Answer Key for Reflective Story Module 3 FPPN PPG 2025: The Philosophy of Ki Hajar Dewantara's Educational Values

The Shiro Corporation The following article discusses the key answers for the reflective story in Module 3 FPPN Topic 3 of the Teacher Professional Education (PPG) program in 2025 at Ruang Guru and Tenaga Kependidikan (GTK).

Material for Understanding Module 3 Philosophy of Education and Value Education (FPPN) Topic 1 Philosophy of Pancasila and Ki Hajar Dewantara's Thought as the Foundation of National Education, material on How to Educate Contextually in the Teacher and Education Staff (GTK) Room.

The post-test questions and answer keys for FPPN 3 can be used by specific teachers who are participating in the 2025 PPG program.

It should be noted that the module always randomizes from the question to the answer choices, so it needs to be carefully observed.

For more details, see the key answers for the reflective story in Module 3 FPPN Topic 3 Philosophy of Education and Value Education in PPG 2025.

Reflective Story

Connect Ali's problem with the concepts previously learned about the role of the teacher, the Catur Pusat Pendidikan concept, and Education that Adapts to the Nature and Times. Develop an action plan and learning design for Ali. Discuss the plan made with colleagues, ask for feedback from colleagues to design appropriate learning. Record all feedback and perfect the plan that has been made.

Answer Key:

To re-energize Ali and get him excited about his daily life, it requires support from his family, school, and the new environment he lives in. The teacher can help by assisting Ali in adapting to the school environment and also by planning lessons that require all students to discuss and collaborate. The topics given in these lessons can be changed to urban themes to foster Ali's courage to speak up again.

Alternative Answer Key:

Problem Analysis of Ali

The problem with Ali needs to be identified specifically first. Assuming Ali's problem is:

• Learning Difficulties: Ali experiences difficulties in understanding certain subject matter (e.g., mathematics or English).
• Low Motivation: Ali lacks motivation to study and often postpones tasks.
• Poor Discipline Behavior: Ali is often late to enter the classroom or does not complete his assignments.

Related to the Concepts Being Studied

• Role of the Teacher: The teacher acts as a facilitator, motivator, and guide. The teacher must be able to identify Ali's learning needs, provide appropriate support, and create an enjoyable learning environment.
• Four Centers of Education: Ali's education is not only the responsibility of the school, but also of the family, community, and the surrounding environment. These four centers of education must support each other and work together to create a holistic learning environment for Ali.
• The natural endowment and the endowment of time: Ali's education must be tailored to his potential and interests (natural endowment), as well as to the demands and developments of the times (endowment of time). Teachers must be able to design learning that is relevant to Ali's life and prepare him for future challenges.

Action Plan

Deepen Problem Identification:

• Observe Ali's behavior in class.
• Interview Ali to understand his difficulties and interests.
• Communicating with Ali's parents to obtain additional information.

Individual Learning Plan (ILP) Preparation:

• Based on the problem identification results, develop an IEP tailored to Ali's learning needs.
• Define specific, measurable, achievable, relevant, and time-bound (SMART) learning objectives.
• Choose a learning method and medium that suits Ali's learning style.
• Plan continuous learning evaluations.

Implementation of PPI:

• Monitor PPI consistently and regularly.
• Provide support and guidance to Ali on an individual basis.
• Create a positive and inclusive learning environment.

Evaluation and Reflection:

• Carry out periodic evaluations of Ali's learning progress.
• Reflect on the effectiveness of PPI and make adjustments if needed.
• Engage Ali and his parents in the evaluation process.

Learning Design (Example for Mathematics Difficulties)

Topic: Mixed Operations Calculation

Learning Objectives:

• Ali can correctly complete problems involving mixed operations (addition, subtraction, multiplication, division).

Learning Method:

• Contextual Approach: Relating the material to Ali's daily life.
• Demonstration: The teacher provides an example question and its solution method.
• Exercise Practice: Ali does exercise problems independently and in groups.
• Game: Using math games to increase Ali's learning motivation.

