AL JABR ISLAMIC SCHOOL NEWSLETTER

AL JABR ISLAMIC SCHOOL NEWSLETTER Semester II, February 2015 Bismillahirrahmanirrahim

From the Principal Assalamualaikum wr.wb. ''The illiterate of the 21st century are not those who cannot read or write, but those who cannot learn, unlearn and relearn.'' Alvin Toffler.

Daftar Isi : From the Principal

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Dari Wakil Kepala Sekolah MYP & HS

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Dari PYP Vice Principal

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Learning about what is happening around us, regarding living and non-living things, is essential for young learners at Al Jabr. After learning about selfidentity regarding personal space, places, and time during units 1 and 2 and appreciating the local and international cultures in unit 3, it was time for the students to explore about how the world works in unit 4. Different themes were learned from Pre-K up to Grade 11. It was fascinating to witness the inquiry process: from learning about seasons, materials, and life cycles to forces, energy, and food preservation.

From MYP Coordinator

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From PYP Coordinator

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Dari Koordinator Ujian Nasional (UN)

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PRE K: The Earth’s natural cycles influence the activity of living things.

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K1 : Benda Padat, Cair dan Gas

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K2: Life cycle of Living thing

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Grade 1: Understanding force and energy help people to invent

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Last week, Al Jabr Islamic School conducted the science fair from February 1113th 2015. The main theme of this event was biodiversity, and the MYP and HS biology teacher, Mr Princy, wrote about it within this newsletter. The biodiversity in our earth is a gift from Allah SWT that we need to maintain. The earth itself is 4.54 billion years old, and it is our responsibility to maintain the earth for the next generation. Throughout unit 4, the students learned how to contribute in making the earth a good place to live. How to act and dress based on the seasons, the reasons why we may not have rare animals at home, the logical procedure in saving energy, and how to preserve food for the future are some samples of the students’ science work.

Grade 2: The design of buildings and structures is dependent upon the environment and available materials.

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Grade 3: Pangaea Experiment

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Grade 4: How to use energy for supporting human progress

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Grade 5: Development of scientific knowledge

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PYP EXHIBITION 2015

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WHAT IS THE STATUS OF GLOBAL BIODIVERSITY?

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MYP Music and Dance Field Trip: A Visit To Setu Babakan

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Commitment in participating for “Avicup 2015”

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Study the adaptation and habitat preference of Catfish using different water quality

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Adira Larasati Mengukir Prestasi Tingkat Nasional

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MYP Community Project: Recycling Project

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Science Fair

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One upcoming event is the SLC (Student-Led Conference) on February 25-27th, 2015. It is an opportunity for parents to acknowledge the students’ projects directly from the primary resources. The confirmation letter for the SLC schedule must be returned to school before February 20th, 2015. There will be 2015-2016 Student Council Elections in March, 2015. We will start by having an LDK (Latihan Dasar Kepemimpinan at school. The students will have some basic leadership training for the foundation as a Student Council member. There will be approximately 24 participants from grade 4 – 11. Grade 1 students will have their first sleep-over at school also in March, 2015. They will develop their self-management skills and independence. More detailed information regarding this will be sent by email. Insya Allah, what the students learn, unlearn, and relearn will be beneficial for their lives and the lives of others. Aamiin YRA. “… Allah akan meninggikan orang-orang yang beriman di antaramu dan orang-orang yang diberi ilmu pengetahuan beberapa derajat.” QS 58:11 Wassalamu’alaikum wr. wb. Kartika Desy Wardani

PA Corner February 2015

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Dari Administrasi

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AL JABR ISLAMIC SCHOOL NEWSLETTER

Dari Wakil Kepala Sekolah MYP & HS Keselamatan dan Usia Berkendara Assalaamu’alaikum wr. wb. Menyikapi isu keselamatan anak, terutama berkaitan dengan penggunaan kendaraan pribadi ke sekolah, izinkan saya memulai artikel ini dengan sedikit pembahasan tentang Undang-Undang No. 22 tahun 2009 yaitu Surat Izin Mengemudi (SIM) kendaraan bermotor perorangan. Disebutkan pada Pasal 81, bahwa untuk mendapatkan SIM, memenuhi persyaratan usia, administratif, kesehatan dan kendaraan pribadi syarat usia yang dimaksud adalah usia 17 tahun. SIM adalah identifikasi yang diberikan Polri kepada seseorang yang memahami peraturan lalu mengemudikan kendaraan bermotor. Tetapi mengapa 17 tahun?

setiap orang harus lulus ujian. Untuk bukti registrasi dan lintas dan terampil

Secara teori psikologi, usia 17 tahun adalah waktu dimana otak kanan manusia berfungsi dengan baik. Seperti yang kita tahu, otak kiri manusia mengacu kepada kemampuan bahasa dan otak kanan lebih ke fungsi spatial seperti navigasi dan kemampuan visual. Ketika anak mencapai usia 17 tahun, otak kanannya baru bisa berfungsi dengan baik terutama untuk mengontrol diri, menganalisa, dan membuat prediksi yang lebih baik. Ini berarti anak telah memiliki kemampuan memprediksi jarak mobil di depannya atau resiko yang dialami apabila mengemudi dalam kecepatan tinggi sekaligus emosi pun terkendali. Sedangkan otak remaja usia 12–16 tahun masih belum sempurna perkembangannya. Hal ini menyebabkan remaja sangat terpengaruh oleh emosi dibandingkan logika pada saat bertindak. Emosi pun masih sangat berpengaruh pada proses pembelajaran mereka sehingga kadang emosi inilah yang menjadi pangkal masalah pada remaja karena mereka belum dapat menyeimbangkan dan mengontrolnya. Selain mengacu pada pertimbangan tersebut di atas, adalah penting bagi kita semua selaku orang tua dan pendidik untuk mendukung anak-anak dalam belajar berkomitmen mematuhi peraturan pemerintah yang berlaku. Usia remaja merupakan masa transisi dari anak-anak menuju dewasa, yang membuat remaja merasa sudah bisa dan berhak mencoba hal-hal baru dan lupa dengan control. Oleh karena itu tugas orang dewasa untuk memberikan bimbingan dan pengawasan baik di rumah dan sekolah. Mengutip QS Ali Imran ayat: 200 “Hai orang-orang yang beriman, bersabarlah kalian dan kuatkanlah kesabaran kalian dan tetaplah bersiap siaga (di perbatasan negeri kalian) dan bertakwalah kepada Allah supaya kalian beruntung”

