in Mathematics Education for Junior Secondary Mathematics Teachers (13 to 26 August 2014)
FINAL REPORT
Implementing Congcruent Triangles in the Real Life
Presented by: 1. Mr. Saiful Ghozi, M.Pd ( SMP Nasioanl KPS ) 2. Mr. Muhammad Atik Afwanudin, S.Pd ( SMPN 2 Salem ) 3. Mrs. Purwati, S.Pd, MM.Pd ( SMPN 6 Purworejo ) 4. Mrs. Ririn Aprianita, S.Pd.Si ( SMPN 1 Wonosari ) 5. Mr. Buoy Sorphea, MA of E.S. ( Beung Trobeck High School, Cambodia )
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FOREWORD AND ACKNOWLEDGEMENT
To God is the glory for His wonderful blessings and for giving us knowledge and wisdom for us to be able to accomplish this final report of the course Developing Lesson Study in Mathematics Education for Secondary School Teachers. We wish that this report be beneficial to all teachers and personnel who have commitment to improve the quality of Mathematics Education in Southeast Asia. This final report was materialized on the principle that Mathematics skills through Lesson Study can be further developed, honed, and fixed through a variety of interesting, meaningful and challenging activities. The lessons and exercises found in this final report are continuation or extension of the students learning during their regular Mathematics classes. The exercises were carefully prepared by each member to suit every students learning skills and abilities. The members of the group worked together to make every activities of the lessons full of fun and to make every student feel the enjoyment of doing the activities while enhancing in them an increased interest and a positive attitude towards Mathematics.
We would like to thank first the Government of Indonesia for the generosity of giving fund for the course, Developing Lesson Study in Mathematics Education for Secondary School. To the facilitators, who selflessly shared their knowledge and ideas about Lesson Study and to the Committee who were there all the way to make all things easy, simple and smooth sailing for us, a heart-warming Thank You! It is such a wonderful experience for each one of us!
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This final report may not be perfect due to our limitations and weaknesses. Therefore, we invite everyone who reads to give some comments and suggestions for the betterment and improvement of this report. Here the member of group 4 : 1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan 2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java 3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java 4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY 5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.
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TABLE OF CONTENT
CHAPTER 1. INTRODUCTION ......................................................................................... 5 A. Rationale and Background ............................................................................................ 5 B. The Goal of Our Lesson Study ...................................................................................... 8 C. Preparation of Lesson Implementation ......................................................................... 9
CHAPTER II. IMPLEMENTATION AND DISCUSSION ............................................... 12 Topic1: Opening...............................................................................................................12 Topic 2:Main Activity........................................................................................................ 3 Topic 3: The Closing ......................................................................................................... 5 Topic 4: Student Coment after activities...........................................................................17
CHAPTER III. GROUP REFLECTIONS AND DISCUSSIONS ...................................... 20 A. Reflections...................................................................................................................20 B. Discussions .................................................................................................................. 23
CHAPTER IV. CONCLUSIONS AND RECOMMENDATIONS .................................... 25 APPENDICES ........................................................... ! . Lesson Plans and Work........................................................................................................ GROUP MEMBER'S PERSONAL PROFILE.......................................................................
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CHAPTER 1 INTRODUCTION A. Rationale and Background
Lesson Study engages teachers in creative and collaborative work in developing and researching a lesson through a design-tryout-reflect-revise cycle until it reaches a form to which they believe would be exemplary to them and to other teachers. It assumes that by investigating the teaching and learning process in the context of designing and implementing a lesson, it could provide teachers with experiences that has the potential to deepen their context knowledge and their knowledge about how students learn concepts and skills, develop teachers skills in designing and facilitating lessons, and most importantly develop the skills, habit and confidence in investigating their own lessons. Studies show that the way to go to implementing effective and sustainable educational reform will be through an inquiry-type professional development program and while the teachers are in action. One of these professional development models that has proven effective in Japan and is now being implemented and widely used in many countries is Lesson Study. It is also one of the identified factors for Japans high achievement in Third International Mathematics and Science Study (TIMSS). Lesson study is a professional development process that Japanese teachers engaged in to systematically examine their practice. The core activity in lesson study is for teachers to collaboratively work on a small number of Study Lessons. These lessons are called study lessons because they are used to examine the teachers practice.
