Al Jabr Islamic School NEWS LETTER Semester II, March 2018 ... fileQS Al Insyirah [94] : 7-8 With...

NEWS LETTER

From The PrincipalsFrom MYP CoordinatorFrom PYP Coordinator Pre-K: Earth Natural CycleK1 :Be Inquirers about Process of ChangesPYP Music Class In K1 :Playing The Musical InstrumentsPYP English K1 Specialist : Be Knowledgeable In using PrepositiosK2 Dance Class : Creative Thingking Skills Through Dance!K2 : Caring to the environmentsG1: We Are ScientistsG2: Being Knowledgeable about OrganizationPYP Islamic Studies: Juz 25PYP G2 : Belajar Tanggung Jawab dan Kerjasama saat BerolahragaG3 : I Am grateful for what I haveG4: Energi untuk Kehidupan sehari-hari

G5 : The ExhibitionG6 : Designing Food Packages by Using Less-Plastic MaterialsMYP G6 : Be Knowledgeable about Ancient CivilizationIslamic Studies G7 : Bersikap optimis dan cinta damaiMYP Mathematic G8 : Creative Thingking Skills to Build NetsMusic Class G8 : Music Instruments ClassificationMYP G9 Language Acquisition : Human RightsMYP G10 Geography : Be a Thingker to Measure the Parameters WeatherMYP G11 HS Counseling : Future PlanMYP PHE G11 : Keefektifan Kerjasama Anggota dalam Olahraga Beregu Mathematics Fair 2019 : A Way to Enjoy MathematicsFrom the Assistant of PYP Coordinator : The conceptual understanding Pengalaman Menghadapi UN dan Pembelajaran Inquiry Kelas 9Dari AdministrasiFrom Parents AssociationA visit to remember -a meeting of hearts and mindsAl jabr Vision & Mission

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A l J a b r I s l a m i c S c h o o l

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Al Jabr Islamic School Newsletter March 2018/2019

Assalaamu’alaikum wr.wb.

Alhamdulillah, we started our 2nd semester by having Mathematic Fair that integrated mathematics and science strands with collective action as an effort to reduce plastic trash. It provided students with an opportunity to cultivate the language of math, inquire on deep information and utilize their learning skills as well as think what are the best actions to do. The 107 groups that represented different collective actions of participation, social justice, social entrepreneurship, and lifestyle choices, certainly showed that math is fun, festive, and a wide-open field for creative approaches to create a better world.

On March 11–12, 2019, our Grade 10 students had their Personal Project Assessment with the Head of School and School Board. This engagement formally assessed their ATL skills for research, self-management, critical- and creative thinking, communication, and social skills. Feedback gathered from this plenary assessment will be used as their feed-forward for the external moderation in April 2019. Insya Allah.

Student Led Conference (SLC) will be held on March 20–22, 2019. It offers authentic opportunities for students to share their learning, to communicate their knowledge, and to demonstrate their learning skills. As parents, your engagement to this one-to-one communication promotes ownership of the improvement in their performance at school.

By end of March, our leadership team and counsellors are scheduled to attend IB Global Conference in Hong Kong. This conference will revolve around the theme Generation IB; assimilating psychology and education that working how people learn and retain knowledge, discovering ways to improve learning process and promoting educational success for all students.

f r o mThe Principals

In the upcoming month, the marathon of national exams for Grade 6, Grade 9 and Grade 12 will be executed together with the G5 PYP Exhibition and Grade 10 Personal Projects Exhibition. Students are also planning and preparing for their meaningful Action to our community outside Jakarta.

Lastly, Alhamdulillah, Al Jabr Islamic School is now a candidate school for the IB Career-related Program (IBCP). As one of requirements, the leadership team has attended IBCP workshop in Coventry, UK and is now continuing to prepare the program and developing action plans, and making connection to universities. Bismillah, we are pursuing for authorization in 2020. To get further information about IBCP, please dig down into this newsletter.

Maka apabila kamu telah selesai (dari sesuatu urusan), kerjakanlah dengan sungguh-sungguh (urusan) yang lain, dan

hanya kepada Tuhanmulah hendaknya kamu berharap. QS Al Insyirah [94] : 7-8

With strong support from everyone, Insya Allah, what we have completed and what we are planning in the future are part of our commitment to high-quality, challenging, international education, that we believe is important for our students.

Billahi taufiq wal hidayah. Laa haula walaa quwwata illaa billaah. Wassalaamu’alaikum wr.wb.

Achmad Safarie and Kartika Desy Wardani


f r o m M Y P C o r d i n a t o r

Service and Action in the Middle Years ProgrammeSince 2010, Al Jabr Islamic School has designed expectation for students’ participation in service and action in the MYP. We organized entirely school based opportunities for service through action trip; support the students to plan and develop any service and action throughout the year based on subjects learned in the MYP.

Schools that offer an MYP Programme may choose to offer students the opportunity to engage in two projects (Project guides, 2014, p 4) that also require students to do action. MYP projects focuses on community project in G8 and personal project in G10. At the moment, G8 students develop their proposal and plan to take action at April 2019; while G10 students are to do the action from their personal project starting December 2018.

Why should the MYP student have service and action during their learning process? There are seven learning outcomes for service (MYP: From principles into practice (May 2014: 24). With appropriate guidance and support, MYP students should, through their engagement with service as action:

• become more aware of their own strengths and areas for growth

• undertake challenges that develop new skills

• discuss, evaluate and plan student-initiated activities

• persevere in action

• work collaboratively with others

• develop international-mindedness through global engagement, multilingualism and intercultural understanding

• consider the ethical implications of their actions

The learning outcomes for service are aims for MYP students that they can achieve through involvement in service throughout the programme. The seven outcomes are developmental, reflecting what students may expect to experience and learn over time. The outcomes describe broadly how students can change and grow through service with and for others” (MYP: Further guidance for developing MYP service as action (2014:1).

