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0:10 Braille In the name of Allah, the Most 0:31 Gracious, the Most Merciful. Peace be 0:32 upon you, and Allah's mercy and 0:34 blessings. Brothers and sisters, may 0:35 Allah have mercy on you. Praise be to 0:38 Allah, we are gathered here for the " 0:42 School Window" program on Radio 0:44 Silaturahim, which we hope will inspire 0:48 and motivate us to support our children 0:51 , the hope of our beloved nation, 0:54 Indonesia. Salutations and prayers be 1:00 upon our leader, our beloved Muhammad, 1:02 the Messenger of Allah, peace be upon 1:05 him. May we be reunited with him on the 1:09 day we long for most, the Day of 1:12 Judgment. Brothers and sisters, today's 1:18 "School Window" will discuss how to 1:21 discover the potential of middle school 1:24 students, from initial exploration to 1:27 achieving success. And those present 1:32 for this. Um, peace be upon you, and 1:36 Allah's mercy and blessings. The 1:39 Principal, Mr. Rida Gendara, S.Pd., 1:45 M.Si. Then we have the curriculum 1:49 coordinator, Mrs. Nuning Muliawati, 1:53 S.Pd. K. And for student affairs, we 1:58 have Mr. Didi Yuda Saputra, S.Pd. And 2:02 for today's discussion, we hope it will 2:08 help us better understand the potential 2:11 of our children in middle school. Where 2:16 should we start? Oh, with the principal 2:18 first. Alright. To the Principal, who 2:22 will share perspectives on child 2:24 development and the role of schools, as 2:28 well as our role as parents, brothers 2:31 and sisters, if we talk about middle 2:37 school-aged children, Mr. Rida, what 2:40 kind of developmental phase are they 2:44 currently in? 2:48 How is it? Ma'am. Yes. Praise be to 2:50 Allah. Praise be to Allah, Lord of the 2:53 Worlds. Prayers and peace be upon the 2:54 leader of the messengers. To proceed. 2:57 Thank you, Ma'am. Now, continuing with 3:02 the previous question. In middle school 3:07 , that phase is indeed, in the language 3:10 of Islamic civilization, 3:15 considered the phase of*akil baligh*( 3:17 puberty/maturity). So, ages 12, 13, 14, 3:21 15. Meanwhile, in Western educational 3:26 psychology, we know it as the 3:28 adolescent or teenage phase, which is 3:32 categorized as early adolescence. There 3:36 are indeed many opinions, such as those 3:39 from Piaget, John Locke, and others. 3:43 But we must also be fair. There was 3:47 once an expert from UNICEF. He was born 3:51 in Bogor, named Syed Naquib Al-Attas. 3:53 Okay. 3:54 He was born in Bogor and recruited as a 3:56 UNICEF education expert. 3:58 Yes. So, he argued that the Islamic 4:02 world has a different civilization. 4:06 When Western psychology is introduced 4:08 into Islamic education, we must filter 4:11 it. So, more or less, the*akil baligh* 4:14 phase involves the development of the 4:17 physical body and the soul. In the 4:21 psychological terminology of 1960s 4:25 Indonesia, we knew it as "physical and 4:29 spiritual," or body and mind. So, the 4:35 physical and mental state of an 4:38 individual, especially these teenagers, 4:42 truly needs to be recognized, 4:44 especially as a duty of the parents. 4:48 And then, those who assist the parents 4:50 are the schools. There is a common 4:53 public sentiment that, in quotation 4:56 marks, "entrusting" or asking teachers 5:00 to educate our children. "Just make 5:03 them smart, I don't want to know how," 5:04 and so on. Actually, teachers are 5:07 essentially helping with the noble 5:09 educational task that God has entrusted 5:12 to parents. So the primary 5:15 responsibility actually lies with the 5:17 parents, so fathers and mothers 5:20 will then collaborate, yes, with the 5:28 teachers, specifically the educators 5:30 and educational staff in formal and 5:32 non-formal units, especially us from 5:34 SMP IT Insan Mandiri Cibubur. Yes. 5:39 We truly provide an understanding that 5:43 Islamic education, among other things, 5:46 is to facilitate a child's development 5:50 because they have developmental tasks. 5:55 For example, biologically, a boy's 5:58 shoulders will tend to widen. 6:01 Widen. Meanwhile, for girls, then their 6:09 physical changes, especially in the hip 6:13 area, if you will, will become a 6:15 responsibility as they are later chosen 6:18 by God to be future mothers. 6:22 That is why in Islam it is your mother, 6:24 your mother, your mother, then your 6:26 father. So my paradigm is that broad 6:30 shoulders mean a man should not be a 6:33 crybaby about his world. He must rise 6:38 to learn, rise, and then keep on trying 6:40 . Because he will specifically become 6:42 the backbone of the family. For mothers 6:46 , God honors them with "her mother 6:49 carried her through hardship upon 6:53 hardship." So they will struggle 6:57 through pregnancy with the children who 7:00 are the future generation's successors. 7:04 So the greatness of women when educated 7:07 is that we are like educating many 7:10 future generations. Now, for the boys, 7:14 we are educating the backbone of the 7:17 family who will support those many 7:19 generations or civilizations. 7:22 Yes. What is clear, brothers and 7:25 sisters, is that children's development 7:27 is actually very, very dynamic. There 7:30 is the intellectual aspect, the 7:32 emotional, as well as the social, and 7:35 searching for self-identity. If, for 7:39 example, the children start asking, yes 7:41 , brothers and sisters, "What am I 7:43 actually capable of? Like, what are my 7:46 strengths?" Or, "What will I be like 7:50 later?" and all that, this is the 7:54 initial part for middle school children 7:56 regarding their interests. 7:59 And, 8:01 how can the school position itself to 8:03 help them realize, "Oh, I'll be this 8:05 and that"? How? 8:07 Well, in schools, educational units are 8:10 tasked with creating a curriculum, 8:12 ma'am. 8:14 For example, 8:15 when we look at a child's report card, 8:18 it usually contains knowledge, skills, 8:20 and attitude. Theoretically, that means 8:24 cognitive, psychomotor, and affective. 8:27 So, intellectual development is the 8:30 development of the cognitive side or 8:33 the side of knowledge. So, what is 8:36 expected from the school is to help 8:39 parents recognize the potential of 8:41 their children. 8:43 Their knowledge is what is mapped or 8:46 screened. 