- bahwa sebaiknya manusia bersabar, ingatkan anak remaja kita untuk lebih bersabar menunggu umur yang matang untuk siap mengemudikan kendaraannya sendiri. Umur dimana seseorang bisa mengontrol diri dan berhati-hati dalam mengutamakan keselamatan di jalan saat berkendara, karena keselamatan merupakan hal yang utama. Wasalaamu’alaikum wr. wb. Tarra Abuchari

Sumber informasi: Why Gender Matters, Broadway Books 2006 Secrets of the Teenage Brain, Brain Store 2004

Semester II, February 2015

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Dari Wakil Kepala Sekolah PYP Pentingnya Kehadiran Siswa dalam Memaksimalkan Proses Belajar Siswa Assalaamu’alaikum wr. wb. Yang terhormat orang tua siswa Al Jabr, Alhamdulillah, saat ini anak didik kita sudah menyelesaikan unit keempat di semester kedua. Tiap siswa sangat antusias untuk bekerja sama dalam kelompok, menyelesaikan percobaan, dan menunjukan pengetahuan dan sikap ilmiah dalam Science Fair yang telah dilangsungkan di Bulan Februari lalu. Namun sayang, antusiasme ini tidak dirasakan oleh siswa yang tidak hadir ke sekolah. Sehingga beberapa percobaan ataupun aktifitas terlewatkan dan mereka pun tertinggal informasi dan update kegiatan di sekolah. Berkaitan dengan kehadiran ini, sekolah telah mengaturnya dalam School Diary poin ke-5 halaman 21. Disebutkan bahwa siswa dapat diizinkan untuk tidak hadir ke sekolah jika dengan memberikan surat keterangan dengan alasan sakit, periksa dokter, keadaan darurat, atau kematian anggota keluarga terdekat. Di poin ke-7 disebutkan pula bahwa apabila siswa tidak masuk sekolah sebanyak 3 hari berturut-turut tanpa informasi apapun, maka orang tua siswa yang bersangkutan akan diberi surat peringatan. Oleh karena itu bagi Bapak/ Ibu yang telah menerimanya, mohon hal itu menjadi catatan akan pentingnya kehadiran ananda di sekolah. Kalender akademik telah disampaikan di School Diary halaman 18-19, untuk mempermudah kita semua dalam mengatur atau merencanakan jadwal kegiatan wisata atau ibadah dan libur sesuai dengan agenda sekolah sehingga tidak menggunakan hari belajar. Kehadiran merupakan unsur penting dalam proses belajar mengajar di sekolah. Selain kontinuitas belajar anak tidak terputus, anak pun belajar untuk bertanggung jawab, mengontrol diri dan bersosialisasi dengan temannya. Wassalamu’alaikum wr. wb. Vivi Maharani

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From MYP Coordinator Assalamualaikum wr. wb. The MYP (Grade 6 – Grade 10) identifies six global contexts for teaching and learning that are developed from, and extend, the PYP’s transdisciplinary themes. In this unit 5 in MYP is under the Global Context of “Globalization and sustainability”. Globalization and sustainability is an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. What do students do within this global context?

Amelia Bertyapaty (Meisha) MYP Coordinator Gra de

Individual and Societies

Language and Literature (Bahasa)

Language Acquisition (English)

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Basic human needs and wants affect world markets

Identifying the themes of literatures enable us to understand better the moral messages delivered by the authors

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The simple practice of bartering have developed into global trade that affects all societies

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People make economic decisions based on several basic motives

Artwork has its own style and characteristics that aspire the viewer

No one is an island; every entity belongs to at least one system.

Orientasi local akan mempengaruhi perspectives yang lebih bersifat global.

The simple practice of bartering have developed into global trade that affects all societies

The usage of microorganism life to produce yoghurt has involved greatness of innovation and research in markets and trends

An artwork representing community’s culture and habits

Different representations of geometric objects.

Lingkungan dan manusia akan mengalami perbaikan dengan adanya penggunaan system yang baik.

Terrarium is a form of aesthetical planting container that require special skills and innovation

An artwork can be defined in the perspective of culture, religion and philosophy

Represent the fraction form by changing the irrational denominator becoming rational, but the value is still equal.

Lingkungan dan manusia akan mengalami perbaikan dengan adanya penggunaan system yang baik.

Juz 28-29

The placement of the art elements creates effect on the creative concept and process

Velocity, acceleration, and force apply in two dimensional motions

Merespon pola lingkungan dan beradaptasi dengan perubahan lingkungan, tantangan dan situasi.

Juz 9

The placement of the art elements creates effect on the creative concept and process

Matrices, transformation

Lari rintangan

Juz 19

Movement and interaction of celestial object influence to human life on earth

Dynamism is part of the basic creation of artwork

The dynamic of life styles may shape the language

We travel to express our desire, to explore and to promote cultural awareness

Social issues are portrayed differently within various genres and literary movements

Understand different cultural influences how we understand the concept of world citizen through genres/conventions, self expression, social issues, formal and informal forms of written expressions.

All motion generate movement, speed and have distance and can be described using mathematical model and relationship Light and sound is form of wave and energy.

Availability of reusable material resources allow us to recognize markets and trends in designing and creating new useful things Identify resources and basic process of making solid soap describe to us a range of development market and trends in society

Relationship between magnetism and electromagnetic has form and function which is predictable.

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Geo : Inland waters provide a very significant impact on human life

The theory that a literary work is not simply the product of a single author, but of its relationship to other texts and to the structures of language itself

We are all dependent and interdependent on each other and on our environment.

Che: electrochemistry

Proper language is used in proper function and audience

General comprehension of the speaker’s intentions where appropriate

Geo: Indonesia in globalization

Basic human needs and wants affect world markets

English is spoken in different parts of the world.

I have to look after myself and others.

His : WW1 and WW2

Orientasi local akan mempengaruhi perspectives yang lebih bersifat global.

Mathematics

Extensive reading facilitates us in understanding texts comprehensively

Eco: Service company characteristics and accounting cycle

Collecting quantity data and form it into table, chart can simplify representing the information taken.