This year, MYP-HS action trip will take place in Subang, West Java. Student council and two teachers, Ms. Lies and Mr. Fakhri has investigated through research and primary resource interview to collect data about social issues in the area. We informed the students about it and encourage them to raise some service and action developed from subject they learned throughout the year. Hopefully, all MYP-HS students will raise student-initiated action and service to the community and are able contribute in creating a better world. Insya Allah.

Tarra Abuchari

f r o m P Y P C o r d i n a t o r

Students with Agency Children are born inquire, question, wonder and theorize about themselves, others and the world around them. In their inquiry process, students are encouraged and facilitated to take initiative, express interest and wonderings, make choices and are aware of their learning goals. Then, they are actively engaged, monitor and adjust their learning as needed.

Throughout the PYP, our child is an agent for their own and others’ learning through the concept of learner agency that is connected to their belief in their ability to succeed (self-efficacy). As you may eye-witnessing, when they are engaged to their learning process differently, they are actually trying to antedate demonstration of their learning skills, articulate their voice, finding and seeking choice so they have ownership to their learning process. The experiences and interactions occurred, then, will develop their complex, multi-layered perceptions and understandings.

Students with agency, they use their own initiative and will, and take responsibility and ownership of their learning. They direct their learning with a strong sense of identity and self-belief, thereby building a sense of community and awareness of the opinions, values and needs of others.

Diantari Wardriyana


The Pre-K students explored the central idea “The Earth’s Natural Cycles Influence The Activity Of living Things”. We learned about weather, day-night cycles and seasons. To provoke their understanding, we set the class as if it was at night, and used the outdoor as the day. We observed how things occurred differently and find out that rotation caused the day and night.

The students also learned about diurnal and nocturnal animals which were deepen by visiting Ragunan zoo to see those animals. We also experienced the rainy day in order to understand the actions of people take in response to earth’s natural cycles.

The students understand to use raincoat/umbrella and boots to protect themselves during rainy day and to use sunglasses and cap during the hot weather. As an action, students are able to recognize weather and seasons and use the right items to protect ourselves during different weathers and seasons. (Ella/Mar2019)

P r e - K :Earth Natural Cycle

From previous learning the children had achieved how to make their own story based on imagination. In the 3rd unit, K1 students learned How We Organize Ourselves with the central idea “Different Products go Through a Process of Change Before They are Consumed or Used”. The students were very inquired about products. They learned the types of products, used and consumed.

For consumed products, students were introduced on healthy and unhealthy food. Starting with the origins of the products, they presented products that they brought from home. To deepen their understanding about origins and process of the products, we went on a fieldtrip to Pipiltin Chocolate Factory. Students were enthusiastic to know more about how to make chocolate and the machines they are using.

For their formative assessment, the students were knowledgeable to make their own products, such as hot and iced tea, orange juice and chocolate banana. The students applied their thinking and communication skills

K i n d e r g a r t e n 1 :Be Inquirers about Process of Changes

as they explained the materials and the process to make their products. They used senses to describe the products they made. For the next unit we are looking forward to explore more on plants. (Distra and Riani/Mar2019)


P Y P M u s i c C l a s s i n K 1 :Playing the Musical InstrumentsIn the 3rd Unit, How We Organize Ourselves, the Kindergarten 1 students learned about “Different Products Go Through a Process of Change Before They Are Consumed or Used”. Integrated with that central idea, the students in the music class demonstrated their understanding by creating a product that can be used as musical instruments.

The students could choose the products that were available in daily life, such as cans, rice/bean-filled bottles, or even a pair of chopsticks. Those products were intended to substitute the percussions that we would use to learn music arrangements, specifically about beats and patterns.

During the summative assessment, the students were thinkers when applying creative thinking skills to play those percussion instruments in the rhythmic patterns while in the same time they sang a song titled “Minum Susu.” They were also being knowledgeable how to be creative in recycling items into another useful products that can be used for learning and also pleasure. (Asti/Mar2019).

P Y P E n g l i s h K 1 S p e c i a l i s t :Be Knowledgeable in Using Prepositions The learning and teaching process have been very engaging throughout the unit of “How We Organize Ourselves” in K1 class. In English class, they learned prepositions and adjectives to be integrated with the Central Idea of how different products go through process of change before they consumed or used.

We started by listening and responding to picture books, showing pleasure on their favourite foods and products, and demonstrating their understanding through gestures, facial expression and/or words. They are starting to understand different kinds of noun and describe them into the form of pictures and present them in front of the class.

To ensure the learning process was related to real life situation, they also experienced outdoor activities during English lessons by observing objects in the school environment. They were knowledgeable when they recorded their findings into the form of simple English sentences. They managed to build simple sentences using proper prepositions based on the positions of the objects they find around the school. (Reza/Mar2019)


In the 3rd unit, Sharing the Planet, Kindergarten 2 students started the inquiry related to the central idea, “People Interact, Use and Value Environment in Different Ways”. They identified natural and human made environment by asking questions, watching videos/slide shows, reading books/pictures and observing school’s environment.

For in-depth learning, the students developed the critical thinking while visiting Pelita Desa. They explored the differences between natural and human-made environment, and analyzed how human can take the beneficial of the local environment without making any harms. For summative assessment, the students demonstrated their learning outcomes by creating persuasive poster, diorama, song lyrics or a story about how to save the environments.

For next unit, we look forward to deepen understanding of living thing’s life cycle such as humans, plants, animals’ life cycle. (Tia/Mar2019)

K i n d e r g a r t e n 2 :Caring to the Environments

K 2 D a n c e C l a s s :Creative Thinking Skills Through Dance! In the 3rd Unit, Sharing the Planet, the K2 students learned that we could identify and explain why certain body postures and movements communicate certain ideas and feelings during the dance periods. Students demonstrated agency by sharing their voice about what they thought of Indonesian children’s songs. Then, they chose one of these Indonesia songs that they are most interested with.

