Pedagogical Content

Teaching Methods of the Teachers Observed

The teaching method observed from the cooperating teacher was predominantly a traditional teacher-centered approach. Lessons were primarily lecture-based, with a strong emphasis on direct instruction. While the approach was structured and disciplined, it did not incorporate an overly strict treatment of students. The teacher led the lessons, providing explanations and instructions while students followed along, with minimal student-led or inquiry-based learning activities.

Learning Materials and Motivation

Given the teaching method, the learning materials primarily revolved around personal notebooks, where students completed worksheets, assignments, and seatwork. This reliance on notebooks may have been due to financial constraints or limited access to additional resources. The whiteboard was also a key instructional tool, particularly for recitations and note-taking. In terms of motivation, there was little diversity in the strategies used. The teacher mainly relied on recalling the previous lesson before introducing a new topic, without incorporating interactive or varied motivational techniques.

Sources of Learning Technology Used by the Teachers

There was a noticeable lack of technology integration in classroom instruction. Despite the presence of a small monitor in the classroom, it was not utilized for teaching purposes. This may have been due to a lack of technological literacy, limited access to digital resources, or inadequate equipment to support digital learning in the classroom. However, despite the lack of technology, students were occasionally given vocational activities, providing them with hands-on learning experiences that helped develop practical life skills.

Authentic Assessment Used by the Teachers

The authentic assessment methods used aligned with the special education curriculum established by Indonesia’s Department of Education. The curriculum is specifically designed to cater to various disabilities, focusing on developmental goals rather than traditional academic benchmarks. Unlike conventional assessment systems, SLB Negeri 1 Surakarta’s curriculum does not enforce grade retention or remedial repetition. Instead, all students are approved to advance to the next level, ensuring continuous progress based on individual capabilities rather than standardized performance measures.

Others

The school system at SLB Negeri 1 Surakarta is highly structured and effective, fostering an environment of discipline and inclusivity. The school culture is deeply influenced by the Indonesian values of respect for elders and authority, which is evident in student behavior. Instances of behavioral problems are minimal, as most students, despite their disabilities and potential challenges, demonstrate politeness, respect, and adherence to school norms. The overall learning environment is supportive, respectful, and conducive to personal growth.