8:47 Then, from the emotional side, that is 8:50 from the affective aspect. That 8:52 attitude will emerge from the 8:54 representation of the feelings in their 8:56 hearts or souls. So, later, when the 8:59 school develops a curriculum—for 9:01 example, nowadays we have P5; in the 9:04 past, there was moral education, now 9:06 combined with moral education and 9:08 Islamic religious education, for 9:10 instance, for an Islamic school like 9:12 ours. 9:13 So, that is an example. The school's 9:18 duty is to recognize a child's needs: 9:20 intellectual, emotional, social, 9:22 knowledge—well, other terms for 9:24 knowledge, skills, and attitude must be 9:26 identified first. 9:28 Then we create a curriculum so that the 9:30 foundation of that curriculum is based 9:32 on the child's needs. Actually, what do 9:35 they need at phase 12, 13, 14, 15, or 9:37 perhaps for those still at the age of 9:40 ... 9:41 6 years and 8 months, maybe still at 12 9:44 , 13, 14; 7 years and above, 13, 14, 15 9:46 , something like that. So our duty is 9:49 to assist fathers and mothers in 9:51 educating children during their school 9:54 episode. Perhaps in the boarding school 9:57 too, since we have a boarding facility, 9:59 so for 24 hours while the children are 10:01 in the boarding school. So the parents 10:06 'role is greatly assisted by the school 10:08 in managing the kids' various needs. 10:13 Because frankly, as fathers and mothers 10:15 , we sometimes get confused; why do 10:18 children keep changing, why are their 10:20 desires shifting, and so on. Then, 10:24 regarding the opportunities given to 10:27 our children to try things, what part 10:30 of their experience during that 10:32 education will be the most influential? 10:36 Right. Actually, if it's not just 10:40 theory, but exact knowledge... 10:45 that is based on Islamic teachings. Now 10:51 , for example, let's take the heart. If 10:54 a person's heart is healthy, then 10:56 faiduhat...jasad kuluh, then their 11:01 entire body and behavior will also be 11:04 healthy. 11:05 If their heart is corrupted, then 11:08 faedah fasadat fasadat jasadukuluh. 11:11 Then their behavior will also be...if 11:13 the heart is ruined, for all of us, 11:16 humans, our behavior will also be bad. 11:20 So the core is that affection or 11:22 attitude comes from good intentions, 11:24 the moral character that resides within 11:27 a person, within their soul, Ma'am. 11:30 If a Muslim, they would certainly say, 11:33 "Oh, the heart," when the heart yearns 11:36 for noble aspirations. Being devoted to 11:39 righteous parents. In the sense that 11:43 being righteous in our daily lives 11:45 means the child wakes up, prays Subh, 11:48 performs the five obligatory prayers, 11:51 and doesn't say "ah" or "ugh" to their 11:54 parents. Yes, like that. So, later, 11:58 what is seen from the child will be 12:00 valued, their actions. Automatically, 12:04 parents can be happy that, "Oh, thank 12:06 God, my child is righteous," based on 12:08 their behavior. Of course, that is the 12:11 result of their soul. Cultivating the 12:14 soul, cultivating the heart, 12:15 cultivating the feelings. 12:16 Masyaallah. 12:16 So the important thing is the heart, 12:18 Ma'am, we also... 12:19 cultivating the soul, cultivating the 12:21 heart, is truly extraordinary. Earlier 12:23 you mentioned not saying "ah." 12:24 Yes, Ma'am. 12:25 So, how do we as parents—fathers and 12:28 mothers—is there anything we should 12:31 avoid or perhaps refrain from doing to 12:34 our children? That was an extraordinary 12:38 word earlier, what exactly is the value 12:41 that makes us need to avoid those 12:43 things as parents? 12:45 Alright. Um, for fathers and mothers, 12:48 including myself personally. So the 12:50 advice is that in our daily lives, 12:53 there are certainly phases where we are 12:55 tired, and where we might be 12:58 over-excited to do anything, right? 13:01 Because once they are told the benefits 13:03 of helping parents, of being devoted to 13:05 parents, they will certainly do it. But 13:09 for those who don't understand, and 13:12 then are busy with gadgets or games, 13:15 any addiction is very easy to recognize 13:18 . When addicted, for example, if asked, 13:23 "Child, please get Dad a glass from the 13:25 kitchen." The child, while playing a 13:28 game, says, "Ah, later.""Almost there." 13:31 Exactly like that. So they are more 13:33 focused on their toys. Well, according 13:35 to educational psychologists, they are 13:39 already addicted because they refuse 13:41 too often. Now, what is normal is when 13:45 the child is truly super exhausted, you 13:47 know. We can't force a child to be 13:50 obedient to parents 24 hours a day, 13:52 right? So we must understand when they 13:55 sleep, when it's their time to eat, 13:57 drink, play, and so on. So, as a 14:00 reminder for myself, avoid tasks that 14:02 are heavy or beyond the child's ability 14:05 . So the child is finally forced to say 14:09 , "Oh," or maybe, "No," or "Ugh," which 14:12 is... 14:13 A heavier complaint, that is. 14:15 That's the worry. So we really need to 14:18 gauge, to gauge how the child is 14:20 feeling. For example, by asking them to 14:24 tell a story about their day or asking, 14:26 "What are you doing?""Are you busy?"" 14:29 Later, Mom needs you to please make 14:31 some warm tea." So actually, wise 14:34 parents have set an example by saying, 14:36 "Child, where are you?""Are you busy or 14:39 not?""Are you praying or...""...are you 14:42 free?" So, you can ask that first 14:46 before giving an order like that. 14:50 So you can see whether they are tired 14:52 or not. 14:53 So when you want to ask a child to do 14:55 something, ask first......if it's 14:58 possible or not. And by the way, there 15:00 are many among us, brothers and sisters 15:02 , who praise children who get high 15:04 rankings or are extraordinary very 15:05 highly. What? Yes. The category of high 15:09 grades is indeed......valued more than 15:13 other values. 15:14 Right. 15:15 Then what about those who are just 15:17 average? For instance, what about them? 15:19 Yes. Yes. Basically, every child has 15:24 opportunities, has strengths, and also 15:28 has weaknesses that everyone must have 15:32 experienced. Well, ages 12 to 15, 15:37 children especially need to be 15:40 encouraged, need to be motivated, 15:43 particularly by parents, and then by 15:45 educators and school staff, each 15:48 playing their part, to show them that 15:51 these children have a bright future. 