Arts

UN preparation for PPKN, PLBJ

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Islamic Studies

Design

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Eco : Consumption and infestations could give influence to inflation and deflation

Physical and Health Education

Sciences

Phy : energy transfer Bio: living organism in their environment Che: chemical analysis Phy : Property if wave and spectra Bio: living organism in their environment

Juz 29

Juz 9 People make economic decisions based on several basic motives Juz 19


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From PYP Coordinator Developing Leadership for Young Learners Assalamualaikum Wr. Wb. We only get one chance to prepare our students for a future that none of us can possibly predict. What are we going to do with that one chance? Stephen R. Covey Are leaders born to be one or nurtured to be one? This is one of the most common questions we ask ourselves when we talk about leadership. As an educator and curriculum coordinator, I would say leadership is something that we can develop from the students. Inspired from Stephen R. Covey’s book “The Leader in Me,” we can look at some samples on how our school provides opportunity for student leadership. Grouping and regrouping activities in class is a simple example of how leadership is developed. In the PYP classes, starting from Pre K level, there is a leader of the day to help organize and remind their friends of class routines. Students develop their social skills by accepting responsibility to lead and direct a small group of friends during group work. Looking at Al Jabr’s reporting policy, the Student Lead Conference (SLC) is part of developing students’ responsibility and leadership skills. Students lead their parents and share their learning experiences across the disciplines. For our fifth graders, the exhibition project is a great opportunity to apply their skills by adopting a variety of group roles: being a leader or a follower. The action project at the end of every unit of inquiry is also designed to nurture students’ self management skills by organizing and conducting activities independently and considering the benefits for themselves and others. However, all of these opportunities in school would not work well if they were not supported by parents at home. How can parents help develop these skills at home? Parents can involve children to make decisions for simple things, such as the menu for the day or where to go for the weekend. You can ask your children to do some research on a certain place to visit for the upcoming family holidays and to try to organize the itinerary for the trip. These simple activities can give a chance for children to be part of the decision-making and to show that their contribution is needed and appreciated. In regards to furthermore develop students' leadership skills, they must start from themselves. This unit students are exploring the unit on how we organize ourselves. This unit is an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. This fifth unit started from February 16 until March 31. To enhance their self management skills and identifies physical and virtual public spaces, grade 1 will be conducting a sleep over on Friday - Saturday, 13 - 14 March 2015.Hopefully through this unit the students will be able to organize themselves as individual or in group as part of the community they belong to. Children can gain more confidence and social skills from during early stages if they are given enough opportunity to express their ideas and apply their knowledge through leadership. PYP students (starting from grade 4) are welcome to apply for the upcoming Student Council candidacies. Please contact the classroom teachers for further details. For the chosen candidate, there would be leadership training from our pedagogical leadership team: the Principal, Vice Principals, and Coordinators and with the support from our Head of School. Let’s take part in building our future leaders! “…sesungguhnya Aku ingin menjadikan seorang khalifah di muka bumi…” Q.S Al Baqarah ayat 30 Wassalamualaikum Wr. Wb. Dwi Murtayuningsih

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Dari Koordinator Ujian Nasional (UN) Perubahan Ujian Nasional (UN) Mulai Tahun 2015 Berdasarkan keterangan yang disampaikan Kementerian Pendidikan dan Kebudayaan mengenai Ujian Nasional (UN), pelaksanaan ujian di SD terintegrasi dengan ujian sekolah seperti tahun sebelumnya; untuk jenjang SMP dan SMA/SMK tetap diselenggarakan namun dengan fungsi dan cara yang berbeda. Apa dan bagaimanakah bedanya? Pertama, UN wajib diikuti oleh siswa minimal satu kali. Hal ini berarti UN bukan merupakan pilihan sehingga setiap siswa Indonesia memiliki kewajiban ikut UN. Kedua, adanya kesempatan untuk mengulang. Misalnya siswa gagal UN di tahun 2015, maka siswa dapat mengulang UN di tahun berikutnya. Hal ini berarti jika nilai yang didapat tidak sesuai dengan standar kompetensi yang ditentukan pemerintah, maka kesempatan yang baik bagi siswa untuk mempersiapkan dan merefleksikan hasil UN tersebut agar bisa mengulang UN. Oleh karena itu, mulai tahun 2016 UN direncanakan dilakukan lebih awal untuk memberi waktu perbaikan bagi peserta UN. Pengulangan pun dilakukan di tahun yang sama. Ketiga, UN tidak untuk kelulusan. Dengan kata lain, kelulusan siswa ditentukan oleh sekolah yang bersangkutan. Bisa saja terjadi bila siswa selesai belajar di sekolah tersebut namun gagal capai kompetensi (failed) pada Ujian Nasional. Walaupun demikian, siswa masih dapat mengulang UN di periode berikutnya. Keempat, istilah “Lulus dan Tidak Lulus” pun direncanakan tidak akan digunakan lagi pada laporan hasil UN. Bagaimana jadinya? Hasil UN akan dirancang dengan deskripsi dan kategori ketercapaian kompetensi per mata pelajaran sehingga semua tahu apa yang diperlukan siswa dalam proses belajar selanjutnya dan bagaimana guru merencanakan kegiatan mengajar juga latihan apa yang dapat didukung oleh orangtua di rumah. Adapun hasil tersebut digunakan sebagai salah satu pertimbangan untuk: A. Pemetaan mutu program dan/atau sekolah; B.

Dasar seleksi masuk jenjang pendidikan berikutnya;

C. Pembinaan dan pemberian bantuan kepada sekolah dalam upayanya untuk meningkatkan mutu pendidikan. Berikut adalah rencana perubahan Ujian Nasional yang ditetapkan oleh Kementerian Pendidikan dan Kebudayaan: 2015

• • • •

UN tidak untuk Kelulusan UN dapat diulang pada tahun berikutnya SKHUN yang lebih bermakna Pengenalan Computer Based Test (CBT)

2016 – 2018

• •

UN dilakukan pada awal semester akhir UN dapat diulang pada tahun yang sama

2019 – 2020

•

•

•

Sekolah dan guru dapat mengarahkan potensi siswa secara lebih baik UN CBT dilakukan secara luas dan terbentuk testing center di daerah UN dapat dilakukan dengan jadwal yang lebih fleksibel

Kementerian Pendidikan dan Kebudayaan menyadari bahwa peningkatan mutu layanan pendidikan membutuhkan penilaian berbagai indikator kinerja bukan saja melulu tergantung dan mengandalkan Ujian Nasional. Semoga hal ini dapat mengubah paradigma dan cara berpikir kita dalam menghadapi Ujian Nasional serta benar-benar mewujudkan kualitas pendidikan di Indonesia. Aamiin.

