Here is the post-test questions and answer key for PSE 3 Module 2 PPG 2025, on the topic of social-emotional material that has been covered in the module.
The Shiro Corporation - Learn carefully Questions and answer keys for the Post Test of Social Emotional Learning (PSE) 3 Module 2 in the In-Service Teacher Professional Education (PPG Daljab) program for the year 2025.
The question and key answers for the Post Test PSE 3 Module 2 PPG 2025, this post test consists of several multiple choice questions. yang dapat Accessed through the Ruang Guru and Tenaga Kependidikan (Ruang GTK) platform, which now replaces the Merdeka Mengajar platform.
This is the post-test question and answer key for PSE 3 Module 2 PPG 2025. The questions are designed to measure the extent of participants' understanding of the concepts and practices of social and emotional learning that have been studied.
This collection of questions and answers is provided as a reference material to help Mr./Mrs. Teacher answer the questions with more confidence.
By utilizing these references, it is hoped that PPG participants can enhance their understanding, strengthen their competencies, and achieve optimal results in the implementation of the post-test.
Problem 1:
Bu Indah, as a teacher of grade 6, noticed that her students, Danu and Ninda, were arguing due to a difference in opinions during a group task. She tried to mediate and guide them to respect each other's opinions. However, Danu believes that Ninda always wants to take over all decisions and rejects ideas from other group members. Meanwhile, Ninda feels that other members' opinions do not align with the task instructions and also wants the group work to be completed quickly following her methods. As a result, neither Danu nor Ninda was willing to back down and apologize to each other. In this situation, what actions should Bu Indah take to help Danu and Ninda demonstrate social skills in working together?
A. Initiating self-reflection sessions for students working in groups and the importance of listening and respecting one another
B. Providing rules for group work by setting specific times for brainstorming ideas to be fairly shared among all group members.
C. Assign Danu and Ninda different tasks so they can continue to contribute without conflicting with each other.
D. Providing constructive feedback to Danu and Ninda so they can learn to respect each other's opinions and make decisions together.
E. Respecting their opinions and believing that over time Danu and Ninda can change and be able to respect each other's opinions.
Answer: A. Initiating self-reflection sessions for students in group work and the importance of listening and respecting each other.
Soal 2:
In order to build school well-being, You proposed the formation of an Anti-Bullying Task Force (satgas). Initially, the program was well-received by teachers and students, with many registering to join the task force. However, representatives from the teachers' team are concerned that they may not be able to dedicate time to nurture and carry out their duties in the task force due to their heavy teaching load. This situation is also feared to impact the effectiveness of future programs, thus reducing the real impact of the task force's existence. Given this scenario, what action would you take?
A. Creating a work system based on a rotational schedule or light shift division for teachers who are members of the task force so that it does not burden their core teaching work.
B. Integrating the task force work into Guidance and Counseling learning so as to alleviate the burden on the teacher representative team.
C. Requesting the leadership to urge teachers to prioritize their responsibilities on the task force so that the task force can operate effectively.
D. Proposing that the school administration give additional incentives for teachers who are active in the task force to increase their motivation.
E. Conducting a program review together by adjusting to the conditions of the members so that the program remains impactful and runs effectively
Answer: E. Review the program together by adjusting it to the conditions of the members so that the program remains impactful and runs effectively.
Soal 3:
You are a math teacher at a high school. To teach the concept of statistics, you design a project. experiential learning Those packaged with the project "Monganalisis Data dalam Kehidupan Sehari-hari". The students will collect data, analyze it, and present their findings in the form of reports and presentations. You plan to involve the Indonesian language teacher to help them write good reports and the BK teacher to facilitate communication skills and teamwork. Some teachers at the school feel that this project will involve too much time outside of class and are worried it might disrupt their learning schedules. How do you address this situation?
A. Revising the project plan to still proceed on a smaller scale with more flexible timing, while inviting willing teachers to participate according to their capabilities.
B. Explaining the project's objectives to the teachers who will be involved and asking for their willingness to provide support with flexible time or additional hours outside of class hours.
C. Conduct collaborative discussions with relevant teachers to explain the benefits of interdisciplinary approaches in this project, and arrange scheduling to ensure it does not interfere with the main learning agenda.
D. Decides to run this project only within the scope of your subjects without involving other teachers to avoid conflicts in time and priorities in learning activities.
E. Analyzing the strengths and weaknesses of the implementation of this project, if there are more weaknesses, consider postponing the project to the next semester to be better prepared.
Answer: C. Conducting a collaborative discussion with the relevant teachers to explain the benefits of interdisciplinary learning in this project, and arranging the scheduling to ensure it does not interfere with the main learning agenda.
Problem 4:
Mr. Andi is the class teacher who often reminds students to arrive at school and enter class on time according to the schedule. However, recently many students have started protesting because Mr. Andi himself has been arriving late. Upon investigation, Mr. Andi's tardiness is not without reason; he is currently taking care of his sick parents and sometimes needs more time in the morning, which results in him being late. Despite this, the students are unaware of these reasons and therefore feel there is a discrepancy between Mr. Andi's words and actions. If you were Mr. Andi, how would you handle the students?
A. Making student input a material for self-reflection and evaluation in becoming a role model for students.
B. Conduct self-assessment and seek alternative solutions so that they can commit to arriving at school on time.
C. Appreciating students who have consistently arrived on time, to build a positive culture that is not dependent
D. Requesting assistance from the Guidance and Counseling (BK) teacher to provide an understanding of time discipline to students.
E. Continue to consistently remind students to arrive on time at school and advise them not to engage in such actions.
Answer: B. Conducting self-evaluation and seeking alternative solutions so that one can commit to arriving on time at school.
Soal 5:
You are a teacher who wants to teach the concept of first aid in accidents to fourth-grade students. You ask the students to form groups and carry out a Role-Playing Practice. (Roleplay) by pretending to be lightly injured, and the others acting as helpers. During the activity, the students appeared very enthusiastic. However, many did not pay attention to your instructions. Many students were seen fooling around when roleplay Until fleeing. You try to stop the commotion and direct the students back to more focused activities, but some students become even more rowdy, with some refusing to follow your instructions. In this situation, what action would you take?
A. Try giving an example of an interesting role-play result to capture their attention and refocus them on completing the activity. roleplay.
B. Implementing a direct reward system, for example stickers or praise for students who follow instructions well during activities.
C. Making activities roleplay sebagai pekerjaan rumah dan mengimbau orang tua untuk mengawasi sehingga pembelajaran berjalan kondusif.
D. Stopping the activity roleplay line by line and asking students to do it in turns roleplay in front of the class so that it proceeds smoothly.
E. Stopping the activity roleplay but changing it by providing meter in spoken form that can make the students calm
Answer: D. Stop the roleplay activities simultaneously and ask the students to take turns. roleplay in front of the class so that it proceeds smoothly.
(The Shiro Copr/Tribunnews.com/Yunita Rahmayanti)
Comments
Post a Comment