15:55 They cannot be labeled, like "Oh, this 15:57 kid is naughty, probably a future 15:59 resident of hell" or "This child is a 16:02 future criminal.""You'll end up in jail 16:04 later." Well, that is something that 16:07 really shouldn't be done. It is 16:08 something that must not be done. So 16:11 what we should do instead is realize 16:13 that we have a golden opportunity with 16:16 these children entrusted to us by Allah 16:19 Subhanahu wa ta'ala, or entrusted by 16:22 parents to the school, madrasah, or 16:25 boarding school, especially here at IMC 16:28 . So we actually screen them, or assess 16:33 them first. So we map out their 16:36 strengths and abilities first, and 16:38 identify where their weaknesses are, 16:40 but those weaknesses can be upgraded, 16:42 they can be improved. Because everyone 16:44 has their own destiny, right, Ma'am? 16:46 Only God knows, and we, especially 16:48 those of us here, do not know what our 16:50 future will be like. Even the Prophet, 16:53 peace be upon him, said, "I do not know 16:55 what I will eat tomorrow." Well, it's 16:58 like that. So that labeling or stigma 17:01 really should not be done. So what we 17:05 must do is prepare the best education 17:07 that suits the child's needs. If they 17:11 have high grades, for instance, those 17:13 high grades must be balanced. So 17:15 intellect and character must also be 17:17 balanced. Don't let it be, as the 17:20 saying goes, their knowledge is flashy 17:23 and overwhelming. Hm. 17:27 But when meeting their parents, their 17:29 chin is held high, like someone who is 17:33 arrogant. 17:35 So, no matter how high our knowledge is 17:36 , we must remain humble. Like the old 17:38 folks used to say, the more grain it 17:40 holds, the more the rice stalk bows, 17:42 perhaps that is the simplest way to put 17:44 it. 17:45 Yes. Yes. Yes, how grateful we would be 17:47 , brothers and sisters. If our children 17:50 , even without us asking them to be 17:52 top-ranked, remain humble despite their 17:55 achievements. But speaking of our 17:59 mothers, there are many activities 18:02 outside that are also aimless, right? 18:07 How children indeed need room to grow, 18:12 right, Sir? How that space still helps 18:18 them. Earlier we talked about things 18:23 that hopefully will make parents truly 18:27 understand how much children need space 18:31 to grow while still needing direction. 18:36 For example, if we want them to be 18:37 doctors, and we force our child 18:40 to do it. Most parents say, "Anyway, 18:41 you're smart, so you have to be a 18:43 doctor later." Living out Mom or Dad's 18:45 dream. Things like this are actually 18:47 very disruptive. 18:48 Yes, it comes back to the rights of the 18:51 parents and the rights of the child. So 18:55 in Islam, it is perhaps already clear 18:57 that the parent's duty is to develop 19:00 and educate. Yes, in Arabic, it’s 19:03 like "robbi" or upbringing. So, 19:05 nurturing or educating is from 19:07 childhood until adulthood. When they 19:09 are married, they have their own 19:11 responsibilities. Now, choices like, 19:13 for example, "what do you want to be?" 19:16 are still okay. But if they are forced, 19:19 I worry they will feel pressured. Hm. 19:23 So, that pressure must be released, it 19:25 must be let go. How do we do that? 19:28 Intervention. So, don't play good cop, 19:32 bad cop. Don't have the father be the 19:34 fierce one, right? And the mother be 19:37 the gentle one, like that. Actually, 19:40 both definitely have good potential, 19:42 right? So, the way is to embrace the 19:45 child. See where their interests and 19:47 talents lie, and then direct them. Ah, 19:49 there are many choices, there are 10. 19:51 Some are 19:53 yes, for example, doctors, nurses, 19:55 pharmacists, soldiers, astronomers, and 19:58 all sorts of things. 20:00 What if they want to be a merchant? 20:01 Well, that means there is new input. 20:04 Try to explore it. So, fairly, there 20:06 needs to be a discussion that is 20:08 consultative in nature. Perhaps 20:10 that’s it in short. 20:11 Yes. And brothers and sisters, of 20:14 course, the school has its own way of 20:17 building a foundation through learning 20:20 for our children. If we move to the 20:24 curriculum section now, what is the 20:27 main learning goal that schools 20:30 actually want to build through the 20:33 curriculum? Alright, thank you. In the 20:37 name of Allah. 20:37 Is it making a sound? Okay. 20:41 Okay. In the name of Allah. Regarding 20:44 the curriculum, Bu Nud. Actually, the 20:47 curriculum is the foundation for all 20:49 activities conducted in school, right? 20:52 Actually, for the curriculum, there are 20:54 three parts, right? There is 20:56 intracurricular, extracurricular, and 20:59 the newest one, which is cocurricular. 21:03 Where these three synergize with each 21:05 other to facilitate the interests, 21:07 talents, and potential of the students. 21:11 So, if we talk about the curriculum, of 21:14 course, the most core part of the 21:16 school curriculum is the 21:17 intracurricular. 21:19 Hm. 21:23 Use this first. 21:27 There is a slight disturbance, brothers 21:28 and sisters. So hold on for a moment. 21:32 Be patient. Because frankly, this 21:37 curriculum topic will really help us as 21:40 parents to know how it works. Okay, 21:43 let's continue. 21:45 Yes. So in the curriculum, it is clear, 21:48 the intracurricular part is building a 21:50 foundation. What is the foundation that 21:53 we want to build for the students? 21:54 Certainly, the first is knowledge. Hm. 21:57 There is knowledge, critical thinking 22:00 skills, then literacy, numeracy, 22:03 communication, as well as 22:05 problem-solving skills, and so on. That 22:09 is actually the core of the entire 22:11 curriculum we create in schools within 22:13 the intracurricular framework. However, 22:16 on the other hand, we must also 22:18 appreciate that every student has 22:20 different intelligence. We cannot see 22:22 or judge that a child who is smart at 22:24 math means they are smart at everything 22:26 , right? Hm. 22:28 Because we at the school also refer to 22:29 the eight intelligences of students. So 22:32 , multiple intelligences research. We 22:35 use a measurement tool called MIR, 22:38 where intelligence varies in many ways. 22:42 It is not just about academic 22:44 intelligence, but there are other 22:46 intelligences that we must facilitate 22:48 together. So, whose job is it to 22:51 facilitate this? It is certainly the 22:54 task of parents and teachers. And 22:57 learning shouldn't just stop at 22:59 children knowing things after being 23:02 taught, but how they can use that 23:05 knowledge in their daily lives. That is 23:08 the meaning of the learning currently 23:11 echoed by the government, which is 23:13 meaningful learning. 