Achmad Safarie


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Pre K: The Earth’s Natural Cycles Influence the Activity of Living Things This unit we discussed about the Earth natural cycles that influenced the activity of human beings, animals and plants during certain seasons. As a provocation, Pre K students explored through pictures and movies about the characteristics of seasons in our Earth. The students learned what we can do as human beings to help other living things to stay healthy in different seasons.

Introducing winter season by field trip to the Snow World.

Visiting the Snow World is a part of our finding about seasons in different places in our world such as winter and also the protections that we need during this season. For their summative assessment, Pre K students independently selected different activities among performance, presentation and experiment. The experiment is about natural indications that influence other living things.

Students are getting used to have other perspectives during discussions and become thinkers to develop their knowledge about Earth natural cycles. Even though this topic is challenging for their age, they are very enthusiastic to learn about it. (Tari/02/15)

K1 : Benda Padat, Cair dan Gas Pada pembelajaran unit ini siswa-siswi K1 mempelajari sifat dan perubahan benda padat, cair dan gas. Agar dapat membedakan jenis benda-benda tersebut, siswa menyelidiki ciri-ciri dan kegunaan dari benda tersebut dengan menggunakan lima panca indera mereka. Siswa pun diberikan kesempatan untuk bereksplorasi dan bereksperimen dengan ketiga benda tersebut. Siswa menunjukkan rasa ingin tahu dengan banyak mengajukan banyak pertanyaan dan prediksi terhadap ketiga benda ini. Dengan antusias mereka melakukan beberapa percobaan sederhana, seperti membakar lilin untuk melihat adanya perubahan bentuk dari benda padat menjadi benda cair. Selain itu mereka juga melakukan percobaan untuk membuktikan bahwa benda cairpun dapat berubah menjadi benda padat, seperti membuat es batu. Untuk melihat perubahan benda cair menjadi gas, siswa K1 merebus air! Percobaan yang sangat sederhana namun kayak makna. Tentu saja mereka membuat prediksi sebelum melihat hasil akhir dari percobaan yang mereka lakukan. Selain itu, kosa kata ilmiah baru diperkenallkan sehingga dapat digunakan dalam kehidupan sehari-hari. Untuk memperdalam pemahaman tentang hal ini, maka kami mengundang salah satu orangtua murid untuk mendemonstrasikan perubahan benda yang terjadi melalui proses pembuatan kue cubit. Alhamdulillah, dengan cara yang menyenangkan namun tetap ilmiah, siswa-siswi K1 pun menjadi lebih paham bahwa benda padat, cair dan gas dapat berubah bentuk dan bahlan ada di sekitar mereka! Science Fair siswa-siswi K1 pun telah menujukkan pemahaman tentang hal ini melalui berbagai percobaan dan penampilan seni. (Ruri/02/15)

K2: Life Cycle of Living Thing What is a life cycle? How living things change over time? How are the life cycles of some living things similar? How are they different from one another? Those were some of the teachers’ question to gain the students’ prior knowledge. We showed them some videos about animals and asked the differences between the lay eggs and give birth animal. We also invited guest speaker to demonstrate the life cycle of human (human growth), pregnant woman-babytoddler-children-teenager-adult-old. Ms. Novi, MYP science teacher shared about her pet turtle, the reproduction, habitat and how to take care of it. In the classroom we observed different animal, K2A kept a caterpillar and K2B kept tadpole to observe. We visited Ragunan zoo to collect information about the food, reproduction, kingdom and the habitat of various animals. Alhamdulillah, the students are very enthusiastic with this unit, some of them bring their pet; hedgehog, turtle, fish, and crab, to school and shared it to their friends. The students classify the animal into 4 kingdoms; reptiles, mammals, birds, and insects. Students compare between two animals from different kingdom, such as mammal and reptile or bird and insect. (Nessa/Fanny/02/15).

Halaman 8


Grade 1: Understanding Force and Energy Help People to Invent We started our inquiry through hands on activities. Students were engaged actively when they tried to carry heavy things using their hands and using a trolley, they compared how tools could make heavy works easily, they comprehended about how the discovery of wheel changed early man’s life through video and experiment. Students were enthusiastic when we discussed how things worked by giving a force of push and pull, they brought a tool which they often used on a daily basis and shared it with their classmates. We continued our inquiry through science experiments. The purpose of this experience was to develop student’s research skill as we used scientific method to record the observation. Another valuable experience was when the students watched and joined in science club demo to explore different kinds of forces and energy through experiments. These learning activities helped the students understand that force and energy make things work. By applying their understanding of forces and energy, students explored various inventions and choose one that really inspires them. This is their summative assessment project, as they would explain how a certain things work and the impacts on human’s lives. (Imel/02/15)

Grade 2: The Design of Buildings and Structures is Dependent Upon the Environment and Available Materials We underwent the tuning in process by provoking the students to read a play of the Three Billy Goats Gruff in groups (emphasizing on fluency and expression). We challenge the students to build a rope bridge for the Goats in class or at home and see whether or not the other materials could help their bridges to stand up or be stable. Students would present their bridge informally to the class telling how they made it and what tools and materials they used. Extra challenge: could the bridge bear the weight of the three goats? Students would write a procedure of how they made their bridge for the Three Billy Goats Gruff, including tools and materials, step by step instructions and a diagram of their bridge. They started to find out the data to investigate how buildings and other structures stand up by having observation in certain areas, they also visited a construction site of bridge and observed the materials used. They delivered their critique about the impact of having this structure on the environment around it. We also invited a guest speaker who worked as an architect to investigate local architecture and its connection with the needs of the community and availability of materials. To support their summative assessment project they had a field trip to go around Jakarta to observe different kinds of buildings using Jakarta City tour bus. The purpose of this trip was to get some ideas of various building structures for students to use in creating their project. Throughout the unit, students were able to demonstrate thinking skills in applying their understanding into collaborative project. (Hana/Adi/02/15)

Grade 3: Pangaea Experiment Grade 3 students are learning about Earth natural changes. Exploring the key concepts of causation, changes and connection connected through the related concept of erosion, geology, tectonic plates, and movement. The class did an experiment to find out about the cause and effect of Earth natural changes. The experiment was to show how Pangaea (big continent) was created or moved. By focusing on Pangaea, students are expected to understand the impact of Earth continual changes to human survival. A visit to Geological museum, Bandung was conducted as a part of collecting data and making connection between their previous learning in class about natural disaster. This information will be used to create their summative assessment project on how natural disaster happen as part of Earth natural changes and proposed plan for human survival. From all the information based on science, student will make connection between scientific knowledge and what is written in the Quran. This will allow them to develop thinking skills on how the world works. (Arni/Rara/02/15)


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Grade 4: How to Use Energy for Supporting Human Progress Grade 4 students are learning about how energy may be converted, transformed and used to support human progress. It was a challenging unit for the students as their summative assessment will be presented in the Science Fair. Where does the energy come from? It was one of the provoking questions that teachers gave to students as the tuning in process. They were encouraged to explore different objects like fan, toys, mobile phone and bell to identify the form of energy and how it transformed. To enrich the students’ knowledge, students visited the Electricity and New Energy Museum and the Oil and Gas Museum. They gathered data about how energy uses and supports human life and also sorted which energy is renewable and non renewable. The students were visiting BATAN to know the benefit of nuclear energy for supporting people`s lives.