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Fernandez and Yoshida (2004:7) state, Lesson Study is a direct translation for the Japanese term jugyokenkyu which is composed of two words: jugyowich means lesson, and kenkyu, which means study or research. Lewis (2002: 1) defines, Lesson Study is a cycle in which teachers work together to consider their long-term goals for students, bring those goals to life in actual Research lessons and collaboratively observe, discuss, and refine the lessons. Besides, Lewis (2002: 1-2) describes, Lesson Study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a complex process, supported by collaborative goal-setting, careful data collection on student learning, and protocols that enable productive discussion of difficult issues. Lesson Study is a collaborative activity that involves a small team of teachers gaining a deeper understanding of how students learn. Teachers routinely share resources and ideas as they plan, design, teach, evaluate and refine lessons for a unit of work. Reports generated from the lesson study experience can be shared with other teachers interested in implementing a similar professional learning process. Lesson Study is a professional development process that a small group of teachers systematically examine their interaction in order to improve the effectiveness of the experiences that the teachers provide to their students. The team of teachers identifies a common goal (e.g. equitable student participation; establishing a supportive learning environment that respects student differences; maximizing student engagement) within or across a curriculum area or stage of learning. One teacher in the team teaches a lesson. The other teachers observe the lesson either in the classroom or 7 | P a g e
from a video of the lesson, focusing on agreed aspects of the teaching and student learning. The lesson study team then meets to reflect on the lesson observations and to review, revise and reframe the lesson prior to the lesson being re-taught by another teacher. The lesson study team engages in cycles of planning, observing, reflecting, reviewing and re-teaching, each time focusing on a pedagogical and content focus. Lesson study teams can elect to invite an external colleague (consultant, academic partner, critical friend) to participate in any of the stages of the lesson study cycle. In Japan and other countries, Lesson Study has been chosen and implemented because of the lesson study can improve the quality of teaching and learning process as well as lesson in classroom. This is understandable because (1) lesson study is an effective way to improve teaching and learning process trough Development of a shared professional knowledge among lesson study group members that based on real teaching practice, (2) the basic idea of lesson is every student achieve his or her highest quality learning, (3) the objective of a lesson become a main focus of a classroom instruction, (4) based on the real experience in classroom, lesson study can be able to become Foundation of instructional Development, and (5) lesson study makes teachers role as instructional researchers. The cycle of instructional Development of lesson study has three basic components, such as Plan, Do, and See. Plan is related to the activity of planning and goal-setting. Teaching, observing, and revising the research lesson are covered in do component of the cycle. Seestep consists of observing, discussing, and reflecting the Research lesson. There are six basic steps as a guide in implementing lesson study. The steps are (1) Form a lesson study group, (2) Focus the lesson study, (3) Plan the Research lesson, (4) 8 | P a g e
Teach and observe Research lesson, (5) Discuss and analyze the Research lesson, and (6) Reflect on Your Lesson Study and Plan the next step. In the course DevelopingLessonStudy in Mathematics Education for Secondary School Teachers, we have learned many things about lesson study. The following questions are posted: What is lesson study? How is lesson study implemented? This report covers the result of our Lesson Study implementation with SMP Negeri 8 Yogyakarta students on Friday, 22 August 2014, at 07.15 until 08.35
B. The Goal of Lesson Study Before the Lesson Study implemention, we have to make our own goals as our baseline on how to make our own lessons effective and successful.Teamwork and cooperation are important factors in reaching our target goal. The following are our goals in the implementation of Lesson study. 1. Improve teaching and learning process through shared professional knowledge among group members that based on real teaching practice. 2. Empowering the learners to learn most after engaging them to some tasks or activities that they view as significant to them and that presents a real problem for them with enjoyment and full of fun to make them feel the enjoyment of doing the activities while enhancing in them an increased interest and a positive attitude towards Mathematics. 3. Facilitate a problem solving lessons that would engage students to represent ideas mathematically, solve problems in different ways and reason out without being shown a solution first. 9 | P a g e
C. Preparation for Lesson Implementation Our group consists of five teachers as follow: 1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan 2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java 3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java 4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY 5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.
After careful and mutual discussion among the group member, we reached our agreement on the topics and model teacher for school implementation. Mr Saiful Ghozi was agreed to be model teachers. The topic for our school implementation is Congruence of Triangles for Grade IX Designing the Lesson Plan Before the school implementation on Friday 21 August 2014, we conducted peer teaching on Thursday, 21 August 2014 at Conference Room. We presented our teaching scenarios and followed up by reflections. Pictures of our activities during the plan session are provided below.
