Author name: Al Siddiq International

On Friday, 17 April 2026, Al Siddiq International Kindergarten held the distribution of Mid-Semester 2 reports. The activity took place in each classroom in an orderly and comfortable atmosphere. Parents attended according to the schedule previously provided by the teachers, ensuring that the process ran smoothly without overcrowding. The report distribution involved all pupils from Kindergarten A and Kindergarten B. Each parent came to receive their child’s learning progress report directly from the class teacher. This moment served as an important opportunity to understand how far the children had progressed during the ongoing semester. The purpose of the mid-semester report distribution was to provide an initial overview of each child’s development, both academically and non-academically. At the kindergarten level, assessment does not solely focus on recognising letters or numbers, but also includes social and emotional development, independence, as well as motor skills. Through this report, parents are able to understand their child’s strengths while also identifying areas that still require guidance. In addition, this activity aimed to strengthen communication between teachers and parents. Teachers were able to convey their observations from the classroom directly, while parents had the opportunity to discuss, ask questions, and share information about their child’s development at home. This collaboration is essential to ensure that the child’s educational process is aligned between school and family environments. With a scheduled distribution system, each parent was given sufficient time for a private discussion with the teacher. This created a more conducive atmosphere, allowing for focused attention on each child’s individual needs. Through this activity, it is hoped that parents will gain a deeper understanding of their children’s development and continue to support their learning effectively at home.By Inka Amalia, S. Pd

On Wednesday, 15 April 2026, Kindergarten B students of Al Siddiq International took part in an engaging classroom learning activity. The activity focused on creating a four-season tree—spring, summer, autumn, and winter. Through this hands-on task, the children were introduced to the differences between seasons around the world in a fun and accessible way. The activity began with the teacher dividing the pupils into small groups of four. Each child in the group received a picture of a tree representing a different season. Some were given a spring tree with blossoming flowers, others a summer tree with lush green leaves, an autumn tree with yellow and orange foliage, and a winter tree without leaves or covered in snow. The children then coloured their tree pictures according to the characteristics of each season they had learned. They used a variety of colours to express the uniqueness of each season. This colouring activity not only fostered creativity but also helped the children to better understand the visual features of each season. Next, the children folded their coloured tree pictures and carefully cut them out. This step helped develop their fine motor skills and attention to detail. Once all the pieces were ready, each group worked together to assemble the four tree images into a single piece. The result was a unique four-sided tree, with each side representing a different season. Afterwards, each group came to the front of the class to present their work. The aim of this activity was to help children recognise and understand the concept of seasons around the world, which they may not experience directly. In addition, it was designed to develop teamwork, enhance creativity, and practise basic skills such as colouring, folding, cutting, and sticking. Through this active and enjoyable learning approach, children found it easier to grasp the material presented.By Inka Amalia, S.Pd

The Pre-Tasmi activity is an important component of the Qur’an learning programme at Al Siddiq International Kindergarten. It is designed as a preparatory stage before children take part in the actual tasmi and munaqosyah. Through Pre-Tasmi, teachers are able to assess children’s readiness in memorisation while also providing them with an initial experience in a more structured assessment setting. This activity was attended by pupils of Al Siddiq International Kindergarten who had reached the qualification of memorising Juz 30, starting from Surah An-Nas to Al-Muthaffifin. Each child participating in the Pre-Tasmi had undergone a gradual process of learning and revision (murojaah), equipping them with sufficient memorisation to present before the examiner. The Pre-Tasmi was conducted in a specially prepared tasmi room to ensure a conducive and focused atmosphere. With a calm and well-organised setting, children were able to concentrate better when reciting their memorisation. This supportive environment also helped them feel more confident and comfortable throughout the activity. The activity took place over four days, from Monday to Thursday, 6th to 9th April 2026. Each day, children followed a predetermined schedule, ensuring that the process ran smoothly and that every participant was given an equal opportunity to perform. The purpose of the Pre-Tasmi activity is to familiarise children with performing in front of others while demonstrating the extent of their memorisation ability. In addition, it serves as an initial evaluation tool for teachers to determine children’s readiness before they undertake the actual tasmi and munaqosyah. Through this activity, children are trained to build confidence and reduce nervousness when performing. In its implementation, teachers arranged a structured Pre-Tasmi schedule for each child. Every pupil was assigned different surah limits according to their memorisation ability and was assessed by different examiners. This system supports a more objective and comprehensive evaluation. With a well-planned approach, the Pre-Tasmi activity is expected to run smoothly and provide a meaningful learning experience for every child.By Inka Amalia, S. Pd

The Mid-Semester Assessment is a periodic evaluation activity conducted to observe children’s learning development. This activity plays an important role in the educational process, particularly at the kindergarten level, as it helps teachers understand how far children’s abilities have progressed after participating in learning over a period of time. This Mid-Semester Assessment was attended by all pupils of Al Siddiq International Kindergarten. Each child participated according to their individual abilities and developmental stage. Teachers acted as facilitators, providing guidance while creating a comfortable atmosphere so that children felt happy throughout the assessment process. The assessment was carried out in the classroom, allowing children to remain in a familiar and secure environment. A well-known classroom setting helped the children feel more confident in taking part in each assessment activity. In addition, the classroom arrangement was adapted to support the various activities conducted during the assessment. The Mid-Semester Assessment was conducted over five days, from Monday to Friday, 6th to 10th April 2026. Each day, children took part in scheduled assessment activities, ensuring that all areas of learning were covered in a balanced way without causing the children to feel overwhelmed. The purpose of this quarterly assessment is to monitor students’ development across six key areas: religious and moral values, social-emotional development, language, cognitive skills, physical-motor development, and the arts. Through this assessment, teachers are able to identify each child’s strengths and needs, enabling them to provide appropriate stimulation to support optimal growth and development. The assessment was implemented using a variety of enjoyable methods aligned with children’s world of learning. Each day, the children engaged in different subjects such as literacy, science, mathematics, art, physical education, ICT, the Qur’an, and Arabic. The forms of assessment also varied, ranging from answering simple questions and completing worksheets to producing creative work such as drawings or small projects. In this way, children continued to feel as though they were playing while learning, ensuring that the assessment process remained smooth, meaningful, and enjoyable.By Inka Amalia, S. Pd