Making a model to prove how energy is transformed or converted was the assessment for students. They worked and collaborated in groups of three or two. They learnt how to share responsibility and cooperate with classmates. Besides, they also comprehended that sometimes experiments needed to be done more than one time because of some reasons. They should keep on trying and make the experiment work. As the future generation, the students were requested to propose alternative energy if the energy that is non renewable will run out. They also recommended how human should conserve the energy and use it efficiently. In the end, this unit was meaningful and significant for students to learn since the impact is not only for them but also for people around the world. (Vivi/02/15)

Grade 5: Development of Scientific Knowledge We started the second semester by inquiring the central Idea “Understanding of Scientific Knowledge is Constantly Evolving and has an Impact on People’s Lives”. First, students have to know what scientific knowledge is. They were given homework to search for myth they used to hear from people around them and find science explanation about it. In exploring the line of inquiry what leads to advance in scientific knowledge and understanding, teachers provoked students with a cooking demonstration. Teachers provided some examples of how people cook. Students observed the difference in the way to cook food then identify reasons different way of cooking were invented to show that technology involved in the development of scientific knowledge. They also learnt from the guest speakers on how people in the past farmed and how scientific knowledge found new ways or new methods to help people farmed with faster and better results. They used the information collected to conduct a research using scientific methods about biodiversity to find answer to their question about plants and farming to represent them in Al Jabr Science Fair 2015. At the same time, grade five has started to prepare their exhibition project. Unlike previous year, they explored two different central ideas per class. Their central ideas are Government systems influence the lives of citizen and Biodiversity relies on maintaining the interdependent balance of organisms within systems. The students needed to find their own curiosity within those themes and made group based on common interest. They will continue their project in a group work mentored by PYP teachers in the coming weeks. Parents can read related article about the exhibition from the students’ perspective in this edition of newsletter. (Tato/Elok/02/15)

PYP EXHIBITION 2015 Grade 5 students had started to prepare their PYP Exhibition 2015 in early January 2015. Grade 5B students are exploring about biodiversity and how to maintain different kinds of ecosystems while Grade 5A students are exploring about governmental decision system and its impact to the citizens. We started our research by reading newspapers, magazines, websites, and books related with the central idea during the semester holiday. Then, we completed the proposal about the exhibition topic we chose at the first week of semester 2. Next, we were divided into several groups with 3-4 students in each group who were doing the same topic and then we proposed selected PYP teachers to be our mentors. We submitted and discussed our previous research and the proposal we made to the mentor, working on the PYP exhibition journal and brainstorming about the issues that had been happening nowadays. We selected the issues to be the group inquiry; and we also practiced our PYP exhibition performance in the dance and music class. When we gathered group meetings to discuss what mentor and students roles through this year’s exhibition and signed students’ contract. Every group must have their Essential Agreement that they should obey while preparing the exhibition. We also made a goal for each week to focus on the exhibition or task that we should finish. After that, we developed concept based question that is connected with our exhibition topic and started to plan a fieldtrip for finding out. PYP exhibition has given opportunities for Grade 5 students to work in groups for the exhibition so we could learn to cooperate well and mingle with our group; even if they were not coming from our comfort zone. It is also a good way for us to apply the 5 essential elements we learn during PYP program. (Mabel & Naila/G5B Students/02/15)

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WHAT IS THE STATUS OF GLOBAL BIODIVERSITY? "Fragile beauty and unique marine and terrestrial species Biodiversity in Danger Human activities (production, consumption, urban sprawl, development of transport infrastructure...) have caused an irreversible loss of biodiversity in the last 50 years at a rate that has never been equaled in the history of our planet. Biodiversity has never been in such a bad state, and it has continued to decline until now.

Indonesia now has the highest deforestation rate in the world (0.84 million hectares in 2012). Deforested areas intended to receive palm oil plantations in Borneo Island, February 2014 - AFP PHOTO / Bay ISMOYO

The figures are alarming: the current rate of extinction of species is 100 to 1000 times higher than the natural extinction rate. This decline is estimated to increase even further in the coming decades, particularly due to habitat and environmental degradation (e.g. deforestation, which continues at a rate of 13 million hectares per year), overexploitation of natural resources (e.g. 75% of fish stocks are overfished), the introduction of invasive species through trade (which compete with native species, mainly on islands, where large predators are rare), pollution (oil, persistent organic pollutants, or heavy metals) and climate change.

Source: The University of Maryland’s Belinda Margono. Nearly One-Third of Species are Globally Threatened The International Union for Conservation of Nature (IUCN) has drawn a red list of threatened species, and among them are remarkable species. but also common species that have essential roles in their ecosystems: - 1 of 4 face extinction risk in mammals, - 1 of 8 in birds, - 1 of 3 in fish or amphibians Between 1970 and 2008, biodiversity as a whole fell by 28%, according to the WWF Living Planet Index. These are not only species that have become extinct, but also endangered wildlife habitats, such as mangroves, wetlands, forests and coral reefs. The sixth great extinction This acceleration of species extinction is at such alarming proportions that it has lead the scientific experts to call it "the sixth mass extinction crisis of life on Earth." Indeed, over the past 600 million years, Earth has experienced five mass extinctions in which 75 percent or more of the planet’s life died out. The latter extinction crisis was spread over time and allowed the adaptation of new species. The crisis we face today is different in origin: it is anthropocentric and its time scale is rapid compared to the previous ones. Implementation measures Pressures on biodiversity are increasing and indications suggest global biodiversity is continuing to decline. It is essential to take action to halt this phenomenon by preserving biodiversity and sharing the wealth of the planet to build a common future. Unprecedented urgent action is necessary for the preservation and protection of biodiversity at the global, regional, and national level. Governments, community groups, industry, and individuals should engage in wide-ranging activities aimed at conserving biodiversity. Schools also have a vital part to play by encouraging students to examine and to be informed about biodiversity issues. Conservation strategy: Science Fair on Biodiversity A science fair is one of the most effective learning strategies to involve students in one cause. This year, for example, Al Jabr Islamic School has organized a science fair focused on the theme of biodiversity. This event will allow students to set up their own biodiversity experiment and to share their projects and their enthusiasm for their study of biodiversity with other students, their parents, and the community. We hope their enthusiasm will help promote the principles of biodiversity, showcase their accomplishments, and involve them in projects which will expand their knowledge and skills. The science fair will be held on the 11th, 12th, and 13th of February, 2015 at Al Jabr Islamic School, and it will increase and enhance students’, teachers’, and parents’ awareness of, knowledge of, and participation with biodiversity conservation. (R.A.Princy/02/15)