After choosing the songs, students applied thinking skills by creating dance movements based on the messages of lyrics. They also learned how to be open-minded, to accept different perspectives that the same song could be interpreted differently and could be performed in different movements.

Alhamdulillah, we were thinkers because we explored the dynamic flows of body movements in our dances, such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation. (Shinta/Mar2019)

Photo: Students interpreting the song’ lyrics with various dance movements.


Have you ever wondered how the materials you used in your daily life was invented? Those things that ease your life were created based on inventors’ knowledge about force and energy. From previous learning, we had experiments only used the simple materials, for instance magnets, balloon, catapult, and etc. In this session, we accepted and developed their choices as an agency to do experiment with the higher risk. For instance, how to make a lamp as a light energy. Then, they got challenge to create an experiment with magnet powder.

Grade 1 students were eager to be scientists in the unit of How the World Works. They started by questioning about the inventions around them, such as how it worked, who invented it, and why it was created. They observed each material at school how it has eased people’s activities. They became inquirer when they initiated to use the internet to browse the inventors of those materials.

They developed their research skills by learning about simple experiments. All kinds of materials were provided to gain their curiosity. They collaborated and planned the experiment using a science journal. They also learned about academic honesty after learning about Moslem inventors. They were acknowledged that those Moslem inventors’ ideas had led to today’s invention. For the next activities, we also still conduct the experiments and integrate

G r a d e 2 :

Being Knowledgeable about Organization

G r a d e 1 :

We Are Scientists

Grade 2 began the inquiry process in the 4th unit by exploring, wondering and questioning. The teachers conducted some simple team building games. One of the games is Alcatraz which intended to tune the students in UOI topic with the central idea “Organization is Created to Solve Problems And Support Human Activities.” From the game, students reflected that they need a good management skill and teamwork to solve their group’s problem.

In supporting their understanding about organization, they researched and sought information in POLRES Jakarta Selatan on 21st January 2019. They comprehended that the Police Department’s main role is to protect the citizens and serve the natian, which is in line with our central idea; solve problem and support human activities.

Furthermore, to promote the students’ opportunities in applying their knowledge about organization, they did their Math Fair project in group that supported the related concepts. . (Deswinda&Fanny/Mar2019)

them in analysing objects and record their properties, for instance predicting measurable properties such as temperature, and whether objects sink or float test and record data.(Icha/Mar2019)


P Y P I s l a m i c S t u d i e s :

Juz 25 Islamic Studies merupakan salah satu mata pelajaran inti (core subject) di Al Jabr demi mewujudkan misi menjadikan dunia ini menjadi lebih baik dengan menghadirkan nilai-nilai Islam dalam kehidupan sehari-hari. Sebagai sekolah berbasis Islam, Al Jabr menjadikan Al-Qur’an sebagai referensi utama.

Para siswa kelas 2 pada unit 4, How We Organize Ourselves, mempelajari Al Quran Juz 25. Salah satu surat di dalam Juz 25 adalah Q.S Ad-Dukhan [44] 40 – 57 yang membahas tentang surga dan neraka. Setelah membaca dan berdiskusi mengenai ayat-ayat tersebut, para siswa menganalisa sebab-sebab masuknya manusia ke dalam surga atau neraka.

Para siswa mengembangkan keingintahuan mereka dengan menjadi inquirer mengenai pilihan perbuatan atau sikap apa saja yang bisa membawa manusia menuju surga ataupun negara. Kemudian, para siswa melakukan refleksi apa yang seharusnya mereka lakukan atau tidak. Refleksi personal seperti ini sangat esensial bagi siswa agar mereka tahu apa yang harus dilakukan tanpa dipaksa, tidak merasa dihakimi dan yakin bahwa Islam adalah agama yang penuh dengan kasih sayang.

P Y P G 2 :

Belajar Tanggung Jawab dan Kerjasama saat BerolahragaPada unit 4, How We Organize Ourselves, para siswa kelas 2 belajar mengenai organisasi. Pada saat pelajaran olahraga, para siswa mempelajari tentang konsep tanggung jawab dan kolaborasi dalam berorganisasi melalui permainan beregu.

Berbagai macam permainan dipraktekkan untuk mendapatkan pengalaman dan segi perspektif yang berbeda.Para siswa terlibat dalam permainan benteng, zona aman, galasin, dan memindahkan bola dengan alat secara berkelompok.

Permainan tersebut bertujuan agar siswa berkolaborasi dengan siswa lain yang memiliki kemampuan berbeda. Siswa juga harus berpikir kreatif agar menemukan strategi dalam berkomunikasi dengan rekan seregu serta mengatasi lawan tetap dengan cara santun.

Permainan beregu membuat siswa mengetahui kemampuan mereka secara alamiah dengan cara memilih posisi yang paling cocok untuk diri sendiri, menganalisa permainan, membuat rencana bermain dan melihat peluang agar mencapai tujuan pada permainan tersebut.

Para siswa juga jadi belajar bahwa melakukan perbuatan baik kepada orang lain juga merupakan bentuk perbuatan baik pada diri sendiri (caring). Insya Allah pembelajaran ini membantu meningkatkan keimanan pada siswa-siswi Al Jabr. (Sadik/Mar2019).

Permainan beregu juga merupakan wahana yang cocok untuk mengembangkan agency siswa. Mereka bisa memberikan pendapat mereka (voice), memilah pilihan yang paling sesuai (choose) dan juga mengaplikasikan ownership atas tim kerja dan strategi permainan mereka. Para siswa juga bisa melakukan refleksi atas proses pencapaian yang didapat saat memenangkan permainan dan juga tetap bisa menghargai pencapaian kelompok lain saat mengalami kekalahan. (Rio/Mar2019)


In the summative assessment, Grade 3 students visited Panti Asuhan Nurul Aitam, SDLB Sana Dharma, and Rumah Singgah Indonesia Hijau. Students identified the risk and challenges that the children experienced in those places. They also described how those organizations can meet the needs and wants of the children. As the action, the students created plan and suggested ways in which an individual can overcome diversity.