Figure 1. Group discussion focus on Lesson activities 10 | P a g e
We agreed to use problem solving approach for teaching the topic. We prepared and developed teaching media including worksheet, slide presentation, models of papered triangles. The detail of the proposed activities can be found at the lesson plan attached in the appendices. Below are pictures during peer teaching ;
Figure 2. Peer Teaching by Mr. Buoy Sorphea From our supervisor, Dr. Wahyudi, we got the storyboard had been written bellow: Time Activities
10.15 -10.30
10.30 10.40
10.40 10.45
10.45 10.55
After grouping students, Teacher asked student to look at the screen and gave direction on the problem! Which triangles are congruent? Why? Teacher distributed the worksheet, and materials for students to solve the problem. Students (Group 3 and group 2) discussed and tried to answer. Mr N of group 2 asked question on how many pair or how many triangles? T respond accordingly how many pairs of triangles that are congruent.
Teachers encourage students to work and discuss in their group to solve the problem. Group 3 students are still on task mutually learn from each other. It looked that they are happy in solving the problem given to them
Teacher asked each group to pose their answer in front of the class. Group 1 representation explain their solution to the classroom.
Teacher makes conclutios
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Feedback :
Overall the teacher and learning processes run well in which most students were actively engaged. Students enthusiastically involved in group discussion and learning. Almost none of students off task nor confuse. The problem given by teacher is challenging; lead students to think seriously and learn math meaningfully. Suggestion : Teacher should allow students to conclude the lesson.
After observing Mr. Sorphea we find that we have some negative points during peer teaching activities we should improve as the following : 1. Set the time properly for teaching. 2. To push the students to solve the problem. 3. To make the conclusion better. 4. Make available reflection in order to pave the way for the real activities next time. Based on the reflection we revised our lesson plan and activities. The picture of reflection activitie is bellow ;
Figure 3. Reflection Session
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CHAPTER II IMPLEMENTATION
The Lesson implementation was conducted at SMP Negeri 8 Yogyakarta on Fiday, 21 August 2014. The lesson start at 07.30 a.m until 08.40 a.m. The group members and facilitator served as observers during the Lesson implemention. After lesson implementation, we conducted reflections. The description of lesson implementation and reflection are provided below;
The Opening Teacher entered the classroom and started the lesson by introducing himself and our team. And teacher checked students attendance Teacher informed the topics of todays lesson and learning objective Teacher showed a picture at the slide about real problem that related to triangle congruence and gave motivation to the students that the material of triangle congruence is very important in our daily life. The picture is bellow;
Figure 4. Slide of actual problem related the topic. 13 | P a g e
Main Activities Teacher divided students into 6 group, each group consist of 4 6 students. Teacher gave the name to each group with the name mathematiciants ( Al Khawarizmi, Phytagoras, Rene Descartes, Pascal, Euclid, Einstein) and gave number label to all of students. Teacher distributed a set of triangle models to each groups, which contains of ten triangle models with different size. Students discussed in their group to find out the pairs of congruent triangle among these ten models. The groups who has finished can present their discussion result, and responded by the other groups. Teacher provided guidance and facilitate for class discussion. Here the picture of facilitating group in their discussions.
Figure 5. Teacher fasilitates group discussion. First presentation came from Al Khawarizmi group. They said that there are three pairs of congruent triangle, based on the equality of each angle. 14 | P a g e
After that, Pythagoras group presented their discussion result. They had the same result, but their reason is beside its three angles are same, the congruent triangle must have same length of its three sides. The picture of presentation is bellow;
Figure 6. Presentation of group Phythagoras. Teacher gave example to prove that if the triangles have the same angles, it cant be concluded that those triangles are congruent. Teacher stated the first property of triangle congruence is Side Side Side property (S S S). Teacher guided the students to find out the other properties by asking questions and demonstrating two models of triangle which are not congruent. By the guidance of teacher, students found out the other properties namely Side Angle Side (S A S). This conclusion is delivered by student number 13. Bellow the picture : 15 | P a g e
Figure 7. Student 13 delivered the conclusion of S-A-S property. By the guidance of teacher, students found out the other properties namely Angle Side Angle (A S A). This conclusion is delivered by student number 30.
