teaching in class

The classroom dynamics in Indonesia reflect a balance between teacher-led instruction and student engagement. During lessons, Ibu Ferra remains seated at the front while writing on her digital pad, projecting her notes onto the screen for students to follow. Even though she is not always physically visible, her verbal instructions and written explanations are clear enough for students to stay engaged. The approach allows for a focused learning environment where students can follow the lesson without unnecessary distractions.

ak Fajar Arif Widodo goes through the steps of solving a Simple Interest problem on the board.

On the other hand, one of the key strengths of Pak Fajar’s teaching style is his ability to connect mathematical concepts to real-life experiences. For instance, when discussing Simple Interest, he used the example of shopping at Malioboro, a well-known shopping district in Yogyakarta. By incorporating familiar contexts, he makes abstract mathematical concepts more relatable, fostering a deeper understanding among students. This strategy reflects Indonesia’s competency-based curriculum, which encourages teachers to use real-world applications to reinforce theoretical knowledge. The ability to contextualize learning in this way helps students see the relevance of mathematics in their daily lives.

Additionally, while much of the instruction is teacher-centered, Indonesian educators are encouraged to maintain an interactive classroom environment. Ibu Ferra and Pak Fajar do this by occasionally walking around the room, monitoring student progress, and addressing their questions. This classroom management technique ensures that students remain attentive and engaged throughout the lesson. By blending structured instruction with interactive elements, she exemplifies the evolving nature of Indonesian pedagogy, which seeks to balance traditional teaching methods with modern, student-centered approaches.