In the “Sharing the Planet” unit, Grade 3 students learned about “Children Worldwide Encounter a Range of Challenges, Risks, and Opportunities.” Fisrt, they described the rights, roles, and responsibilities at school and home. The learning experiences are varied from having a blind teacher as a guest speaker, helping the first-grade students to overcome their challenges, and going to different locations to meet children with challenges.

G r a d e 3 :

I Am Grateful For What I HaveFor formative assessment, the students managed to help the first-grade students dealing with difficult subjects in the classroom by teaching Math, English, Physical Education, and Visual Art for one day. They demonstrated themselves as thinkers who held advocacy and participation to support each other. (Rani/Mar2019)

G r a d e 4 :Energi untuk Kehidupan Sehari-hariDi unit 4 siswa kelas 4 mempelajari bagaimana energi dihasilkan, berubah dan dipergunakan. Dalam kesempatan kali ini kami mempresentasikan hasil eksperimen dengan matematika dimana topik yang dipilih adalah STEAM dengan isu permasalahan adalah sampah plastik. Ide utamanya adalah: “Energi Dapat Dikonversi, Diubah dan Digunakan Untuk Mendukung Pertumbuhan Manusia” dengan konsep: bentuk, fungsi dan tanggung jawab.

Data dan informasi dari berbagai sumber belajar dikumpulkan untuk dipelajari. Siswa pun mengeksplorasi seberapa besar daya yang dipakai di kelas per hari sampai sebulannya.

Saat siswa mengunjungi ke kebun hidroponik di lantai 3, salah seorang siswa mengeluarkan ide untuk membuat kincir angin untuk memproduksi listrik dari angin yang ada di sekitar kita. Di akhir pembelajaran, produk summative assessment dipresentasikan dan diukur dengan prinsip sains dan matematika. Siswa menjadi sangat tertarik, tertantang dan relevan dengan keadaan juga pembelajaran di kelas.

Kami mulai dari hal yang sederhana, sebab hal kecil dari ide yang kecil dengan niat agar lebih baik akan lebih besar di kemudian hari. Insya Allah. (Rara/Mar2019)

Photo: Paparan hasil eksperimen kincir angin.


For this 2018/2019 PYP Exhibition, students inquire 3 units into a cocktail POI by mixing the central ideas, lines of inquiry and learning outcomes which are taken from different units in semester 2; (1) How we organize ourselves, (2) Sharing the planet and (3) How the world works. There are eleven different topics to be investigated based on the grouping of students’ agency; two of them are “Trash as source of energy” and “Government Function to Protect Citizens From Online Criminal”. The students, parents, and mentors work collaboratively to support these processes.

As a start, the students communicated their voice about real life issues and then identified the main issue to be investigated. Next, students with the same interest gathered within a group, and would be supervised by mentors who are expert on that specific issue. Students developed central idea and lines of inquiries by themselves, and related the issues with the Sustainable Development Goals (SDG).

After having discussion with mentors, they brainstormed the focused issue for further investigation related to current conditions in Indonesia and gave possible solutions towards the existing issues into real actions.

G r a d e 5 :The Exhibition

At this moment, the students are at the stage of collecting information from various primary resources, such as local environments, non-government organizations and also some government’s offices/representatives. PYP students with agency use their own initiatives and will take responsibility and ownership of their learning (The Learner, 2018, p.1). Insya Allah, through this Exhibition experiences, each student will naturally develop their agency. (Elok&Lidia/Mar2019)

“Exhibition is a powerful demonstration of student agency, as well as the agency of the community that has nurtured them through their years in the PYP. The learning community participates in the exhibition, supporting and

celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.”

(PYP: Principles Into Practice, 2018, p.40)

G r a d e 6 :

Designing Food Packages by Using Less-Plastic MaterialsIn the first semester of 2018/2019, grade 6 learned how to plant vegetables. To make our efforts sustained and relevant in this 2nd semester, we continued the lesson by learning how to make a logo for the product, creating food packages, and cooking with ingredients from the plants that we planted. Firstly, we did some research for an appropriate logo, then started designing it by using Canva or other software. After creating an original logo, each group interviewed the school community to get the ideas how to improve the logo. We learned how to accept constructive feedback as our communication skills.

The next step was creating the food packages by using less-plastic materials. It was quite challenging because modern people are being spoiled with plastics because they are easy to get and use and yet they are destructive to the environment. At the end of the unit, the students harvested the plants, cooked them and used the food packages that they have created. (Wida/Mar2019)


In Individuals & Societies, we explored the world’s ancient civilizations, which were the Mesopotamian (Sumerian, Babylonia, and Asyirian), Egyptian, Greek, Roman, Mayan and Inca civilizations. We investigated the greatest achievements and developments of each civilization, and how these contributed to the modern age.

The factors that we explored were the belief systems, individual roles, political structures and law enforcement types. We also analyzed some significant individuals from each civilization, such as Plato. Plato is a phenomenal philosofer from ancient Greece whose thoughts were still famously being used until now.

For formative assessment, we created cartoons to represent the ancient civilizations. To support the agency, we assessed each other’s cartoon results by using the instant feedback formula. Instant feedback formula is one of tool that can be used explicitly to learn how to give and receive meaning feedback as part of our communication skills’ development.