The Closing Teacher facilitates students to make conclution about what already discussed was. Discussions was resulting 3 properties if triangle concruence : (S S S) , ( S A S) , ( A S A).
Figure 8. Teacher guides students to make conclusion. 16 | P a g e
Teacher gave some apreciation to three student most active in learning activities. There were : Student number 13 as first ( Briyan ), Student number 30 as the second ( Nia ), and student number ?? as the third ( Tata). The picture of giving apreciations is bellow :
Figure 9. Teacher gave the apreciation. Befrore the lesson in classroom was over, teacher instruct to the students to write down their comment related to the learning activities had been done at pieces of paper. Teacher thanks to all student and to classroom teacher for the given permission to conduct the learning activities by group 4 of LS Course and took photo together with students and all participants of group 5. The picture is bellow: 17 | P a g e
Figure 10. Take photo after learning activity.
Student comment after activity In the end of acitivities student write down their comment into pieces of paper that prepared by teacher. Bellow the picture of papers ;
Figure 11. Students comments written down into pieces of paper. Here all student coments had been written into pieces of paper : 1. Little bit confused but finally understand. But I have new things to learn about congruency. 18 | P a g e
2. Untuk pembelajaran ini, saya rasa cukup menyenangkan karena selain diberikan cara untuk menentukan bahwa 2 bangun sama panjang. Kami juga diajak aktif dalam kelompok. 3. Hmm..lumayan. 4. Saya merasa mengerti matematika, setelah mendapatkan pelajaran ini. 5. Sebaiknya ditambahkan cara menghitungnya. Saya senang. 6. Cara belajarnya beda dengan sekolah. Asik kok. Thank you. 7. Sebaiknya, slide dibuat lebih menarik. Tapi secara keseluruhan udah menarik. Dan sebaiknya dalam tim. 8. Please learn english anymore. Make a joke for a time. 9. Cara pembelajaran yang menarik dan variatif. THANKS. 10. Cara mengajarnya menyenangkan. Pelajarannya jadi tidak membosankan, dibanyakin joke- nya biar tambah mood. 11. I have a lesson that different way to explain and to teach. It feel more easy to learn. 12. Bagus, menarik, seru. 13. Pelajarannya mengasyikkan dan membuat tidak bosan. 14. Pembawaannya tidak membosankan dan cara belajarnya yang menyenangkan. 15. Im feeling excited. 16. Im feeling sucks. 17. The lesson is good. Siswa dapat memahaminya. Gurunya interaktif. Cara belajar tidak terlalu buat pusing. 18. Interesting. Fun. 19. Interesting. 20. I feel satisfied with this learn. 21. I like this properties because this is very fun. Thank. 19 | P a g e
22. Im excited. 23. Saya senang karena mendapat materi baru tentang kesamaan bangun segitiga. 24. Impressions: Interesting, Fun, Unique, Fresh 25. Interesting! Thank you very much. Today I learn about congruent. Dan aku mendapat tambahan ilmu yang sebelumnya belum ku ketahui. Merci beucop! 26. I dont know semua. Because I dont understand what are you saying about. Tapi interesting. 27. I feel interesting. Thank you very much for the lesson today. 28. Thank you very much. Interesting. I dont know anything. 29. Hmm..lumayan.
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CHAPTER III GROUP REFLECTIONS AND DISCUSSIONS A. REFLECTION Here the reflections had been recorded from each member of group in reflection session. 1. Mrs. Ririn Aprianita. Basicly the lesson was running well. Mr Ghozi has done his good job. At the beginning: - Teacher attracts students by showing a picture. It makes students pay attention on the materials. - Teacher stated learning objectives, so students know what is the purpose of todays lesson. - Teacher divides students into groups, but the members of each group - No clear instruction before students activity. Teacher gives instruction when the students are starting their work. So some students dont understand about their tasks. Main activity: - All students are active in their classroom. - Teacher lets students make their conclusion by their own sentences. - It takes too much time in presenting activity 1, so problem 2 and 3 wasnt explored well because of time limitation. Here the picture being reflection by Mrs. Ririn: 21 | P a g e
Figure 12. Reflection tatements from Mr. Atik. 2. Mr Sorphea The sugestions are : - Should divide students into group earlier - Give cleaner instuction - Tell students to wear their badge altogether - Should give some more comprehension - Students can help and share their opinion - Students enjoy in learning on working - Teacher encourage students to show their abilities - Make good Conclusion 3. Mr. Muhammad Atik Afwanudin
Introduction - Teacher roll a student and ask them, who is not come in the class today - Students give attention to the teacher when He was given a problem
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Main activity - Students still have not confidence to say what they want, but the techer given motivation to all student - Most all of student is very interest about the subjejct matter, because the teacher use an actractif learning. - Some student in a group have not give attention when the other group presenting their discussion result - There is two student put the number label on their head Clossing - Students are not given an individual task to be done - Maybe the teacher forgot given a problem to be done as home work 4. Mrs Purwati - Basicly the lesson study procces was runing well - The students are very actif in the lesson, they are glad to learn obot the proprties of triangle congruency - Theacher in lesson study has already done step by step 5. Mr. Saiful Ghozi - All steps were already done as group 5 planned, but there are still loss many detail activities. Such as : check attendance list of students, give whorksheet paper that had been prepared before, give student homework, etc. - But for all activites teacher feels satisfied with the learning activities in classroom.