23:14 Yes. For example, when a child learns 23:19 math, math is not just about 23:21 calculating, but about training logic 23:24 or finding problem-solving skills for 23:26 every issue faced. Actually, that is 23:29 what is studied in math. How we 23:33 find the fastest answer. It is the same 23:36 in life, right? We will be faced with 23:38 problems that are certainly bigger than 23:40 just number calculations. Well, that is 23:42 taught in math. Then, for example, in 23:45 Islamic Religious Education, children 23:47 are taught about religious values. They 23:50 might theoretically understand the 23:52 religious values, but are they applied 23:54 in daily life or not? That is the task 23:57 of the intracurricular, to guide 23:59 students not only to be knowledgeable 24:01 but also to apply what they know. 24:04 So, it helps children get to know 24:06 themselves. Yes, 24:07 exactly. Uh-huh. Meanwhile, as a 24:11 representative of parents regarding all 24:15 of this, what should we avoid as 24:18 parents so we don't interfere with this 24:21 process? 24:23 Okay. Actually, there are still many 24:26 who might have that mindset. So, the 24:30 benchmark for a child's success is 24:32 actually not in the grades. Sometimes 24:35 there are still those who think, "My 24:37 child's grades are good, so my child 24:38 must be successful." But actually, many 24:41 of us also think that grades are not 24:43 the end of everything. Because what 24:46 should be valued is actually the 24:48 process. And if we are only oriented 24:51 toward the final grade, but don't value 24:53 the process, then what the children 24:55 have done becomes in vain. Yeah. 24:58 So, at this school, we develop 25:00 intracurricular, extracurricular, and 25:02 also cocurricular activities. The core 25:06 of cocurricular, perhaps within the 25:09 curriculum domain, is acting as a 25:11 bridge between what is studied and what 25:13 is experienced. So, if the 25:18 intracurricular is the knowledge, then 25:21 the cocurricular is the experience that 25:24 can be gained from what has been 25:26 learned. So, both are continuous with 25:30 one another. There will be another 25:33 extracurricular later. 25:35 Yes, that's why it's called 25:36 extracurricular, it means it's an 25:38 addition to facilitate all students ' 25:40 potential interests and talents. So, if 25:44 our children are able to know what they 25:48 know, it will certainly be very helpful 25:51 in terms of not just knowing, but 25:54 practicing it. Yes, something like that 25:57 . 25:57 Correct. 25:58 If, for example, regarding this 26:02 curriculum, what is its position in the 26:08 process we just discussed? Well, for 26:13 the co-curricular program itself—I'll 26:15 explain it because we are indeed 26:16 promoting it this year— 26:20 it is also in accordance with the 26:21 principles of deep learning, and there 26:23 is already a regulation for it. So, it 26:26 has been applied in all schools; it’s 26:29 just that each unit or school is given 26:32 the freedom to set its own time. At our 26:35 school, SMPIT Insan Mandiri Cibubur, 26:37 the co-curricular program we are 26:39 running this semester is divided into 26:41 two, Ms. Nuning. The first is the 26:44 enrichment program and the second is 26:46 club time. So, to support the learning 26:49 inside the school, we also have added 26:51 value outside the school. Among them is 26:54 the enrichment program, or what used to 26:56 be called "remediation" back then. Now, 26:58 enrichment usually used to be something 27:01 you'd wait until the kids were in 9th 27:03 grade for. When they were about to face 27:05 exams. Well, at our school, we don't. 27:07 We start enrichment from 7th grade. 27:10 Inside the enrichment program, there is 27:12 matriculation. Among the things we want 27:15 to strengthen, of course, are numeracy 27:18 and literacy. Because now, in 9th grade 27:21 , there is the TKA again, the Academic 27:24 Competency Test. It used to be called 27:27 the school exam; now it's been added to 27:30 , called the TKA, or what used to be 27:32 the national-based assessment. Now it's 27:35 TKA, and it includes numeracy and 27:37 literacy test subjects. So we feel that 27:40 in this co-curricular program, we can 27:42 add value or increase the children's 27:44 learning knowledge. It's not just about 27:47 being able to calculate or read, but 27:49 applying all of that. Then, the 27:51 additions also include English and 27:53 science. Then, in 9th grade, it's 27:55 specifically for TKA and PSAJ 27:57 preparation. And the latest thing at 28:00 our school is club time. So, this club 28:04 time is also a support, as the eight 28:06 student intelligences are not just in 28:08 the academic realm; we also facilitate 28:10 them outside of academics. There are 28:13 five club times that students can join. 28:16 The first one is the public speaking 28:18 club. 28:19 So, for children who have the ability, 28:22 desire, and potential to speak in 28:24 public but do not yet have high 28:26 self-confidence. So we need to create a 28:30 platform, push them with mentors who, 28:33 God willing, can be trusted to foster 28:36 their desire and self-confidence to 28:39 speak in public. Then the second one is 28:42 the literacy club. Inside that, it 28:44 includes Indonesian as well as English. 28:47 Because we are also still using, um, 28:50 what do you call it? English as a 28:52 second language. So English is our 28:54 second language at school. Therefore, 28:57 we feel that this literacy needs 28:58 deepening, not only in Indonesian but 29:00 also in English. Then the third one is 29:04 the Quran Club because, since we are an 29:06 Islamic school and based on a boarding 29:09 system, they are already accustomed to 29:11 learning the Quran, so we also add that 29:13 value during club time. Among other 29:16 things, they will learn tahsin, tahfiz, 29:18 then tadabur of Quranic verses, and so 29:20 on. How can what they learn be applied 29:24 in their daily lives? 29:26 Put into practice. 