M Y P G 6 :Be Knowledgeable about Ancient Civilization

It means that we learn to give credit of what other people doing great, remind what they should improve, and most importantly for ourselves to be open-minded when people are also giving us feedback.(Wilda/Mar2019)

I s l a m i c S t u d i e s G 7 :Bersikap Optimis dan Cinta DamaiDi antara ciri generasi milenial adalah menyukai hal yang serba cepat dan instan. Hal ini tidaklah aneh sebab mereka terlahir bersamaan dengan “kegilaan” perkembangan teknologi di sektor apapun, bahkan seolah mereka punya slogan “No Gadget No Life” walalupun tidak pernah mereka mengikrarkannya sekalipun. Selalu ada dampak baik ataupun buruk yang mungkin saja terjadi akibat gaya hidup yang serba instan tersebut. Di antar dampak buruknya adalah mudah menyerah dan kurang sabar saat menghadapi sesuatu. Oleh karena itu di kelas 7 fokus diawali dengan surah Az-Zumar (39) : 53 – 63,

“Hai hamba-hamba-Ku yang malampaui batas terhadap diri mereka sendiri, janganlah kamu berputus asa dari rahmat Allah. Sesungguhnya

Allah mengampuni dosa-dosa semuanya. Sesungguhnya Dialah Yang Maha Pengampun lagi Maha Penyayang.”

Berikutnya akan dilanjutkan dengan pembahasan “cinta damai” sebagai aspek hidup bermasyarakat sesuai dengan Surah Al-Anfal (8) : 61 .

“Dan jika mereka condong kepada perdamaian, maka condonglah kepadanya dan bertawakkallah kepada Allah.

Sesungguhnya Dialah Yang Maha Mendengar lagi Maha Mengetahui.”

Dengan ATL Skill Communication: Give and receive meaningful feedback, and using intercultural understanding to interpret communication; take effective notes in class; and make effective summary notes for studying, maka siswa mewawancara beberapa warga Al Jabr tentang pengalaman mereka yang pernah merasakan putus asa dan bagaimana mereka dapat melewatinya pun berbagi informasi yang sama dengan teman di kelas. Selain itu siswa merangkum informasi tentang “cinta damai” dari video, majalah, dan surat kabar.

Pada saat reflection, siswa menuliskan komitmen mereka untuk terus berusaha dan pantang menyerah dalam sebuah teks pidato dan membuat ide solusi dari para siswa untuk menyelesaikan konflik tersebut. Ide solusi tersebut dituangkan dalam betuk tulisan, poster, ataupun video pendek hasil karya mereka sendiri. (Ahmad Fakhri/Mar2019)


M Y P M a t h e m a t i c G 8 :Creative Thinking Skills to Build Nets

M u s i c C l a s s G 8 :Music Instruments ClassificationLearning music is not only playing instruments or singing but also understanding about music and sound. Students recognized music notations in the last semester and continued to explore musical instruments classification. This unit, we learned the history of music by identifying the music instrument inventors. Using transfer skills, students revise understanding based on new information and evidence after they did some research about the topic.

In the next unit, we will develop skills in playing Indonesian traditional music: angklung and gamelan. The outcomes of the unit will be to demonstrate the application of skill and techniques to create art. Hopefully, students could use the basic techniques and demonstrate the acquisition of skills by understanding the notation in playing angklung and gamelan. (Harmony/2019)

One of skills that the students need to learn in mathematics is “measurement”. One of the math skills of measurement is finding the length, height and weight of an object. In this semester, Grade 8 students are learning about measurement by constructing nets of 3D shapes.

Measurement of cubes and cuboids are the main focus of the three-dimensional shapes that they are learning. Some of these shapes can be seen in daily life, like in buildings, lunch box and others.

The way to build a cube and a cuboid is by making their nets. There are several ways to build nets of 3D shapes. Students were encouraged to create any kind of net that will form a cube or a cuboid.

From this activity we found the many ways to create nets and some of them turned to be unusual nets. Thus, showing their creative thinking in making unique nets.

Photo: Students creating unique cube nets.

In the upcoming unit, students will learn about circles and tangent lines and they are going to apply the internal/external tangents properties in real-life problems. (Adi nugraha/Mar2019)


M Y P G 1 0 G e o g r a p h y :Be a Thinker to Measure the Parameters WeatherThe High School Grade 10 Geography class learned about the atmosphere and the process of how climate and weather changes, under the Global Context, Globalization and Sustainability. We practiced measuring the parameters of weather at school with various tools to investigate their effectiveness.

As part of the inquiries, we visited Badan Meteorologi Klimatologi dan Geofisika (BMKG) on February 21th 2019. In BMKG, we learned directly from the primary resource on how to measure the parameters of weather with the real tools, which were anemometer and wind vane for wind, thermometer for air and soil temperature, pan evaporation for evaporation, air quality monitoring system for air quality, rain gauge for rain. and sunshine recorder for sun radiation.

After the students learned how to measure the elements of the weather, they were expected to implement their thinking skills on how to interpret the weather data.

In the next unit we will study about natural disasters. Students will learn how natural disasters occur and their impact to life and living. In addition, we will explore the

Photo : A visit to BMKG.

In the 3rd unit of Language Acquisition this year, G9 students explored the Fairness and Development as the Global Context. The statement of inquiry that we learned is “Text use language in Ways which Can Influence Our Standing of Human Rights.”

The students started the inquiry by investigating the history of human rights. We also watched Malala Yousafzai when she delivered a speech in the UN Conference. She was a Pakistani activist for female education and the youngest Nobel Prize laureate. She is known for human rights advocacy. We also explored the rights of humans based on the UN Declaration of Human Rights with the European Commission on Human rights as its arbiter of justice of first instance.

During the unit, the students shared ideas dealing with human rights from around the globe, from different cultures and from personal perspectives. The students realized that we have the rights to have access to education, and also rights to family and private life. If we have time to do reflection as part of our rights in our life, it will contribute to our well-being and to lower the stress level.

We voice our supports to human rights movements around the world by giving a speech or writing a letter to those who are in-charge of a local area. This is the simulation for the students in creating a positive change by being caring towards each other.

