaui Harapan ME Sesuai Harapan
(80-100) (60-79)
AE Mendekati Harapan BE Di bawah Harapan
(40-59) (20-39)
Catatan Wali Kelas
Ananda Alula mengalami kemajuan yang sangat baik dalam tiga bulan terakhir, terutama dalam
aspek akademik. Ananda Alula juga menunjukkan peningkatan dalam hal kepercayaan diri
khususnya sewaktu berkomunikasi dalam bahasa Inggris di dalam kelas. Namun, ada aspek yang
masih harus ditingkatkan, yaitu untuk lebih bersabar sewaktu bekerja dalam sebuah kelompok.
Sebagai Wali kelas, saya menganjurkan agar siswa mendapatkan dukungan tambahan dari orang
tua dalam aspek-aspek tersebut.

Alula has made good progress in the last three months, especially academically. Alula has also
shown good improvement in self-confidence while speaking English in the class. However, she still
needs to work on being more patient during group activities. As her form teacher, I recommend that
Alula gets additional support from parents to help her with this.

Deliserdang, 5th October 2024

Principal, Form Teacher,

(Susy M. Debataraja, S.S., M.Pd., Ph.D(c)) (Serta Prihatni Sinaga S.E.)