Media Pembelajaran:

• Manipulatives: Concrete objects that can be used to visualize arithmetic operations.
• Worksheet: Diverse practice questions.
• Mathematics App: An app that can be used for interactive math learning.

Evaluasi:

• Written Test: Mixed operation problems.
• Observation: Observing Ali's participation in learning activities.
• Portfolio: A collection of Ali's work produced during the learning process.

Discussion with Peers

After planning the action plan and lesson design, discuss with colleagues. Some questions that can be asked:

• Has the action plan and learning design already met Ali's needs?
• Have the selected methods and media for learning been appropriate?
• How can Ali's learning motivation be increased?
• How can Ali's parents be involved in the learning process?

Example Input from Colleague:

• It is better to use more concrete teaching aids so that Ali can more easily understand the concept of arithmetic operations.
• Try using a problem-based learning approach to make Ali more active in his studies.
• Instill in Ali's grandparents the importance of providing support and motivation at home.

Improvement of the Plan

Based on feedback from colleagues, refine the action plan and lesson design. For example:

• Adding more concrete visual aids.
• Using a problem-based learning approach in teaching.
• Strengthening communication with Ali's parents.

Additional Notes

• Flexibility: The action plan and learning design must be flexible and adjustable according to Ali's development.
• Collaboration: Involve all relevant parties (teachers, parents, peers) in the learning process of Ali.
• Patience: Helping Ali overcome learning difficulties requires patience and perseverance.

With a holistic and collaborative approach, it is hoped that Ali can overcome his learning difficulties, increase his motivation, and achieve his fullest potential.

Alternative Answer Key:

Ali's Problem Connection with the Concept of Education:

Environmental changes and weather have become challenges for Ali. According to the concept of Natural Endowment, teachers and the school environment must help Ali adapt. From the perspective of Natural Time, Ali, who is active and social in the digital age, needs to be given space for actualization. The role of the teacher is very important in facilitating this transition. Through the Four Centers of Education (family, school, community, and students), synergy needs to be built to support Ali.

Action Plan:

• Building intensive personal communication with Ali.
• Involve Ali's mother and the school counselor in light counseling focused on self-strengthening and a new spirit.
• Direct Ali to re-engage in extracurricular activities, for example as a junior futsal mentor or school sports content creator.

Lesson Plan:

• Use the project-based learning method with a local theme, for example, creating a video campaign about the importance of sports in coastal areas.
• Involve students in heterogeneous group work so that Ali can form new relationships.
• Insert a reflective task about adapting to change in the subject of Indonesian Language or Civic Education.

Enter Colleague's Input:

• Create a student transfer orientation program that involves the Student Council (OSIS) and extracurricular activities (ekskul).
• Ali was given a role in the school activity to make him feel needed.

Alternative Answer Key:

Connection with Concept:

Ali experienced a cultural shock due to social and geographical changes. Education, according to Ki Hadjar Dewantara, must integrate with the child's environment (Kodrat Alam). Teachers as "pamomongs" need to be guiding presences. The synergy between school and family is very important, in line with the concept of Catur Pusat Pendidikan.

Action Plan:

• Forming a small team that supports Ali (for example, deskmates and two members of the extracurricular club).
• Inviting Ali to get to know the coastal environment through outdoor learning activities.
• The school collaborates with the local community (for example, the village futsal club) so that Ali can continue to develop his interests.

Lesson Plan:

• Geography or Social Studies subjects can be related to coastal ecosystems.
• In Physical Education (PJOK), the teacher integrates mini futsal games by adjusting to the school's field conditions.
• Bahasa Indonesia assigns the task of interviewing an inspirational local figure in the field of sports or young fishermen.

Enter Colleague's Input:

• Create an active student community based on interests, such as the "Sports Community."
• Add a weekly student dialogue session to strengthen social bonding.