M Y P G 9 L a n g u a g e A c q u i s i t i o n :Human Rights

We continue learning to Unit 4 about Global Citizenship, with the statement of inquiry is “Language plays an important role in promoting global citizenship, and is the key to participation in an interconnected world.” This is a good continuation learning for students to apply international mindedness.(Agung/Mar2019)

types of natural disasters. Based on the results of the recently concluded unit, they can now analyze the natural disasters caused by weather changes and disturbances. (Lies/Mar2019)


Counseling Program for High School at Al Jabr is a comprehensive, developmental program that is designed to assist and guide students in making and implementing informed educational and occupational choices. In this 2nd semester, we provided opportunities for them to develop their competencies in self-knowledge, educational and occupational exploration, and career planning such as Psychological test for Grade 9 and grade 11 which was held on February 7, 2019.

This psychological assessment is a process of testing that uses a combination of techniques to help determining hypotheses of people and their behavior, personality and capabilities, which the results might be used as guidance for grade 9 students to choose their main major in High School (science or social) and for the grade 11 students to choose their university major based on their interests and strengths. If the students had done this test in Grade 11, Insya Allah they would be ready when they’re in Grade 12 to be focus on deciding which major, university or even another future plan that suits them the most. Specifically, the Grade 12 career counseling focuses on mapping colleges and scholarships.

Alhamdulillah, this year some Grade 12 students have been accepted at private universities, both in Indonesia and abroad. Such as Raisya, who gets scholarship to learn

in Nanyang Academic of Fine Arts, majoring in Graphic Communication Programs. While the others are now in the middle of progress in processing their enrollment procedures.

Al Jabr is also invited to participate in SNMPTN (Saringan Nasional Masuk Perguruan Tinggi Negeri), that enables them to enter the university without having to do the tests, just based on the scores they earned from Grade 10 up to Grade 12. University of Indonesia is also inviting Al Jabr students for the second time to be their students through PPKB. Insya Allah all students will successfully achieve their target and goals based on their planning. In the upcoming events, the counseling department also plans to make campus visits based on the grade 10-11 students’ interests, so they will be more well informed about options available in various universities. (Iin/Mar2019)

M Y P G 1 1 H S C o u n s e l i n g :Future Plan

M Y P P H E G 1 1 :Keefektifan Kerjasama Anggota dalam Olahraga BereguPhysical education yang dipelajari oleh kelas 11 di semester dua ini menitikberatkan pada olahraga tim beregu yaitu basket dan volley. Keahlian siswa difokuskan dalam mempelajari keahlian dalam berkolaborasi yaitu mendelegasikan dan berbagi tanggung jawab dalam mengambil keputusan; membantu orang lain untuk sukes; mengatur dan menyelesaikan konflik, serta bekerjasama dalam satu tim; bernegosiasi secara efektif; dan mendukung orang lain untuk berkontribusi.

Pembelajaran tentang permainan basket adalah mempelajari teknik-teknik dalam permainan basket secara mendalam agar dapat melakukan variasi dan kombinasi ketrampilan gerak lebih mahir dan dapat mengaplikasikan pengetahuan dan ketrampilan yang ada di permainan dengan tantangan aturan permainan yand dimodifikasi.

Pelajaran tentang volley baru dimulai di kelas 11 sehingga siswa akan mempelajari teknik dasar dari passing bawah-atas, servis dan kombinasi gerakan serta peraturan dalam permainan.

Dengan unit pembelajaran yang lebih panjang, siswa diharapkan dapat lebih bisa mendalami permainan bola basket dan menjajaki permainan volley hingga mahir untuk menghasilkan performa terbaik dalam menunjukkan kemampuan mereka di waktu summative assessment mendatang yang juga memberikan pilihan bagi siswa untuk memilih basket ataupun volley dalam keahlian siswa di permainan olahraga beregu. (Esti/Mar2019)


M a t h e m a t i c s F a i r 2 0 1 9 :A Way to Enjoy Mathematics

Al Jabr Mathematics Fair 2019 was held on February 18th – 20th. The process of events shows the collective action as a goal of the students’ projects as part of the agency. Students looked at the solution for global awareness about plastics through STEAM (Science, Technology, Engineering, Arts, Mathematics) and using mathematics concepts as the solution’s approach.

Mathematics can be enjoyed through songs, a dance, or even games. This was shown during the opening and closing performances that happened each day of the celebration. Since mathematics can be enjoyed in many fun ways, students could change their negative perception about mathematics. They probably think that mathematics are really abstracts because there are a lot of numbers and paper problems in class, but in the end of math fair they showed that mathematics is fun and useful for them. Students really enjoyed the mathematics fair from preparation to the last day of exhibition.

To show appreciation to the students, Al Jabr gave the Learner Profiles Certificates to the ten groups that were able to apply learner profiles throughout the duration of their project. The group consisting of members form different levels got the learner profiles “Reflective” for their project “Edible Water Bottle” to show a new lifestyle that can be beneficial for the environment. The mathematics roles in this project was a tool to solve global problem that is relevant to collective action (Participation, Social Justice, Social Entrepreneurship, Life Style Choice).

A. Participation:

The participation group is a collection of projects from Pre-K, K1 and K2 classes that were actively involved in collaborative projects among students and their class teachers, by contributing to the presentation of their learning experiences about mathematical concepts from their learning in class, and to the people around them.

Some of the project students who are members of participation groups were clustered based on mathematical strands: measurements, data handling, shapes and space, patterns and Number. Based on the project, students actively recommended solutions to reducing plastic waste by recycling plastic waste into learning tools that show the concept of number, pattern, data handling, shape and space, and measurement.

Photo 1: Pre-K students presented their interactive games about shapes


B. Social Justice and Social Entrepreneurship

Social Justice group is a collection of student projects from PYP and MYP. The results of the project are in the form of social actions that provide positive impacts to human rights and the continuum of ecosystems that are free of plastic waste, and provide opportunities for students to innovate to create new ideas about several solutions that are solved using mathematical concepts.