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Figure 13. Mr. Saiful Ghozi gave reflection. B. DISCUSSIONS Lesson Study A noteworthy journey for learning Lesson study represents a willingness of teaching learning to improve the quality of our teaching and learning process, by accepting opinion/arguments by the other. With implementing lesson study, we know what our weakness of our teaching. It is very meaningful for us as an instrument of changing toward A professional teacher. The actual implementation of the lesson study was a great challenge for our group. We set our own goal to be achieved and carefully planned and collaborate every detail of our own insights and ideas for the Do Process to be undertaken successfully for the advantage or benefit of the learners to make them feel the enjoyment of doing the all activities while enhancing in them an increased interest and a positive attitude towards Mathematics. At first, the group are pressured and dont know where to begin with but on the process, after dividing the topics among ourselves, we begin to work out carefully every 24 | P a g e
lesson and plan out activities suited for the topic to make it meaningful and full of substance. The group started to see the importance of collaboration, teamwork, cooperation, concern and moral support. We were there with each other in making a lesson plan, teaching materials, power point, and students worksheet and until the Do process was over. We exchanged ideas and we believe those are the things that made us all achieved the goal we planned for. Lesson Study A moment for celebration In general, every group member was able to carry out the lesson successfully. The time allotment was properly observed and all the activities given were very interesting and made the students respond positively. The teaching materials used were effectively used and help in easy learning process and the three basic component cycle of instructional development of lesson study such as Plan, Do, and See was well implemented. Lesson Study A way forward In general, every group member agrees that lesson study is a promising approach for teacher continuous development. Despite the obstacles that may arise in our own school cultures, we agreed that Lesson Study should be cultivate as part of our culture in teaching and learning processes. 25 | P a g e
CHAPTER IV CONCLUSIONS AND RECOMMENDATIONS After implementing all steps in the Lesson Study processes, we come up to the following conclusions and recommendations: 1. Lesson Study engages us teachers in creative and collaborative problem solving activity in designing a lesson that teachers mathematics through problem solving. This method is based on learners construction of their own knowledge; learners learn most when they are engage in tasks that they view as significant to them and that presents a real problem to them; and learning is a social activity whatever the objective or the goal of the learning is. 2. As a result of all the activities undertaken, the most important achievement of the group or learned out of it is that the change in our perception about the role of Problem Solving in Mathematics. During the planning stage and meetings conducted by the group, expressed apprehensions that they may not be able to done it successfully and that work problem or problem solving is the most difficult type of skill and they thought there is no way a student can solve it by themselves without being shown sample problems and solutions first but they thought wrong and the topics assigned to each one of them challenged their own assumptions. Their impressions were all positive and realized that a carefully planned lesson will be implemented successfully and produced students who can solve problems by themselves with proper guidance from the teacher. They learned that problem solving can also be a means for learning Mathematics rather than simply a reason for learning it; and, that students are more capable in solving problem on their own than they previously thought. 26 | P a g e
3. Admittedly, we find Lesson Study at first another burden to us but as the activity progresses, we eventually appreciated it. We learned a lot from each other and the post conference or reflections with discussions of observations and giving remarks and suggestions became a venue for us to deepen our understanding of Mathematics and how students understand it and affect the quality of their thinking. Goal-setting, the first step in the lesson study process was done successfully. The teachers among our group agreed that our goal which is to make students value mathematics by developing their thinking skills was somewhat achieved. 4. Since most students paid attention in every learning activity wherein teacher givesa lot of effort from the planning stage to application itself, it is suggested that lesson study activities to be carried should be well-planned and carefully prepared for every learners benefit and improvement. The teacher as much as possible should prepare and use appropriate teaching aids and ICT to make students activity more fun and exciting and for easier understading of the lesson.The teacher should just always create joyful and comfortable atmophere during class activities to motivate every to students pay attention and actively participate and to make them feel the enjoyment of doing the activities while enhancing in them an increased interest and a positive attitude towards Mathematics.