Alternative Answer Key:

Analysis of Ali's Problems within the Framework of Ki Hadjar Dewantara's Philosophy

Ali's problem is not merely one of "not having friends" or "hot weather," but rather an indication of disorientation in the process of adapting to the laws of nature and the demands of the times in a new environment, exacerbated by changes in his educational sphere.

The Law of Nature and the Law of Time:

• Ali is a cheerful and active child with a strong interest in futsal and wide social interactions. This is part of his natural inclinations that require room for expression.
• Kodrat Time: The urban environment previously allowed Ali to interact easily and get involved in the popular futsal activities. Changing to a coastal area with hot weather and possibly limited futsal facilities or similar communities means that his time's nature is no longer accommodated. Ali loses the platform to express himself and socialize according to his characteristics.

Concept of Four Educational Centers:

• Family: The Ali family (parents) has been supportive and proactive in looking for a school, but they may not fully understand the deep psychological impact of environmental changes on Ali, particularly from a social-emotional perspective.
• School (New): The new school has not succeeded in becoming an attractive center for Ali. The intracurricular and extracurricular activities (futsal) that used to be the catalyst for his enthusiasm now seem dull due to the lack of compatible friends or shared interests.
• Society (New): The new coastal environment does not provide the "social space" that Ali needs, neither in sports interests nor in the dynamics of peer/senior class friendships which he used to enjoy. This has led to Ali withdrawing.
• Although Ali is in class 11, the concept of youth and its broad social interactions is very relevant to him. The lack of a youth network with similar interests in a new environment makes him lose a platform.

Role of the Teacher

As a class teacher, the teacher has an important role as a guide (among).

• In the forefront stands the teacher: the teacher needs to become a role model in empathy and proactivity in approaching Ali.
• Senior Teacher Mangun Karsa: Teachers should create a classroom atmosphere that encourages Ali to boldly interact and identify new interests.
• Tut Wuri Handayani: the teacher needs to provide encouragement and support so that Ali can adapt and rediscover his enthusiasm, without forcing him.

Action Plan and Learning Design for Ali

General Objective: To restore Ali's enthusiasm for learning and socialization by accommodating his natural disposition and the times, and by optimizing the role of the educational chess center.

Main Role of Teachers: Facilitator, Connector, and Guide.

1. Initial Action Plan (Teacher)

Empathy Dialogue (Individual/Family):

The guru should promptly call Ali for a relaxed and empathetic personal dialogue, not an interrogation. The focus is on listening to Ali's feelings without judgment. "How are you, Ali? I notice you seem a bit down. Is there anything I can help with?"

Continue with a separate dialogue with Mother Ali to obtain more detailed information about Ali's interests and habits before moving.

Objective: To build trust, show concern, and gain deeper understanding of the root issues from Ali's perspective and his family's.

Identify Potential and Interests in a New Environment:

• Internal School: The teacher is looking for other extracurricular activities at the school that might spark Ali's interest (for example, there may be other sports clubs besides futsal, or science/IT clubs that also need active students).
• External to School/Community: If available, teachers can seek information about sports communities (other than futsal) or youth activities in that coastal area that Ali can join (e.g., beach volleyball, swimming, nature lover communities, e-sports).
• Purpose: To offer an alternative platform for expression and socialization that is relevant to the nature and times in a new environment.

Discuss with Colleagues:

• Discussion Question: "Dear fellow teachers, I have a new student named Ali who used to be very active and outgoing in an urban environment, enjoying futsal and having extensive social interactions. However, after moving to this coastal area, he has become quiet and withdrawn. How can we help Ali rediscover his enthusiasm in the school and new community environment, which may be different from before? Are there any activity ideas that could channel his energy or help him gradually socialize?"
• Input Focus: Peer support strategy, integrating lesson materials with local contexts, or unique extracurricular activities/community ideas in coastal areas.

2. Learning Plan & Interventions for Ali (Based on Initial Feedback)

Core Concept: Gradually utilizing old strengths (proactivity, socializing) in a new environment.