29:27 Right. And actually, we are also 29:29 nurturing talent so that if we have an 29:31 event and we need someone to recite the 29:33 Quran, we don't have to look anywhere 29:35 else because they are already in that 29:37 club. 29:38 Yes. So co-curricular activities will 29:41 really help our children's growth and 29:43 development, and it's not based on 29:45 grades, 29:47 meaning 29:48 no. So this co-curricular is indeed a 29:50 bridge between what has been learned 29:52 and what must be experienced. And this 29:55 is actually, in our opinion, very 29:57 important because every child has 29:58 different potential. So we need to 30:00 provide those facilities. Perhaps at 30:02 school, because they spend more time 30:04 here, the school is responsible. 30:06 Besides that, we also work together 30:08 with the parents. For our full-day 30:10 girls, we do have full-day students, 30:12 right? At home, we certainly ask for 30:14 the parents' help to facilitate them as 30:16 well. Actually, there are two more, Ms. 30:18 Nuning, which are quite interesting for 30:20 co-curricular activities at our school, 30:22 namely the singing club and also art 30:24 art class. 30:26 So, for children who have musical 30:28 intelligence or artistic intelligence, 30:31 we also facilitate them by opening 30:33 those club times. 30:35 There are many facilities provided for 30:37 the children to grow and develop. What 30:40 is clear is that from these 30:42 co-curricular activities, the children 30:44 also learn how to be responsible and 30:47 work together. Then with the public 30:51 speaking extracurricular, it also makes 30:55 them capable of communicating much 30:58 better, and these abilities will 31:01 clearly be very needed, and the 31:04 school's support is truly extraordinary 31:07 . The children gain knowledge, 31:11 experience, and the ability to practice 31:14 everything. For the next discussion, 31:20 how do these extracurriculars help 31:25 children discover their individual 31:29 potentials? How many are there, and so 31:33 on, because not all of a child's 31:35 potential appears during lessons, 31:38 especially in middle school, so how 31:40 does the school address that? 31:42 Yes. Alright, thank you. Indeed, as 31:45 explained by Bu Uning regarding the 31:46 roles of intracurricular and 31:48 cocurricular activities, our school 31:49 also has what we call extracurricular 31:51 activities. What does that mean? It 31:53 means that not every student is 31:55 academically gifted. Children have 31:57 different potentials; for example, some 32:00 are strong in sports, some are good at 32:02 communicating, and some are strong in 32:04 the arts. So, that is where the role of 32:07 extracurriculars comes in to facilitate 32:10 the discovery of a student's potential. 32:13 Extracurricular activities are a 32:15 platform provided by the school. Where, 32:19 once children find at least their 32:21 interests before their talents, they 32:24 are already engaged in being there. 32:28 Besides that, extracurriculars also 32:31 offer several benefits; beyond interest 32:34 and talent, they learn about discipline 32:37 , 32:38 they learn to be responsible, they 32:40 learn to cooperate, and more. That is 32:43 our hope for things they might not get 32:45 in intracurriculars, but they can 32:47 develop them through extracurriculars. 32:49 But perhaps only 32:51 many people think that extracurriculars 32:52 or "ex-schol" are just to fill spare 32:54 time. But actually, there is potential 32:58 or self-development that students can 33:00 gain by participating in these school 33:03 activities. Extracurriculars train 33:07 children to be more disciplined, to 33:09 have more responsibility, because it is 33:11 truly special. 33:13 Yeah. 33:15 What if our middle school children 33:17 don't really know what their interests 33:19 are yet? Can these extracurriculars 33:23 help illustrate that, or how does it 33:25 work? Actually, when a student chooses 33:28 and is interested in selecting an 33:31 activity, it already sparks something 33:33 within them, like, "Oh, what is this 33:35 activity about?" After that emerges, we 33:39 invite the students to join the 33:42 activity so that the potential within 33:45 them can develop further, along with 33:48 their talents. Yeah. Exactly. Usually, 33:52 we have several stages. We have a 33:56 process where children learn to explore 33:57 their desires through extracurriculars. 34:00 Then they, you know, find which 34:02 extracurricular is suitable. And that 34:05 is when they start to think, "Oh, it 34:06 seems like I'm a good fit for this 34:08 field." Finally, they begin to be 34:10 diligent, 34:11 they develop, and ultimately that is 34:14 how they can discover their talents. So 34:17 , from that trial and error, they try 34:19 several extracurriculars at school and 34:22 eventually, that is how they start to 34:24 know their interests and talents. 34:26 Yes. Who knew I was good at volleyball, 34:29 for example? 34:30 I didn't know. It never happened 34:32 because in elementary school I never 34:34 played sports like that. 34:36 And how long does it usually take to 34:39 discover one's field through these 34:40 activities? 34:42 Well, for the duration, there is no set 34:45 standard. Yeah. 34:46 Because, firstly, that potential 34:48 emerges based on the individual ability 34:50 of each student. 34:51 Remember, every child is a star. 34:54 But, uh, every child needs time. There 34:56 are children who, after roughly 3 34:58 months in an extracurricular, have 35:00 already found their interests and seen 35:02 their talents. Some need, for instance, 35:04 to try for a year, or sometimes there 35:06 are students who participate in up to 3 35:09 clubs before finding their interests 35:11 and talents. So, it comes back to the 35:13 fact that the school provides the 35:14 facilities. But regarding the time 35:16 needed, it is left up to the student. 