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1. Mindful

Teacher and students read Pancasila together

Reflection: “What does the 2nd principle mean for you at home?”

Students write one short answer on a sticky note → stick on the board → creating a “Pancasila Tree.

2. Meaningful

Pair discussion with guiding questions, for example.

“When was the last time you shared with a friend?”

(5th Principle: Social Justice)

“How do you pray at home?”

(1st Principle: Belief in God.

Students then draw a picture

of their real-life experience.

3. Joyful

Role-play in small groups.

After the short drama, other students guess which principle is being shown.

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Mindful : Reading a new passage about "Kata serapan" , and tryout the new words that they just know.

Meaningful: Asking them why do we have to learn the words.

Joy: playing crossword, the students will be looking out those words

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1. Mindful

-. Play video 'percentage of increasing number of death worldwide population' because of pollutions.

-. Q&A about the video, such as how to prevent the increasing number or percentage in the video, how to take care of the nature.

2. Meaningful

-. Students realize that they are the one who can fix the nature, reduce the pollutions.

-. Students knows how to handle the changing in their live especially climate changing.

3. Joyful

-. Through the Q&A, students can understand and enjoy the lesson because they can think the way they think.

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Mindful

*Students will say Thank you 谢谢 when being given something or being helped.

*They learn to say Sorry 对不起 when they make a mistake or wrong someone.

Meaningful

*Students will work in groups together to draw different nationalities in Mandarin 印尼 Indonesia, 中国 Chinese etc holding hands and being united in the world.

Joyful

*Students will play a kahoot game and choose the correct prompt that is the "Righteous" choice when it comes to community, teamwork and harmonizing with each other.

For example:

你的朋友没有带午饭吃，你要...

Your friend did not bring lunch, you want to...

A. 分享给他们我的午饭

Share your lunch with them

B. 不理他们

Ignore them

C. 笑起来

Laugh at them

D. 看着

Look at them

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Social grade 5 -diversity in indonesia

Mindfull

Start with curiosity & awareness

- “Let’s go on a diversity adventure! Can you find something unique about your neighbor?”

- “Look around and notice something different about your friends, it could be their language, clothes, or favorite food.”

- “Share one thing about your culture or background with the class.”

Joyfull

- “Let’s do a diversity treasure hunt! Find something in the classroom that represents a culture different from yours.”

- “Let’s play ‘Guess the Culture’! I’ll show you pictures or objects, and you guess which country or tradition it’s from.”

- “Let’s make a diversity collage! Everyone brings pictures, drawings, or words that represent their culture.”

Meaningfull

Encourage respect

- “Remember, every culture is like a puzzle piece. Each piece is different but important to make the big picture.”

Call-to-action wrap-up

- “Today, let’s promise to respect and celebrate each other’s differences.”

- “Before we finish, tell your neighbor one thing you learned about them today.”

- “Draw or write something that shows why diversity is beautiful.”

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1. Mindful- Daily Routine - Relate everything to the lesson for the day. Introduce a character, then evaluate the scene given.

2. Meaningful- hook the students get there interest. Let the journey begin. Initiate the story.

3. Joyful - include the students with different activities. Less talk for the teacher and more on discovering for the students. Let the students end the story.

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Students make their own ‘My Favorite Fruits Buckets.’”

Mindful: Children practice focusing while coloring and reflecting on their feelings.

Joyful: They enjoy creating colorful fruit buckets and sharing.

Each child comes forward, shares their fruit bucket, and says:

Their favorite fruit

Why they like it

How it makes them feel (happy, healthy, strong, etc.)

Meaningful: They learn gratitude for healthy fruits and the beauty of diversity in the class.

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Laporan pengamatan

1. Mindful

Siswa membaca teks pengamatan.

Siswa memahami langkah-langkah dalam melakukan pengamatan.

2. Meaningful

Siswa melalukan presentasi hasil pengamatan didepan kelas.

Siswa memperoleh pengetahuan tambahan dari temen lain melalui presentasi.

3. Joyful

Siswa belajar berinteraksi dengan lingkungan

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1. Mindful

Teacher and students tell a story from the past using correct tenses.

Reflection: "Why do we need to learn past simple tense?"

Students write their own name down in a paper and find out the verbs 2 begin with the letters.

2. Meaningful

Watch the interactive short video and answer the questions.

3. Joyful

Playing group discussion in mini games with the challenges.

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1. Mindful Learning

Attention & Presence: Start class with a short focus activity (breathing, greeting in Mandarin, or a simple chant).

Reflective Practices: Let students pause and think about how new words connect to their own life.

Less is More: Go deeper with fewer vocabulary/structures instead of rushing through many.

2. Meaningful Learning

Context & Connection: Teach new words/phrases through real-life contexts (shopping, family, school, celebrations).

Storytelling: Use short stories or cultural tales so students see the “why” behind the language.

Integration: Connect lessons with students’ other subjects or personal interests (e.g., use Mandarin when talking about science projects or art).