In-Class (Lesson) Strategy:

• Integration of Local Context (Nature and Time): In Indonesian Language, Economics, or Science lessons, provide project tasks that require direct observation of coastal environments and interactions.
• Example: Project "Our Coastal Economic Potential" (Economics/Social Studies) or "Marine Ecosystem: Threats and Opportunities" (Science). Ali can be assigned to conduct short interviews (with written questions provided) with local fishermen or small-scale tourism business owners, or to document (through photos/videos) coastal life. This utilizes his "active" nature and digital potential.
• Structured Small Group Discussion Method: During the discussion, Ali is placed in a group that includes friendly and supportive students (recommended by peers). Ali is given a specific role that is not too demanding verbally, for example, note-taker, creator of a visual mind map, or projector operator if there is a presentation. Gradually, encourage him to convey one point from the group's results.

Objective: To provide Ali with a platform to contribute according to his current abilities, while training social interactions on a small and relevant scale with his new environment.

Out-of-Class Strategy (Extracurricular & Social):

• Interest Exploration: Invite Ali to try extracurricular activities that involve physical activity or small groups, other than futsal (for example, table tennis, badminton, or a nature lover's club that can explore beaches or mangrove forests). Invite other students known by the teacher as positive and friendly to accompany Ali in trying these activities.
• Program "Sahabat Sebaya": Involve one or two proactive and empathetic classmates of Ali to become an informal "friend" who invites him to interact during break times or after school. This is the implementation of Tut Wuri Handayani by teachers through other students.
• Connecting with Local Community: If available, help Ali find information about sports clubs or extracurricular youth activities. It could be a small futsal community or another popular beach sport there.
• Objective: To reopen the doors of socialization and physical activities that are in line with Ali's nature in his new environment, and to organically build new friendship networks.

3. Input and Refinement of the Plan (Example Discussion with Colleagues)

Input from Colleague (e.g., School Counselor/Physical Education Teacher):

• "For Ali, perhaps we can involve him in the school photography club or the journalism club. With his interest in gadgets and his activity level, he could become a photographer or videographer documenting school activities, including futsal! This keeps him connected to his favorite sport but with a new role that doesn't require intense physical interaction with a new team." (School Counselor)
• "Ali is quite active, maybe he could be invited to join the school event preparation team, so he can be involved behind the scenes, help set up equipment, or become a field coordinator. This will train his sense of responsibility and allow him to meet many people in functional roles." (Physical Education Teacher)
• "The hot weather on the coast can be managed if sports activities are held in the evening or indoors. Perhaps we can encourage schools to hold futsal tournaments between classes internally, and Ali can be asked to help as a technical committee member or team official, not as a core player for now." (Physical Education Teacher)

Plan Improvement:

• Engage in an Active "Behind-the-Scenes" Role: In addition to academic projects, I will offer Ali the role of documenting extracurricular activities (such as futsal or others) using his camera or phone. Alternatively, he can be part of the technical team/event organizing committee at school. This utilizes his active and digital nature, giving him a sense of purpose and the opportunity to meet new friends without the direct pressure of having to "join" as a team member.
• Initiate Small and Scheduled Sports Activities: Coordinate with the physical education teacher to possibly hold futsal sessions in the evening (when the weather is cooler) or in an indoor court (if available), which would be more relaxed and inclusive. Encourage Ali to participate or help as an assistant coach/referee.
• Regular Communication with Parents and Ali: Ensuring three-way communication (teacher-student-parent) remains ongoing to monitor Ali's emotional and social development. Provide positive reinforcement for every small progress shown by Ali.

With a more comprehensive plan and input from peers, it is hoped that Ali can gradually rediscover his spirit, adapt to a new environment, and develop his potential in accordance with his natural endowment and the times.

*) Disclaimer: The answer keys for the Reflective Story Module 3 FPPN topic 1 Philosophy of Pancasila and Ki Hajar Dewantara's Thoughts in the material on How to Educate Contextually in this article are provided only as a reference for teachers participating in PPG 2025 to complete in the Ruang GTK.

(Tribunnews.com/Sri Juliati)