35:21 So the children can explore themselves, 35:23 wondering, "Where am I headed?""Wow, 35:27 this field seems like a perfect fit." 35:30 But when they are drawn to information 35:31 out there and want to try it, they 35:33 realize it doesn't quite fit. Well, 35:35 that is where they will be greatly 35:36 helped in situations like this. 35:38 So, exploring a child's interests and 35:41 abilities turns out to be very helpful 35:44 indeed. Based on their experiences, how 35:48 long after trying an extracurricular do 35:51 they usually know? 35:53 For our children, after trying, it 35:56 usually takes about 3 to 6 months. I 35:58 see. 35:59 So, that is like an adaptation period 36:01 where, first, they choose and explore 36:04 the activities, then they start to 36:06 recognize what they have chosen, and 36:09 then they realize, "Oh, it seems I need 36:12 to commit," meaning I need to, what 36:14 should I say, choose and start 36:16 developing. That is when the final 36:19 stage is to develop consistently. It 36:21 means this child has chosen to be able 36:24 to achieve in the future 36:26 by being consistent in that 36:27 aforementioned area. Okay, that's 36:29 really cool. So, brothers and sisters, 36:33 don't think that when a child is trying 36:35 out an extracurricular, they are not 36:37 exploring their own interests and 36:39 talents. Hmm, come to think of it, when 36:43 should children ideally start focusing 36:45 on things like this? 36:47 Well, as for when to start, the earlier 36:49 the better, 36:50 but a process like that does require a 36:53 long time. We instill in our children, 36:57 certainly here at SMP IT in Cibubur, 36:59 that they have started to choose, they 37:01 have started to be responsible, and 37:02 they have started to be committed to 37:04 what they have chosen. This means that 37:07 when children have made a choice, they 37:09 learn to be consistent. Consistent. 37:13 They have learned to develop their 37:15 abilities, they practice, and of course 37:18 , there is a desire to keep learning. 37:21 So, in this way, brothers and sisters, 37:24 the children also learn to recognize 37:26 themselves. By the way, out of sports, 37:30 music, and technology, which one is the 37:33 most popular? 37:35 Certainly, in the field of sports. 37:37 Because, as it happens, our children 37:39 are more kinesthetic based on the 37:42 results. 37:42 Wow, so these children prefer to be 37:45 active. So, sports remains the dominant 37:48 extracurricular in our school. But once 37:51 again, our school facilitates 37:53 everything from sports, arts, and 37:55 others. 37:57 Okay, brothers and sisters, since this 38:01 is live, you can call or send a 38:04 WhatsApp message to ask anything 38:07 related to today's topic. What's clear 38:11 is that a child who has an interest and 38:13 knows what that interest is will 38:15 definitely achieve success. More or 38:17 less like that. Now, roughly, to help a 38:20 child identify their interest and 38:23 develop it into an achievement, how 38:27 does the school help? 38:29 Well, for the school, the first thing 38:31 is providing facilities and 38:31 infrastructure, of course. Yeah. 38:33 Second, we provide competent coaches. 38:37 Now, the third and most important thing 38:39 is that the school has already outlined 38:42 the competitions that the students will 38:44 participate in. 38:46 So, it means that once those stages 38:48 have been carried out, there is 38:49 naturally an evaluation at the end. 38:53 This means every activity conducted by 38:55 our school has an evaluation at the end 38:58 to help or further develop the 39:00 student's abilities even better. So, 39:05 what does that mean? It means after 39:07 every competition, they evaluate where 39:09 they fell short and what techniques 39:11 were lacking. So, we improve those in 39:14 the next training or step. 39:15 So, 39:17 brothers and sisters, talent and 39:18 interest alone are not enough, right? 39:20 Other support is needed. If, for 39:24 example, they need to compete or join 39:26 contests and such, the goal is indeed 39:29 to boost their self-confidence, 39:31 confirming that this is truly where 39:33 they belong. Like that. What is the 39:37 process for a child to reach the point 39:40 where they have the opportunity to 39:42 showcase that? Well, as for the process 39:45 , it starts from the beginning with 39:47 their preparation, 39:49 then they start with routine practice, 39:51 then they start from the goals they 39:52 want to achieve. Now, that is the 39:55 process that will eventually lead them 39:58 to be able to perform maximally. But 40:01 once again, extracurricular activities 40:03 aren't solely about achievement. 40:06 It means once they are brave enough to 40:08 perform and have given their best, that 40:10 is a process we need to appreciate in 40:12 that child. Are there any children who 40:18 experience failure and have their 40:20 mental state affected, and how does the 40:23 school help them face it? 40:26 Well, regarding whether that happens, 40:28 thankfully, up until now, there hasn't 40:31 really been any. Why is that? Because 40:34 in every process, there is certainly 40:36 the role of a mentor. He he. 40:38 There is the role of a coach who 40:40 doesn't just provide the training 40:42 routine, but also prepares their 40:44 mindset. This means after these 40:46 children are ready to compete, they are 40:48 prepared not just physically, but they 40:50 are also mentally trained. Regardless 40:53 of whether they win or lose later, 40:55 there is at least no sense of 40:57 disappointment that our students feel 40:59 during the activity. So, brothers and 41:04 sisters, achievement is reached and 41:06 obtained after going through several 41:08 stages, and even if failure occurs, it 41:11 still serves as a lesson. Emm, if we 41:16 continue regarding these things, what 41:18 does the school provide in terms of 41:21 curriculum and everything else? 41:24 Extracurricular activities are also 41:26 truly remarkable. How many are there at 41:29 INC Junior High? 41:30 We happen to have nearly 20 clubs. 41:34 Wow, that's amazing. Do some children 41:35 join more than one? 41:37 Yes. 41:38 Usually, the children participate in 41:40 between two to three clubs at most. But 41:43 again, the important thing is that the 41:45 child can be responsible and 41:47 disciplined. 41:49 Our hope is that children don't need to 41:52 choose many, but what matters is that 41:55 once they find their talent, they can 41:58 focus on the chosen club. 42:02 And that is a process, sometimes it 42:04 takes a year of trial and error and so 42:06 on. 42:06 Okay. So, if we draw a common thread, 42:13 brothers and sisters, between 42:16 curricular, co-curricular, and 42:19 extracurricular, how would you describe 42:23 it, Ms. Nuning? 