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Malang Trip
Malang Trip
By Addry Jauhar 10B & Jasminne Witjaksono 10C
During the Malang Trip, our groups had separate activities. Some cleaned the river while my group helped the villagers renovate their daycare and interview them about their daily life. We did this so we could develop our IB learner profile attributes of “Open Mindedness” and “Caring”. The next day, we went to the Clungup mangrove conservation area and planted mangroves in mudfields. We did doing this to conserve the environment and provide the environment with more oxygen. After that, we went to Bromo to build our relationship with other students. We got on Jeeps, going through bumpy roads and having fun with friends. We climbed to the top of the mountain and watched the beautiful sunset, a nice ending to our trip.
When individuals engage in community services, they become more aware of the conditions and are more motivated to contribute to the cause. The Malang trip allowed Year 10 students to participate in community services that improved the environment and improved community facilities. Connecting with new communities expands knowledge of how people can contribute to good causes. The mentioned activities broadened the participants’ understanding of environmental health and helping those in need. The Week Without Walls trip to Malang was beneficial not only to the community but to the year 10 students as well.
The Week Without Walls trip had many benefits. Not only did Week Without Walls help new students bond with other students, it also opened our eyes to the lives of commoners in Malang and the environment. We began our journey by visiting a local Christian-majority orphanage called “Ebenezer” and Pendem Bumiaji village. There, we helped the villagers renovate their facilities. We painted the walls, trash cans, and stained doors. After that, we interviewed the locals about their daily lives in Ebenezer. They wake up at 3 AM everyday and work to pay for their education. However, they see this as an opportunity to have the jobs they want in the future. This is eye opening, as students always complain that education is difficult and a waste of time. However, these people work for their education.
The improvements for service as action activities is knowing the community further. There should be games that personally encourage students to be more socially active towards the people within the community. Getting to know people creates a bond that justifies that the services are not meaningless, but that we listen to the voices of the people and act upon them. Other than games, presentations of in-depth information are compelling, so that the participants can understand the long-term impact of their actions, which especially applies to environment-related services. Overall year 10's experience on the trip developed the students' sensory skills and achieving learning outcomes.
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