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MYP Music and Dance Field Trip: A Visit To Setu Babakan The MYP music & dance class visited Perkampungan Budaya Betawi Setu Babakan, in Srengseng Sawah, to introduce Betawi’s Art and Culture to an audience. The place has been stipulated as a Betawi Cultural Heritage village to showcase the life of the original Betawi people, the indigenous ethnic group of Jakarta. The aim of this field trip was for students to gain a breadth and depth of understanding about the traditional culture of Betawi as Jakarta’s ethnic group directly from primary resources.

Students try to play Gambang Kromong

While enriching students’ knowledge about traditional arts, students learned about some Betawi’s Arts, such as Gambang Kromong and Tari Ragam Dasar. The students saw Betawi’s cultural activities like the Batik production house (homemade), fishing by original Betawi people in a lake, the process of makingand eating traditional food like kerak telor, bir pletok, dodol betawi and es goyang. We saw the original architecture and layout of the Betawi’s houses named Rumah Kebaya because it is at Setu Babakan where the Betawi Culture is

being conserved. Throughout this trip, students discovered that arts can be presented through food, music, dance, and architecture. At the end of the trip, we reflected, as an Indonesian Nation who has many different cultures and traditions, that we must know, learn, and conserve this wonderful history for the next generation. (Harmony/02/15)

Commitment in Participating for “Avicup 2015” “Avicup 2015” was the first basketball championship involving the Al Jabr women's basketball team. Our team consists of 11 students from grades 8 and 9: Keisya Karamoy, Shafira A. Putri, Anisa Nurfitriani, Nani Yuliani, Ranysya Latavia, Anargya Athaya, Jihan Nurfaidah, Zahra Alaydrus, Nadja Kameron, Arielle Kalinda, and myself, Rahannisa We demonstrated commitment by practicing diligently and staying focused. The tournament went on for three days, from January 24th until January 26th, 2015. In the first match, our team competed against Dian Didaktika. During the first and second quarter, the difference between our score and their score was very far (2-10). During the third quarter, we were almost out of hope. However, our couch, Mr. Yadi, kept pushing us not to give up and not to be discouraged. With our score being so far from theirs, this actually motivated and encouraged us to play better. That was why we were able to catch up. We continued to play until the last buzzer sound was made and the final score was 14-10. This was the first game that Al Jabr women’s basketball team ever won. We were really enthusiastic and quite shocked because we actually caught up and won the game. With this win, we went to the semi-finals. The last day, we went back to Avicenna to try and take the third place title. We competed against Avicenna’s SMP team, but sadly we lost by 4 points. We ended up getting fourth place. It was a great achievement even though we lost. We were very proud of ourselves because we showed confidence and this was our first time competing in a competition like that. We can’t wait for the upcoming games! (Rahannisa & Nadja/G8A students/02/15)

Study the Adaptation and Habitat Preference of Catfish Using Different Water Quality Een, Alif, Alyssa (Tuesday, February 10, 2015)

Catfish experiment using 2 aquariums Clean water; (b) Dirty water

All animals are adapted to the conditions of the habitats in which they live. This will include examples of some of the aquatic animals in the world like catfish. Nowadays, we cope with different environmental problems which can affect directly their living conditions through the changes in habitat. Due to previous reason, we decided to design an experiment using catfish (Clarias Batrachus), in order to understand animal adaptation and their surviving life in different conditions.

Our experiment is conducted to determine the catfish habitat preference using 2 different water qualities (dirty water and clean water) and also the effect of other parameter that can influence their behavior such as food and oxygen sources. The results of our experiment conclude that: oxygen and food availability are limiting factor for catfish lives and they prefer dirty water than clean water, because of the presence in abundance of nutrient in dirty water considered as a fish food supply. This experiment is extremely important because it will help us: first, to understand the effect of environmental change and habitat deterioration in catfish; second, to give more clarification about the importance of different parameter both biological and physic-chemical in catfish surviving rates and third to demonstrate the interaction between catfish life and their habitat. This month, Al Jabr Islamic School in Jakarta organized a “Science Fair Event” and the theme is focused on “Biodiversity” which is a very interesting topic especially for us as a high school students. In this particular occasion, we are so proud and very excited to share our experimental results to other student, parents and community. (Een/Grade 11 HS Student/02/15)