42:27 Right, thank you. So, the three are not 42:30 separate entities. Between the 42:33 curricular or intracurricular, then 42:35 co-curricular, and also extracurricular 42:37 , 42:38 they go hand in hand. 42:39 Exactly. They are interconnected with 42:41 one another. So if we draw the silver 42:43 lining, or the common thread, actually 42:46 in the curricular itself, children are 42:49 provided with knowledge. Then in the 42:53 co-curricular, they are given 42:55 experience, or direct practice. And in 42:59 the extracurricular, these children are 43:01 given the opportunity and space for 43:04 exploration, development, and potential 43:06 . For example, a child who communicates 43:10 in class can practice it within 43:13 projects. Oh, it turns out they 43:15 discover that they actually have the 43:17 ability to speak in public. Then they 43:19 finally join a club, for instance, 43:21 public speaking. After joining that 43:24 club, they will be trained, then they 43:26 will join several competitions, and be 43:29 given the space to develop by, for 43:31 example, becoming an MC or moderator at 43:34 certain events. Now, that is the 43:37 process we value. So not everything has 43:42 to be graded with numbers, but their 43:45 communication skills or their potential 43:48 actually develop, and unconsciously, 43:51 they become immersed in their hobby in 43:54 the end. 43:56 The ultimate goal is to generate 43:58 achievement. Yes, 43:59 that is correct. Imagine, the 44:02 curricular provides knowledge, then the 44:06 co-curricular provides experience 44:10 received by the children. Meanwhile, 44:15 the extracurricular, as Ms. Nuning said 44:17 , is not just for exploration but also 44:20 development. That's absolutely amazing. 44:23 So, there's a note here: learn, then 44:27 experience, try to discover, then 44:30 pursue, and finally reach achievement. 44:34 That is truly extraordinary. We 44:36 probably cannot take a break since we 44:38 are running out of time. Moving on to 44:42 how, from that process, a principal 44:46 does not just provide lessons and clubs 44:50 . To support the child's development, 44:56 what does the school need to build? 45:00 Especially here at Insan Mandiri 45:02 Cibubur, for our middle schoolers. Yes. 45:06 Once again, for the teenage years, we 45:09 provide education that facilitates the 45:11 child's growth and development. 45:16 Especially when they are at their peak 45:20 physically and mentally, first, they 45:24 must be civilized, second, independent, 45:28 and third, high-achieving in academics 45:32 or non-academics, what was that 45:35 curriculum term? Curricular, 45:39 co-curricular, and 45:42 extra-curricular. Then we will also 45:45 talk about how their achievements can 45:48 lead them to become righteous children. 45:51 On average, parents just hope that the 45:53 most important thing is for their child 45:55 to be righteous, wondering how to 45:57 achieve that. 45:58 That is our collective longing. 46:00 Whether they are smart or whatever, if 46:02 that part is missing, it is very sad. 46:04 Yes. Yes. Yes. 46:07 Human development basically has its 46:10 limits, like height. Yes. 46:13 But weight, for instance, can still be 46:16 increased or decreased. The same 46:18 applies to knowledge, skills, and also 46:20 attitude. Excuse me, just to give a 46:24 concrete example, we at Insan Mandiri 46:26 Cibubur are very, very welcoming. 46:30 Please, for those who want to come 46:32 today, for instance this afternoon, to 46:34 have a dialogue, to ask questions, 46:38 to exchange ideas on how education at 46:42 IMC works, or in general. Because for 46:46 us, having a child is an extraordinary 46:49 trust for you, parents. For the parents 46:51 . 46:51 Mashallah. 46:52 The same goes for my first time meeting 46:55 Mrs. Nuning, for example. I see that at 46:59 any age, when people meet others, there 47:03 is an opportunity to influence each 47:06 other. As Allah stated, every child is 47:08 born in a state of fitra. So, will we 47:12 later raise them to be Jewish, Magian, 47:15 or Christian? Our hope is to keep them 47:18 safe, to keep them both safe. Whether 47:21 we have one or two children, we can 47:23 guide them into Islam. So they are safe 47:26 in this world and the hereafter. Later, 47:28 if they want to be a doctor, soldier, 47:31 pharmacist, athlete, or anything else, 47:33 that is perfectly fine. We are waiting 47:38 for feedback from the parents and your 47:43 loyal listeners, Mrs. Nuning. We really 47:48 hope that we can 47:51 have more intensive follow-ups later on 47:54 . Because in our view, developing a 47:58 child is extraordinary. How about 48:01 parents who long for the arrival of a 48:03 child? When a child arrives, speaking 48:08 for myself, I just want to fly home, 48:11 hug my child, and feed them again. Even 48:15 when children are grown, we wish they 48:17 were babies again. We miss them, we 48:19 miss them so much. So 48:21 back to how parents view their children 48:24 . If they see their children as 48:26 precious, they will surely guard them. 48:29 They will find a way to do so. So, that 48:32 might be it. 48:33 So, our perspective as parents 48:35 regarding our children actually plays a 48:38 very, very significant role in their 48:40 growth. Clearly, we must view the child 48:44 as a whole. 48:45 Understood, Ma'am. In a holistic way, 48:49 not just based on their intelligence in 48:51 academic grades, but other areas of 48:53 their development that we really need 48:55 to improve, besides the religious 48:57 aspect mentioned earlier. 49:00 In your opinion, which part is the most 49:03 difficult to implement so that we can 49:06 better prepare ourselves? 49:08 Right. Usually, in daily life, the 49:12 challenge emotionally is dealing with 49:15 moods. Uh-huh. 49:17 Fluctuating feelings. It is natural for 49:20 adolescents to have fluctuating 49:22 feelings. It is a characteristic of 49:25 their educational psychology and 49:27 developmental tasks. During puberty, 49:30 they are still figuring out how to 49:33 socialize. Socializing with the 49:36 opposite sex, for instance, or with 49:38 those older, younger, or the same age. 49:41 Then, when there are insults or praise, 49:44 how they respond to each situation 49:47 varies from child to child. Likewise, 49:51 with group patterns and working 49:52 independently. These things are all 49:56 interrelated. That is why our paradigm 50:01 is that we cannot walk this path alone. 50:06 So, there must be three pillars. First 50:09 is education in the family, second is 50:11 the community. The third is the school 50:14 or educational institution. 