3. Joyful Learning

Games & Role Play: Use activities where students practice Mandarin through fun interaction.

Creative Expression: Let them sing, draw, act, or make mini-projects in Mandarin.

Celebration of Progress: Praise effort and creativity, not just accuracy—build confidence.

👉 In deep learning terms, this means students don’t just memorize; they experience, reflect, connect, and apply.

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English

1. Mindful

Teachers and students read a story "We go out to eat".

Reflection: Students list the events in the story in order to learn about the instructions.

Students will discuss the last time they went to restaurant and discuss if they said thank you to the server or not just like the family in the story did.

2. Meaningful

Students will cut and paste the events in their class activity.

Students will recall the story they read and paste the events in order to create instruction.

3. Joyful

Imperative verbs are used in instructions. Hence, they search for imperative verbs in crossroad.

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We played assembly point so I will name some spots in classroom by kalimat ajakan, kalimat petunjuk etc, and I will say a sentence and they will determine where they have to gather.

Mindful: We started the class by circle time first, for relaxing mind with God’s word as our firm foundation.

meaningful:

Study at outdoor so they will remember the experinces

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1. Mindful:

Tune-in to student experience of feeling scared. What they do when they feel scared.

They don’t have to feel afraid because God is always there for us, by reflecting on David’s story.

Summarize that we may be weak, but our God is strong.

2. Meaningful:

What things makes the student scared: ask them to draw their fear in whiteboard.

Ask the students to share and discuss to their friends, why do they feel scared in that moment.

Guide the discussion on how David react when he faced Goliath.

3. Joyful:

Ask the students what will they do to face a giant like Philistine.

Teacher shows how tall Goliath is by using ruler.

Creating project: Slingshot.

It show that it’s not about how powerful we are, but showing how God use even the small and young people to do amazing things.

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On subject science grade 3, topic plant.

Mindful:

Observation journal

Reflection question at the end of meetings

Meaningful:

Hands on planting seed

Link to daily lief on what plants

Joyful:

Games related to the topic

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1. Mindful:

- Teacher begins the lesson with specific goal: fraction

- Students use physical fraction manipulatives

- Students are given a special order that requires them to share the toppings into specific number.

2. Meaningful:

- Students act as pizza shop owners who must calculate ingredients and fulfill customer orders

- Problem solving skill.

3. Joyful:

- Students work in teams, assigning roles (chef, checker)

- Introduce fun, imaginative customer profiles with orders

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Joyful Learning

Drawing and coloring parts of a plant,

Plant parts puzzle or matching game

Meaningful Learning

Direct observation of real plants around the school or classroom

Simple discussion about the function of each part based on real observations

Mindful Learning

Quiet observation of a leaf or flower – noticing its shape, color, texture

Short reflection: “Which plant part do you like most and why?”

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Mindful = Start with breathing/stretching, teach body awareness, and end with short reflections.

Joyful = Use fun games, variety, student choice, and a positive environment

Meaningful = Connect to real life, set personal goals, make activities inclusive, and teach life skills.

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1. Mindful

• instead of just typing I tell them to learn typing so they can share about their themselves

2. Meaningful

• after typing I ask how their finger feel and ask them is it hard or easy to find the letter you need

3. Joyful

•then finally I ask them to add drawing using shapes to show what they fell about today lesson

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Art and craft

Drawing Batik's pattern

1. Mindful

#trigger question:

Teacher show the batik's pattern and another pattern, and ask the students wich one the batik's pattern?

student know wich one the batik's pattern.

The teacher explains the patterns, functions and characteristics of batik.

2. Meaningful

students realize that batik's patterns are part of Indonesian culture that they must preserve and protect.

3. Joyful

Students try to draw the simple pattern of batik and colour it with canting

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Mindful

Bagaimana guru mengarahkan fokus anak pada materi misalnya dengan cara membaca perlahan dan memahami detailnya. Seperti guru memberikan pertanyaan terkait materi

"Apa isi cerita tersebut? "

"Siapa saja tokoh yang ada dalam cerita tesebut? "

Meaningful

Bagaimana guru dapat menghubungkan materi BI dengan kehidupan sehari-hari anak-anak. Misalnya saat belajar menulis cerita, anak diminta menulis sesuai pengalaman mereka (misalnya ulang tahun, bermain bersama teman, atau pergi ke pasar). Bagaimana perasaan mereka terhadap pengalaman tersebut.

Joyful

Bagaimana guru memberikan pengalaman belajar dan mengajar yang menarik, kreatf, dan interaktif. Misalnya melalui permainan kata, drama kecil, menggambar lalu bercerita, atau lomba membuat cerita singkat. Sehingga anak-anak dapat bebas mengekspresikan ide/diri mereka, dan termotivasi akan semangat belajar. Anak tidak hanya mendapatkan joyful nya tetapi knowledge nya juga melalui partisipasinya.