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Adira Larasati Mengukir Prestasi Tingkat Nasional Alhamdulillah, setelah melalui tiga (3) tahapan kompetisi, yaitu Tes Lokal, Tes Final Online dan Tes Grand Final - salah satu siswi Al Jabr Islamic School - Adira Larasati berhasil meraih juara pertama pada ajang kompetisi Indonesia Junior Writer (Penulis Muda Indonesia) di tingkat nasional. Pada bulan September 2014, Al Jabr Islamic School telah diundang oleh Magna Olympus Indonesia untuk berpartisipasi dalam kompetisi yang mereka selenggarakan, yaitu Indonesia Junior Writer (IJW) and National English Olympic (NEO). IJW adalah kegiatan dari Magna Olympus Indonesia pada ajang kompetisi Bahasa Indonesia. Kompetisi ini memberikan peluang yang besar pada anak-anak Indonesia yang suka dengan kegiatan menulis, khususnya menulis dalam Bahasa Indonesia. Sedangkan NEO merupakan ajang kompetisi Bahasa Inggris yang bertujuan untuk mengukur kemampuan akademik siswa dengan mengerjakan soal-soal Bahasa Inggris. Pada tahap 1 atau Tes Lokal yang dilaksanakan oleh pihak sekolah, pada hari Kamis, 11 September 2014, peserta IJW menuliskan sepenggal kisah nyata di kehidupannya dalam Bahasa Indonesia, yang didasari pengalaman, perasaaan dan harapan penulis yang sesungguhnya terhadap orang-orang yang dikasihinya seperti orangtua, saudara, sahabat dan sebagainya. Sebanyak 85 siswa dari tingkat kelas 7, 8, dan 9 berpartisipasi pada ajang kompetisi nasional ini, dengan 52 siswa untuk kompetisi NEO dan 33 siswa untuk kompetisi IJW. Kemudian peserta yang lolos tahap 1 mengikuti tahap 2, yaitu Tes Online pada tanggal 8 November 2014. Ada dua (2) siswi Al Jabr yang berhasil melalui tahap 1, yaitu Sawsan Setiady dari kelas 7A untuk kompetisi NEO dan Adira Larasati dari kelas 8A untuk kompetisi IJW. Kemudian tahap 3 - Grand Final dilaksanakan oleh pihak penyelenggara kompetisi pada tanggal 25 Januari 2015 di Graha Wisata Taman Mini Indonesia Indah, Jakarta Timur. Selamat kami ucapkan kepada siswi kami, Adira Larasati, atas prestasi yang telah diraihnya. Semoga prestasinya lebih mendekatkan kepada masa depan yang dicita-citakan dan menjadi teladan bagi siswa lainnya. Kami juga ucapkan terima kasih kepada siswa-siswi MYP Al Jabr yang telah menunjukkan antusiasnya mengikuti kompetisi IJW dan NEO. Kalah atau menang dalam suatu kompetisi adalah suatu hal yang biasa. Tetaplah bangga dan berbesar hati serta persiapkan diri lebih baik lagi untuk keberhasilan di kesempatan berikutnya. (Nuki/02/15)

MYP Community Project: Recycling Project This year, every Al Jabr teacher has to do a community service project. Ms. Esti and I have decided to continue our recycling project from last year as our community service project. We chose this project because we all know waste management is a huge problem in Jakarta. The city produces around 6,000 tons of rubbish a day, and it does not have enough trucks to collect all the rubbish and enough space to put it. Since the beginning of this academic year, Ms Esti and I, together with some of the MYP teachers, are recycling paper and plastic bottles in the school, and the teachers are using reusable materials for as many activities as possible. To improve environmental awareness among the Al Jabr community, we have initiated a monthly Recycling Day. Our Recycling Day will be held around the 22nd of each month (unless it is a weekend, then it will be the Friday before). The date was chosen because Earth Day is celebrated every April 22nd. The first Al Jabr Recycling Day was held on Friday, February 20. Members of the Student Council (Bianco G9B, Riva G9A, Jihan G8A) helped us collect and sort the recyclables that the students brought from home. We collected paper, plastic, glass, and metal, which we are going to sell to a recycling bank near our school, and we are going to donate the profit to the PYP, MYP and high school actions. Besides our monthly Recycling Day, we are also trying to educate the students how reducing, reusing, recycling, and rethinking can help protect our natural resources, save energy, save money and reduce pollution. Hopefully, what we are doing can contribute to a positive atmosphere and create a better and friendlier environment around Al Jabr. (Dora/02/15)


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Science Fair Annually, in February, Al Jabr held Science Fair. The purposes are for the students to have the ability to conduct scientific method and therefore we judged them based on their ability to explain their science experiment. For MYP-HS, they were judged twice, first by individual judge and second by all the judges. The main theme of this year`s Science Fair is biodiversity. All the grades are having specific theme but interrelated with biodiversity. Science Fair 2015 was held from February 11 to February 13. The first day was for Pre-K to Grade 1. On the first day the students were given two choices of sharing their science project, they could either share it on their science booth or in form of a performance. The winners of the performance are: winner: Icha, Bintang, Gaby, El from K1B; second place: Katya, Galang, Aldila, Aleetha from Grade 1A; third place: Aileen, Aisha, Ayman and Ozora from pre-K C. The winners based on their presentation are: winner: Aldo, Aini, Syahnaz from Grade 1A; second place: Hafid, Leika, Althaf from K2A; third place: Kevin, Aiman, Tristan from K1A. The winners from best booth appearance are Zachri, Farel, Javi from Grade 1B The second day was for Grade 2 to Grade 5. For best booth on day 2, the winners are Rasheed, Gibra, Rafel from Grade 2A. For explanation judgment, we divided it into lower PYP and Upper PYP. The winners from Lower PYP are: winner: Tristan, Aza from Grade 3B; second place: Alfi, Dashqa, Zeva from Grade 2B; third place: Tafa, Aliya, Caca from Grade 3C. The winners from upper PYP are: winner: Keisya, Aiko from Grade 4C; second place: Ibam, Aulia, Izqa from Grade 5B; third place: Mabel from Grade 5A. The third day was for MYP and High School. The best of each level were chosen by an individual judge. There were 6 finalists who competed again in the closing event. The winners are: winner: Agus and Aufa from Grade 11; second place: Salsa and Athifa from grade 7A; third place: Falldiusa and Ino from Grade 7C. he students demonstrated commitment by having hard work to make this Science Fair successful. We are very enthusiastic with this year`s Science Fair. Insya Allah, what the students had will contribute for their learning in the future. (Novia/Science Fair Committee/02/2015).

PA CORNER February 2015 Assalamu’alaikum Wr. Wb.

Puji syukur kepada Allah SWT atas limpahan Rahmat dan Ridho-Nya. Shalawat dan Salam bagi Rasulullah SAW.