One of the social justice groups and social entrepreneurship project is "Edible Packaging". Through the project, students look for the right solution on how to protect the marine environment from plastic waste through social experiments that are relevant to the concept of mathematical calculations in creating new things. One of these attempts were by replacing the function of a plastic spoon with a spoon that is edible.

C. Life Style Choice

The combined group of HS, MYP and PYP students including Lifestyle choice is a joint group of students whose projects have a role in making changes in human lifestyles.

This was made possible through the learning process of producing and selling products that are worth selling and able to reduce the use of plastic waste that are responsible for excessive consumption of energy and natural resources.

Focusing on lifestyle choice, PYP students made some cookies and try to measure the amount of cookies they eat for better health.

Photo 2: Social justice collective group presenting their project about edible bubble water

Photo 2: Life style choice collective group presenting their project


D. Interactive Corner & Performance

Mathematics Fair 2019 also provided interactive corners to demonstrate that mathematics is fun to learn. There are lots of interactive corners and everyone showed their enthusiasm by participating in every interactive corner. One of these is the Snake & Ladder. Students in lower grades such as Pre-K – K2 were really enthusiastic to participate. It showed by the long queue formed in the interactive zone.

Aside from interactive corners, Mathematics Fair also provided performance which showed in opening and closing ceremonies. Students showed mathematics in several ways like dance, drama, and music. The participants really enjoyed the performance because they can appreciate the beauty of mathematics when it is applied in performing arts.

Photos 2: A student presenting the reason why and how they love math (L). HS students singing a song about mathematics (upper right). Fun mathematics game learning addition and subtraction in Snake Ladder. (lower right).

There were a lot of appreciations from students, parents, and other guests for the Mathematics Fair 2019. Most of the feedback were positive. Everyone in the learning community collaborated to make the event a success. Al Jabr showed that mathematics is not just about numbers and formulas, but also about the way we think and understand. Life will be better if we are able to live harmoniously with our environment. (Adi&Lidia/Mar2019) . (Adi&Lidia/Mar2019)


Pengalaman Menghadapi UN dan Pembelajaran Inquiry Kelas 9

Pada pertengahan bulan April mendatang, seluruh siswa dari kelas 9 akan menghadapi Ujian Nasional berbasis computer. Sudah banyak upaya yang dilakukan agar dapat mencapai hasil yang diinginkan oleh siswa. Salah satu upaya tersebut adalah dengan mengerjakan soal latihan agar nantinya mampu mengerjakan berbagai tipe soal.

Kegiatan latihan soal itu pun semakin efektif dengan adanya pembahasan mengenai masing-masing soal tersebut di dalam kelas. Di kelas Bahasa Indonesia khususnya, siswa dilatih untuk tidak hanya mencari jawaban yang benar, namun juga menganalisa masing-masing soal dan jawaban yang tersedia.

Hal ini tentunya sangat membantu siswa-siswi kelas 9 dalam mengetahui jenis soal dan trik untuk menemukan jawabannya. Tidak hanya latihan soal, siswa kelas 9 juga

menulis teks observasi dari hasil kerja kelompok para siswa Al Jabr pada kegiatan Math Fair 2019. Informasi yang diperoleh dari wawancara dan pengamatan secara langsung proses kerja kelompok tersebut dituangkan dalam bentuk tulisan. Setelah itu, siswa saling menganalisa cara penulisannya dan memberikan masukan.

Dari kegiatan-kegiatan diatas, kami belajar untuk mengatur waktu secara efektif, menjaga semangat belajar dengan terus berlatih dan tetap fokus serta seimbang dalam mengerjakan tugas-tugas yang sesuai dengan kurikulum diknas maupun IB (International Baccaulaurate). Hal ini dilakukan demi mencapai target pembelajaran dan sukses di masa depan. (Nazhiva Al Kalysha Rizky/Grade 9A/Mar2019)

F r o m t h e A s s i s t a n t o f P Y P C o o r d i n a t o r :

The Conceptual UnderstandingAs we share approach to understanding and implementing the IB Primary Years Programme, students are inquiring into their personal wonderings in their exploration using different sources individually and group utilising key concepts and related concepts in their transdisciplinary themes. It is aimed to have flexible engagement and initiative to develop their approach to learning.

In the classroom, students with conceptual understanding know more than isolated facts and methods. They differentiate facts and opinion, understand the importance of ideas and select which specific contexts is useful. They learn to organize their knowledge into a coherent whole, connect facts and concepts learned, remember, use, and reconstructed then when they are needed.

Alongside developing their conceptual understanding, students also set their success criteria. It is hope they are able to develop strategies to improve their learning differently to distinguish their goals not only at school but also in their life.

Hana Triana


Dari Administrasi

Assalamu’alaikum Wr. Wb.

Sampah plastik menjadi masalah yang perlu mendapat perhatian serius bagi semua pihak di tanah air. Upaya penanganan dinilai tidak cukup melalui regulasi maupun kebijakan atau program yang dikeluarkan oleh pemerintah, tetapi juga memberikan pemahaman kepada masyarakat untuk mengurangi penggunaan produk plastik sedini mungkin.

Direktur Eksekutif Wahana Lingkungan Hidup Nasional, Nur Hidayati, mengatakan, upaya memberikan pemahaman itu antara lain bisa diintensifkan melalui kegiatan belajar mengajar di sekolah. Beliau menjelaskan, instansi pemerintah terkait harus melakukan koordinasi agar pemberian pemahaman untuk mengurangi penggunaan produk plastik kepada siswa dan siswi di sekolah secara efektif.