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LESSON PLAN Theme : To determine the congruent triangles and show the reason. Tittle of the Lesson : What triangles are congruent? Objectives of the Lesson : Students are able to follow and solve the problems about congruent triangles accurately. Time allowance : 80 minutes
Plan of todays lesson : Learning Activity Teacher facilitation Introduction: - Teacher gives a problem and shows pictures : Suppose in some yacht race, we must certify that all of the sails are in the same sizes. Without unrigging the triangular sails from their masts, how can we ensure that they are in the same sizes? - Teacher cuts a pieces of rectangular paper into two same parts (by its diagonal) to demonstrate the example of congruent triangles. - Teacher asks some questions to the students. Teacher shows two different triangles and asks Are they the same or not?
- Preparing figure to display Students activities - Teacher divides students into 5 groups. - Teacher gives some models of different - Preparing some models of triangle.
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Learning Activity Teacher facilitation triangles to each group. - Students find which the congruent triangles are. - Teacher controls each group activities. - Teacher asks question Have you finished? - Students answer Students presentation - Teacher gets the leader of each group to show the congruent triangle, and asks question why do you say that they are congruent? - Students are expected to explain their reason using the properties of congruent triangles.
- Giving reinforcement about the principle (property) of congruent triangles : S-S-S, S-A-S, A-S-A. Problem Solving - Teacher gives worksheets to all groups to find congruent triangles from the following figures.
Starting from easy problem. Figure 1: shows an isosceles trapezium with its two diagonals. Students must have known about the properties of trapeziums diagonals because they have learned on previous grade. So they can find the congruent triangles on it.
Figure 2 : shows a circle with some triangles on it. Using their understanding about radius and chord, so we hope that they are able to solve this problem. 29 | P a g e
Learning Activity Teacher facilitation
If some students cant find the answer, teacher should help them by giving some hints.
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GROUP MEMBER'S PERSONAL PROFILE
Name Saiful Ghozi, M.Pd Date of birth 03, May-1981 Natinality Indonesia School SMP Nasional KPS Balikpapan School Address Jln Sport No. 1 Balikpapan East Kalimantan Home Address Jl Wonorejo Balikpapan Utara Balikpapan Email saiful@saifulghozi.com, ghozi_bltr@yahoo.com Phone number : 081352168498
Name : Purwati, S.Pd, MM.Pd Date of birth 15, April ,1974 Natinality Indonesia School : SMP Negeri 6 Purworejo School Address Jln Ksatriyan nomer 5/5A Purworejo, Kabupaten Purworejo Home Address Golok Rt 01/RW 1 Banyuurip Purworejo. Jawa Tengah. Email purwatikmp39@ymail.com
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Phone number : 085292404898 Name : Buoy Sorphea Date of birth : 02, January-1966 Natinality : Cambodia School Name : Beung Trobeck High School School Address : St. Mony Vong, Khan Chamkar Morn, Phnom Penh, Cambodia Home Address : No 37 Khan Mean Chey, Phnom Penh, Cambodia Email : buoysorphea@gmail.com Phone number : 85512939436
Name : Muhammad Atik Afwanudin Date of birth : 30 January 1980 Nationality : Indonesia School : SMPN 2 Salem Brebes School Address : Jln Pasirpanjang Salem Brebes Jawa Tengah Home Address : Jl Pancasila Buaran RT 011/001 Bantarkawung Brebes Jawa Tengah Email : m4tik4@gmail.com, Phone number : 085227503421
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Name Ririn Aprianita, S.Pd.Si. Date of birth 08, April-1987 Nationality Indonesia School SMPN 1 Wonosari School Address Jln. Kolonel Sugiyono 35B Wonosari Gunungkidul Home Address Logandeng RT24/RW05 Logandeng Playen Gunungkidul Email ririn.math@yahoo.co.id Phone number : 085959528232