50:15 Simply put: parents, teachers, and 50:17 students. This must cycle together. So, 50:20 these three pillars—parents, teachers 50:22 , and students—must work together. 50:26 They cannot blame each other; instead, 50:28 they must find solutions together as a 50:31 trio. So, if you want to find a 50:35 solution, for example, to stop a child 50:37 from bedwetting or breaking 50:40 school rules, like skipping class, we 50:43 must all meet because everyone has 50:46 potential and the decision must be made 50:49 by these three parties. In the meantime 50:51 , that is well said, Ma'am. So, if you 50:54 could describe it in one word, what 50:56 kind of children or students does Insan 50:59 Mandiri School want to produce? 51:03 Well, for our current vision, we are 51:06 challenged to 51:09 present children who are civilized; 51:12 that is the first priority. Second is 51:15 independent, and third is 51:16 high-achieving. Again, this achievement 51:19 is not only academic but also 51:20 non-academic. And beneficial for both 51:23 this world and the hereafter. Adab, of 51:25 course, is very important, even 51:27 exceeding the value of knowledge. But a 51:30 person with adab will surely have high 51:32 knowledge. Then, independence, for 51:35 example, from the moment they wake up 51:39 until they go to sleep at night. They 51:43 personally decide when to play, when to 51:45 study, when to 51:47 talk to their father and mother, and so 51:50 on. At this current phase, they are 51:52 still learning about themselves. We 51:56 provide services, and God willing, we 51:58 are ready to work together with parents 52:02 and the students, especially the 52:04 prospective students who will become 52:07 part of the IMC educational environment 52:10 , both for the full-day and boarding 52:13 programs. Yes, brothers and sisters. In 52:17 this school window segment, there are 52:19 many things that could be parts that— 52:21 Oh, I see. Yes. Especially if our 52:24 children are still at the 52:25 blue-and-white level, you know, middle 52:28 school. 52:28 Yes. 52:30 Um, folks at home want to know, what 52:34 message would you like to convey to us 52:37 who still have children in middle 52:40 school? Yes, I will perhaps offer some 52:46 encouragement. Uh-huh. 52:49 That for those of you who feel very 52:55 appreciative of your children, starting 52:58 from when the mothers were pregnant and 53:01 everyone was so grateful, continue that 53:04 gratitude so that Allah increases His 53:07 blessings. Starting from providing food 53:12 —as the scholars, reflecting on the 53:15 Prophet’s example, say—provide 53:17 halal food and drink, then educate and 53:20 nurture them with the parents present, 53:23 right? As for those whose fathers might 53:27 have duties elsewhere, 53:28 uh-huh, 53:30 well, as much as possible in this day 53:32 and age, there are video calls, Zoom, 53:34 and phones. Communication is very 53:37 important. So, whatever the problem is, 53:40 as long as communication is maintained 53:42 every day, especially for the family, 53:44 God willing, all problems can be 53:46 handled. I am certainly sure that you 53:50 at home have extraordinary prayers. So, 53:54 a child will surely emerge as the 53:57 result of the prayers of their 53:59 grandparents, ancestors, and also the 54:02 parents who are present today. 54:06 Yes. So, brothers and sisters, we at 54:10 home as parents must also help our 54:12 children learn how to be consistent, 54:14 committed, and also continue to grow 54:16 because of our support. Now, to Ibu 54:21 Nuning, from the learning perspective, 54:24 what needs to be conveyed to parents 54:28 regarding the curriculum? 54:32 Alright, thank you. Back to the initial 54:34 paradigm, Ms. Nuning. The point is, 54:37 parents, let us try together not to 54:40 view our children's success solely from 54:44 their final grades. But truly, look at 54:48 how they think, solve problems, 54:52 find solutions, communicate, and work 54:55 together. Those are things that are 54:57 perhaps more valuable than the grades 54:59 themselves. Because those life values 55:01 are what will be used throughout our 55:04 lives, right? Not just numerical grades 55:08 , but life values that will later 55:10 become, um, an experience or a basic 55:15 skill for their self-development in the 55:18 future, like that. 55:20 Yes. Can you imagine, brothers and 55:23 sisters, if our children were really 55:26 great at communicating and could work 55:29 well with the people around them on 55:32 their journey? Next, regarding 55:37 interests and talents, what input would 55:40 student affairs like to give us parents 55:43 ? Yes, for parents, perhaps the first 55:48 thing is, give the child—what? To try 55:51 . Give them the space to try. But 55:55 remember, once the child has found what 55:58 they choose and what their talents are, 56:01 parents should help focus on that 56:04 choice, and of course remain consistent 56:07 , both from the parents and the child, 56:11 so that what is desired or chosen can 56:14 be achieved optimally. Amen. Allahum 56:19 amen. So, brothers and sisters, are you 56:22 interested in enrolling your beloved 56:24 children in Insan Mandiri Cibubur 56:27 School? There is a phone number you can 56:30 call at 0822 5899 2414. Once again, for 56:38 information and registration, please 56:41 contact 0825899241. four. So from our 56:49 discussion this time, brothers and 56:51 sisters, junior high school education 56:53 turns out not to be about choosing 56:55 between academic and non-academic. 56:58 Children need both. So, learn to gain 57:03 knowledge, experience to gain wisdom, 57:07 explore to discover potential, then 57:10 choose, pursue, grow, and finally 57:14 achieve. Because every child has a 57:17 different path of growth. And our duty 57:20 as parents and the school's duty is not 57:23 to make children all the same, but to 57:26 provide space for our children to find 57:30 their own strengths and grow into the 57:33 best versions of themselves. It's a 57:37 pity, if there were more time we could 57:38 chat even longer. If anyone has 57:40 questions, we can't answer them now 57:41 either. We are already at the end. So 57:44 once again, thank you to Insan Mandiri 57:46 Cibubur School for being here for the 57:48 middle school segment this time. 57:51 Billahi taufik wal hidayah. 57:52 Wasalamualaikum warahmatullah 57:54 wabarakatuh. That's it. 