Demi menunjang program pemerintah tersebut, maka Al Jabr Islamic School mengupayakan berbagai cara dalam rangka mengurangi sampah plastik. Kami pun meminta dukungan dari bapak/ibu agar putra/i nya dapat: 1. Membawa tas belanja sendiri ketika membeli makanan/minuman dari kantin Sekolah2. Membawa tumbler atau botol air minum sendiri3. Menggunakan kotak bekal untuk membungkus makanan4. Berhenti menggunakan sedotan dan sendok/garpu plastik sekali pakai5. Kurangi produk yang menggunakan kantong plastik.

Perubahan besar selalu dimulai dengan tindakan sederhana. Pengendalian sampah bukan hanya melalui kegiatan daur ulang. Mengurangi timbunan sampah plastik juga salah satu cara untuk mengatasinya. Sudah saatnya kita memikirkan keberlanjutan lingkungan dengan memperhatikan sampah yang kita hasilkan.

Wassalamu’alaikum Wr. Wb.Siska Liliana


From Parents AssociationAssalaamu’alaikum wr.wb.

Apakah yang paling menyenangkan bagi kami dari sebuah proses pembelajaran? Tentunya menyaksikan hasil dari proses itu.

Alhamdulillah, kami orangtua/wali sangat antusias menghadiri undangan pada Math Fair yang diselenggarakan bulan Februari yang lalu. Kami sangat bangga dapat menyaksikan dan mendengar pemaparan dari hasil karya siswa/siswi dari PreK sampai High School.

Hasil karya yang dipamerkan sangat beragam sesuai dengan kreativitas dalam berilmu dan berkarya; memperlihatkan bagaimana dan seperti apa para siswa ber imaginasi, kolaborasi, inovasi, komunikasi yang baik. Terlihat juga beberapa siswa dan guru tamu dari sekolah lain yang hadir memenuhi undangan sekolah. Sesama siswa, mereka sangat antusias terlibat dengan pemaparan untuk mendapat pengetahuan baru.

Menjelang akhir tahun ajaran ini, di rumah, anak-anak kami sangat antusias menjelaskan perencanaan mereka untuk Action and Service Learning di komunitas yang memerlukan.

Insya Allah, hal ini merupakan bagian dari pembelajaran sepanjang hayat (lifelong learning) dimana belajar tidak cukup hanya mengerti knowledge saja, tapi harus melakukan aksi nyata, mengimplementasikan pengetahuan agar bermanfaat untuk diri dan orang lain.

Terakhir, semoga kita semua dapat hadir dan menyaksikan (juga menikmati) pemaparan proses belajar yang anak-anak kita alami di sekolah melalui Students Led Conference (SLC) karena apa yang mereka capai adalah usaha dan pengalaman yang sangat perlu kita apresiasi agar mereka tumbuh berkembang menjadi well-rounded individual.

“Dan setiap umat mempunyai kiblat yang dia menghadap kepadanya. Maka berlomba-lombalah kamu dalam kebaikan.

Dimana saja kamu berada, pasti Allah akan mengumpulkan kamu semuanya. Sungguh Allah Mahakuasa atas segala sesuatu.”

(QS. Al Baqarah : 148)

A Visit To Remember-a Meeting Of Hearts and MindsOn the 23rd and 24th of January 2019, Al Jabr had two amazing guests who shared their knowledge and experiences from an international perspective—Mr. Anthony Skillicorn and Mrs. Thea Skillicorn—who were one of the most memorable visitors we had in school.

The inspiring couple introduced themselves as educators and contributors in many meaningful actions. Mr Skilicorn was the Head of Global and Director of Global Concerns and founder of Initiative for Peace and Local and Global Service Programmes and Mrs Skilicorn was the head of German department and taught German in UWCSEA Singapore from 1987 to 2013. Little did we know that they were the mentors of Ibu Uchu when she was starting to build the school, Al Jabr.

During the visit, they shared educating life story and answered many of the curiosity-driven questions from the students. One of the questions asked was “What is the key to a good team management?” Mr. Skillicorn explained that everyone in the team must be aware of the objective of the project and establish shared and individual responsibilities.

He added that there are two strategies in the assignment of responsibilities. The first one is to task the members based on their strength and the second one is to task the members based on their weakness. Why weakness? Mr. Skillicorn explained that it is always valid to consider that the members of a team would like to try learning something new. Other than that, time management is a key. Mrs. Skillicorn added

that we should also manage deadlines by setting up earlier deadlines for ourselves and have mini-deadlines for the mini-tasks that were assigned. Finally, she told us that as a last resort, we should consult professionals, like teachers, to assist us with the task. She maintains, though, that the group tries their best first before getting help. Everyone felt inspired by what transpired during the day and we thank Mr. & Ms. Skillicorn for sharing part of themselves with us.(Rafli/Grade 10/Mar2019)


Misi dari Al Jabr Islamic School

Misi kami adalah menyediakan pendidikan yang berkualitas tinggi untuk komunitas pelajar di sekolah guna mengembangkan semaksimal mungkin potensi yang dimilikinya melalui pembelajaran yang aktif, sepanjang masa dan kesempatan mendapatkan pengalaman yang nyata demi membentuk individu-individu yang seutuhnya baik mental, fisik, emosi dan akademis dalam rangka ikut mendorong terciptanyadunia yang lebih baik dan menghormati nilai-nilai luhur Islam yang ada di komunitas global.

Al Jabr Islamic School Mission Statement

Our mission is to provide a high quality education for our community of learners to develop and maximize their potential through active, lifelong learning and real life experiences to become well-rounded individuals mentally, physically, emotionally and academically in creating a better world with respect of Islamic values in a global community.

Al Jabr Islamic SchoolJl. Bango II No. 34 Pondok Labu, Cilandak

Jakarta Selatan 12450, Indonesia

Al Jabr Islamic School NEWS LETTER Semester II, March 2018 ... fileQS Al Insyirah [94] : 7-8 With...

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Transcript of Al Jabr Islamic School NEWS LETTER Semester II, March 2018 ... fileQS Al Insyirah [94] : 7-8 With...