Pada tanggal 13 Januari 2015, PA mengadakan Parents Workshop yang dipandu oleh Al Jabr Head of School, Ibu Uchu Riza, dengan topik Approach to Learning (ATL). Workshop tersebut dilaksanakan di perpustakaan Al Jabr. Ibu Uchu Riza berbagi ilmu tentang ATL dengan tujuan untuk membekali orangtua tentang bagaimana pendekatan pembelajaran siswa di sekolah. ATL ini juga diharapkan dapat diimplemantasikan oleh kita semua di berbagai macam aspek kehidupan. Workshop kali ini dilaksanakan dalam bentuk role play dan diskusi kelompok, dengan harapan dapat mudah dipahami. Para peserta mengaplikasikan tahap-tahap dalam ATL, yaitu Investigating – Planning – Taking Action – Reflecting. Setiap kelompok kemudian mempresentasikan hasil temuannya masing-masing dan berbagi ide dengan kelompok-kelompok lain. Parent Workshop berikutnya dilaksanakan pada tanggal 10 Februari 2015 dengan tema ‘Science’ yang disampaikan oleh Ms Widji & Mr Princy. Para orangtua yang hadir berkesempatan untuk melakukan eksperimen dengan Iodine, Acid, dan Alkaline, serta juga bereksplorasi tentang kehidupan binatang jangkrik dengan metode Scientific Methods, yakni melalui proses/tahapan sebagai berikut; Purpose, Research, Hypothesis, Experiment, Analysis & Conclusion. Hal ini membuat kami semua merasakan hal yang sama yakni mengingat masa belajar saat SMA dulu. Sementara pada saat ini anak-anak kita sudah ditanamkan metode belajar secara ilmiah ini sejak usia dini Subhanallah… Alhamdulillah 'Science Fair' berjalan dengan lancar dan penuh dengan antusiasme, baik dari pihak siswa, guru maupun orangtua siswa. Hari pertama dibuka dengan presentasi Pre-K sampai dengan kelas 1. Lalu hari kedua diisi dengan presentasi kelas 2 sampai dengan kelas 5. Lalu pada hari ketiga oleh MYP kelas 6 – 9 dan High School. Kami melihat bahwa ajang unjuk pengetahuan ini merupakan momen yang luar biasa di mana anak dapat menunjukkan keterampilan (skills) dan profil pembelajar IB yang prosesnya telah mereka lalui di kelas dan di rumah dengan menggabungkan pengetahuan, konsep, keterampilan dan prilaku ilmiah mereka. Terima kasih atas dukungannya. Semoga dengan mengikuti workshop yang secara rutin diadakan di sekolah, orangtua dapat lebih memahami dan menjalankan pe-rannya dengan memberi dukungan dan motivasi kepada anak-anaknya sehingga siswa lebih terpacu untuk berinisiatif dan bertindak dalam menerapkannya pada kehidupan sehari-hari. Insya Allah. “Dan bagi tiap-tiap umat ada kiblatnya (sendiri) yang ia menghadap kepadanya. Maka berlomba-lombalah dalam membuat (kebaikan). Di mana saja kamu berada pasti Allah akan mengumpulkan kamu sekalian (pada hari kiamat). Sesungguhnya Allah Maha Kuasa atas segala sesuatu.” Q.S Al Baqarah:148 (Hilda/PA/02/2015)

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Dari Administrasi Harmonisasi Proses Penerimaan Siswa Baru di Al Jabr Islamic School dengan Proses Pembelajaran di Kelas. Banyak yang bilang untuk dapat bersekolah di Al Jabr sangat sulit sekali, bahkan harus mendaftar sebelumnya agar kelak dapat mengikuti observasi. Apakah benar begitu? Kami memang menyarankan kepada orangtua calon siswa untuk menuliskan nama putra-putrinya sedari dini karena kuota penerimaan siswa baru Al Jabr sangatlah terbatas. Setiap tahun, Al Jabr hanya menerima 45 siswa baru untuk Pre K dan kelas 1 SD kurang dari 10 siswa. Lalu bagaimana proses penerimaan siswa baru di Al Jabr? Hal apa saja yang kami lihat pada saat observasi? Terdapat 5 elemen dasar yang kami observasi dari calon siswa yang tentu saja disesuaikan dengan usia mereka, yaitu: 1.

Concept. Seorang calon siswa diharapkan memiliki konsep mendasar seperti mengenal bentuk, konsep sebab akibat, perubahan, hubungan antar hal, pandangannya mengenai suatu topik, bertanggungjawab serta konsep reflektif yaitu melihat kembali hal-hal yang harus diperbaiki dari dirinya.

2.

Knowledge. Pengetahuan dasar dalam memahami dan mengerjakan sesuatu.

3.

Skill. Keterampilan dasar untuk berpikir, berkomunikasi, bersosialisasi, melakukan penyelidikan dan pengendalian diri.

4.

Attitude. Perilaku calon siswa yang menunjukkan sikap apresiasi terhadap suatu hal, berkomitmen, percaya diri, dapat bekerja sama, kreatif, memiliki rasa ingin tahu, antusias, mandiri, berintegritas, hormat, memiliki toleransi dan empati.

5.

Action. Tindakan yang nampak dari keempat hal di atas berdasarkan kemampuan-kemampuan dasar yang dimilikinya tersebut.

Kami percaya bahwa proses belajar mengajar di sekolah merupakan tanggung jawab bersama antara sekolah dan orangtua. Oleh karena itu, selain proses observasi kami pun melakukan wawancara orangtua. Proses wawancara ini merupakan momen sekolah untuk menyamakan visi dan misi orangtua dengan yang sekolah miliki dan pahami dalam mendidik siswa. Karena keberhasilan pendidikan seorang anak bergantung kepada kesamaan pandangan tentang bagaimana mendidik mereka sehingga tercipta harmoni yang baik antara sekolah, siswa dan orangtua. Adapun kriteria yang kami perhatikan pada saat wawancara adalah: 1.

Visi dan misi yang sejalan dengan sekolah.

2.

Sikap antusias yang tinggi terhadap dunia pendidikan pada umumnya dan perkembangan pendidikan di sekolah pada khususnya.

3.

Sikap dan keterampilan untuk bekerja sama dengan sekolah dalam pengasuhan dan pendidikan anak yang direkomendasikan.

Kami berusaha dengan hati-hati untuk mencari khalifah-khalifah terbaik di muka bumi agar dapat mengubah kehidupan menjadi lebih baik. Integrasi hasil observasi dan wawancara orangtua sangatlah kami perhatikan. Oleh karena itu, harapan kami proses penerimaan siswa yang kami lakukan dapat menciptakan kesinambungan antara input yang kami miliki dan output yang kami hasilkan. Nah, jika keseluruhan poin-poin di atas sudah dimiliki, apalagi yang harus anda khawatirkan? Selamat bergabung di Al Jabr Islamic School. Siska Liliana Head of Administration

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 terciptanya dunia 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 School Jl. Bango II No. 34 Pondok Labu, Cilandak Jakarta Selatan 12450, Indonesia

AL JABR ISLAMIC SCHOOL NEWSLETTER

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