SLEMAN – Al Azhar 34 Senior High School Yogyakarta introduced a fresh and innovative approach to mid-semester assessment called the Student Project Explorative Learning Showcase (SPELS). The program was held on September 25–26, 2025, providing students with a platform to independently showcase their understanding, creativity, and critical thinking. Students developed interdisciplinary projects over a two-week period from September 8 to 23.
Replacing conventional written exams, SPELS is an individual, project-based assessment designed to offer a more meaningful and explorative learning experience. Each student was tasked with designing and completing a personal project that integrated knowledge across multiple subjects. The projects aligned with the Cambridge Curriculum, Indonesia’s Independent Curriculum (IKM), and the YPI curriculum.
The main goal of SPELS is to foster essential 21st-century skills such as critical thinking, creativity, problem-solving, communication, collaboration, and independent learning—while also deepening students’ understanding of spiritual and moral values. Unlike group-based projects, each student worked independently, allowing them to take full ownership of their learning. Teachers provided continuous guidance to ensure academic standards were met, and parents were invited as guests and audience members during the final presentations, offering support and encouragement.
The project development process took place in various school facilities, such as classrooms, the library, music room, and sports hall. On the showcase days, the school divided the space into presentation rooms and report card reception areas. Students presented their final projects as infographics to visiting parents in the presentation rooms.
Each student was assigned a project topic based on themes from their subject groups and was expected to produce an original and meaningful outcome. The process included research, applying interdisciplinary knowledge, and preparing for the final presentation. Assessment criteria covered content accuracy, creativity, clarity, relevance, and personal reflection. Teachers acted as facilitators and evaluators, while parents participated as observers and supporters of their children’s learning journey.
Many students expressed pride in their achievements and the personal growth they experienced throughout the process. Jamelle, a participant, shared, “From this project, I got hectic—but it was all worth it because I made my mom proud and I learned new things. That’s cool.” Eta reflected, “From this project, I realize that I need to know more about this world and broaden my perspective.” Meanwhile, Hibban shared that he had gained valuable insights, saying, “I’ve gained knowledge like time management, problem-solving, and also my responsibility to my own learning.” These testimonies highlight how SPELS not only assessed academic performance but also empowered students to grow personally and intellectually.
Parental involvement was also a key strength of the SPELS program. The school invited parents to observe their children’s presentations directly, creating a stronger connection between home and school. Many parents expressed their appreciation for the showcase and the overall learning approach.
Parental involvement played an important role in the success of the SPELS program. During the student presentations, many parents expressed their appreciation and pride in seeing their children grow through this unique learning experience. One parent, the father of Nada Salsabila Putri from Grade 10 Al-Battani, shared his thoughts by saying, “Ini kegiatan yang luar biasa yang akan mengasah mental, melatih anak-anak berani berbicara di depan umum secara baik, dan ini sudah dilaksanakan dengan baik oleh SMA Al Azhar 34 Yogyakarta.” He also expressed hope that more programs like this would continue to explore students’ full potential and support them in becoming globally minded individuals.
Another parent, Fita Wiroyudho, whose son Syailendra is also in Grade 10 Al-Battani, expressed her appreciation for how the school recognized and nurtured each student’s unique interests. She shared that her son has a strong passion for the social sciences, and through this project, he was given the space and support to explore that interest in depth. “Anak saya kebetulan dia lebih interest ke bidang sosial, dan saya sangat puas melihat hasilnya karena anak saya betul-betul didorong untuk memaksimalkan potensinya,” she said. She also expressed gratitude to the teachers for their patience and encouragement, adding, “Guru-gurunya sabar sekali terhadap anak saya, karena dia talkative, tapi bisa tetap keep up dengan baik.”
The successful execution of the SPELS program reflects Al Azhar 34 Senior High School Yogyakarta’s unwavering commitment to fostering independent, interdisciplinary, and values-driven learning. By replacing traditional assessments with creative, student-led projects and actively involving parents in the process, the school not only enhanced academic engagement but also nurtured essential life skills. SPELS stands as a powerful example of how education can be both meaningful and transformative—preparing students not just for exams, but for real-world challenges and future success. (Akmalia Nurmillaty Salsabila Dahlan, S.Hum.)
