Teacher Training To Japan


My Final Report

Mohamad Ashari, TT 2012

final reportTiap orang pasti punya ide berbeda tentang apa sih yang menjadi ketertarikannya selama program ini. Ketertarikan ini yang pada akhirnnya menjelma dan tertulis dalam final report TT. Buat saya, saya pengen pas pulang nanti bisa ngajar dengan cara yang berbeda, lebih efektif dan efisien, lebih suportif buat anak-anak. Saya pengen anak – anak di motivasi jadi pembelajar aktif, kalau bisa sih pas masuk kelas mereka udah tau materi dan tinggal diskusi plus latihan aja.. kalau gini kan asik banget. Saya dateng telat pun ngga akan ngefek 😛 dan anak yang ngga masuk bisa terus stay tuned. Reversed / flipped class room kayaknya bentuk pendidikan masa depan, dengan teknologi yang makin mudah dan terjangkau.. 10 taun lagi saya ramalkan bakal sangat umum.

anyway.. ini abstrak sama summary laporan akhir TT saya. Free writing ! i love my sensei deh pokoknya 🙂


Developing Indonesian Mathematics Video Based Lessons Based On Japanese Mathematics  Teaching Structure


                This report deliver an overview on education in Indonesia, describes activities during teacher training program in relation to understand similar characteristics between mathematics education in Japan and Indonesia, and identifying key points in Japanese way of mathematics teaching. Information collected trough observations, discussions, and literature studies on mathematics text books then used to develop Indonesian mathematics lessons videos in preparation for flip / reverse class.


                Japan and Indonesia have many similarity in of education system, both have national curriculum, same education levels, including classroom style. In mathematics education both have many common topics but the way the topics introduced are slightly different. It seems that in Japan reasoning and problem solving plays important role while in Indonesia mathematics tends to be more mechanical process. Mathematics curriculum in Indonesia is more rigid while in Japan the topics can be arranged to meet school’s specific needs more easily. Classification of mathematics text book in Japan is simple and effective by dividing topics into key topics and difficulty level while in Indonesia textbooks are classified by major.

                Class room management and application of teaching methods  in both countries have significant differences because of different culture background, classroom management in Japan is far more easier than it is in Indonesia.  As for student, students in Japan and Indonesia generally  have very different characteristics, Indonesian students are more active and expressive while Japan student are showing remarkable level of discipline.

                It will be good thing for Indonesian schools to learn about creating more engaging learning environment, applied technology in class room from Japan. Open class as part of teachers evaluation is also a good thing to be considered, it is not very common in Indonesia to have an open class. Computer answer sheet style of Japan’s multiple choice problem is also very interesting compared to traditional multiple choice used in Indonesia.

                In general, Indonesian mathematics teaching is heavily test driven. This is due to the fact that student have to undergo national exam at 6th, 9th, and 12th grade to be able to advance to the next level. Based my observation, mathematics teaching in Japan’s class room are more flexible and have more time to go deeper into each topic.

                Due to past experience with mathematics, many students in Indonesia dislike mathematic thus have low motivation resulting in not enough pre-requisite knowledge and skill to learn mathematics in the next level. In many case this condition is unnoticed or neglected by teachers, the accumulation of this phenomena is a heavy stress on teachers specially on 12th grade mathematics teachers. While early detection and proactive action is the best way to resolve this condition, exploring other way to help this situation is a reasonable thing. One of the promising  alternative is reversed class room which enable teachers to become more as facilitators and supporters for their student. As for students, this strategy may give them a very important life skill as an active learners.

                The reversed class room is a three step project  started here  which will be developed continually and applied in Indonesia. The first step of the project is  to create  website with lesson videos (http://pasundansatu.com). The second step of the project is using Learning Management System (LMS) and create online class using schoology  platform (https://www.schoology.com) and the last step is promoting reverse class strategy to educators in Indonesia.

                Teacher training program is a great opportunity not only to improve skills and knowledge as teacher, but also  to learn from and about other culture. I truly hope my stay here in Japan also give benefit to everyone who have interacted especially to Japan society.


Mohamad Ashari
The Handsome Math Teacher


Dokumentasi di final report  # di delete sayang

2 comments on “My Final Report

  1. cici
    December 14, 2015

    Good evening, let’s me introduse my self. I’m Cici from Madura East Java. I really interesting about trening teacher and I will try to sign up this year. Would you like to help me provide information and tips to pass the selection?

  2. ekafyulianie
    June 18, 2014

    kalau saya love my Sensei juga, kira-kira bakal dibolehin free writing juga ga ya? hehehe..
    Oya, Senpai punya artikel atau jurnal tentang analisis buku matematika di indonesia kah?
    doumo arigatou gozaimasu.

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This entry was posted on February 24, 2014 by in Mata Pelajaran, Matematika, Mohamad Ashari, Tentang Kampus, TT 2012 and tagged , , , .
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