Summary and Suggestions

1.      Applying the Concepts of Circles and Ellipses in Real Contexts

Objective:   

Through this practice, students will learn how to apply the concepts of circles and ellipses in real-life situations. Students will identify and analyze objects or phenomena around them that have a circular or elliptical shape, such as a wheel, a swimming pool, or a planetary orbit. In this way, students can understand the relevance of math in everyday contexts and improve their ability to connect theory with practice.

2.      Visualizing or Describing Circles and Ellipses from Equations

Objective:

Students will learn how to visualize the shapes of circles and ellipses based on given mathematical equations. This practicum aims to help students understand the relationship between equations and graphs, and improve their skills in drawing and analyzing graphs. By describing the geometric properties of circles and ellipses, students will deepen their understanding of basic concepts in geometry.

3.      Solving Story Problems Involving Circles and Ellipses

Objective:

This practicum aims to train students in solving story problems related to circles and ellipses. Students will be given various scenarios that require the application of mathematical concepts to find solutions. In this way, students not only learn how to apply relevant formulas, but also develop their critical and analytical thinking skills in dealing with real-world problems.

4.      Appreciating the Beauty of Math in Everyday Life

Objective:

Through this exercise, students will be encouraged to appreciate the beauty and uniqueness of mathematics in everyday life. By exploring real-life examples of circles and ellipses, such as building architecture, art, or product design, students can see how math plays an important role in creating beauty. This objective aims to spark students' interest in mathematics and show that math is not just numbers and formulas, but also an integral part of the human aesthetic experience.

My teaching procedures adhere to a structured framework outlined in the lesson plan, ensuring that learning activities are conducted systematically and effectively. The session begins with a warm greeting, followed by a moment of prayer to foster a respectful and focused atmosphere. This is complemented by an engaging motivational segment designed to pique students' interest in the material at hand. I initiate the lesson with apperception and thought-provoking introductory questions that stimulate critical thinking, encouraging students to connect prior knowledge with new concepts. After this, I clearly articulate the learning objectives, helping students understand the focus of the lesson and the expected outcomes.

During the core activities, I implement the Problem-Based Learning (PBL) model, which invites students to explore concepts through real-world problem examples, particularly focusing on cone slices. This approach not only makes the material more relatable but also enhances their analytical skills. To support their understanding, I incorporate various visual aids, such as Orbitshape Box, which help clarify complex ideas and facilitate deeper comprehension.

Following this, I organize students into small groups for collaborative discussions. In these groups, they work together to solve problems presented in the Student Worksheet, fostering teamwork and communication skills. Each group is then given the opportunity to present their findings to the class, promoting peer learning and allowing students to articulate their thought processes.

At the conclusion of the activity, I conduct an evaluation session where I assess students' understanding and skills acquired throughout the lesson. This includes both formative assessments through observation during group work and a brief quiz or reflection exercise. Additionally, I provide reinforcement by highlighting key concepts and addressing any misconceptions that may have arisen during discussions.

Finally, I close the lesson with a reflective session where students are encouraged to share their thoughts on what they learned and how it applies to real-life situations. This reflection not only consolidates their learning but also fosters a sense of ownership over their educational journey. We end with a prayer, reinforcing the values of respect and gratitude within our learning community. Through these carefully designed steps, I aim to create a dynamic and inclusive learning environment that promotes engagement, critical thinking, and meaningful understanding among my students.

The meaningful understanding of this learning experience lies in students' ability to recognize how mathematical concepts, such as circles and ellipses, are not just abstract ideas but are actively applied in real-life scenarios, particularly in the context of building design in Indonesia. By exploring story problems grounded in local cultural contexts, students engage with mathematics in a way that is both relevant and practical. This approach allows them to see firsthand how these geometric shapes influence architectural elements like domes, arches, and other structural designs that are prevalent in Indonesian architecture.

Moreover, through these culturally relevant problems, students learn to approach and solve challenges that they might encounter in their own communities. This connection between mathematics and their everyday lives emphasizes the importance of mathematical literacy and its role in informed decision-making and problem-solving. It also fosters an appreciation for the cultural significance of mathematics as it relates to their heritage and environment.

Additionally, the emphasis on group work within this learning framework encourages collaboration among students. Working together to tackle these story problems not only enhances their problem-solving skills but also cultivates critical thinking as they discuss various strategies and solutions. This collaborative environment makes learning more interactive and contextual, allowing students to share diverse perspectives and insights. By engaging in discussions and peer evaluations, they develop essential skills such as communication, negotiation, and teamwork.

Ultimately, this holistic approach to teaching mathematics not only deepens students' understanding of geometric concepts but also empowers them to appreciate the beauty and practicality of mathematics in shaping their world. It prepares them to become thoughtful individuals who can apply mathematical reasoning to real-world situations, contributing positively to their communities and society at large.

One of the main challenges in my practice is managing the class to keep it conducive and able to increase students' interest in problem solving. In an effort to create a positive learning atmosphere, I have to deal with various dynamics that arise, such as differences in students' level of understanding, variations in learning styles, and potential distractions from the surrounding environment. 

To overcome this, I try to stimulate students' interest by presenting the material in an interesting and relevant manner, using real-life examples related to their daily lives. Through this approach, I hope to motivate students to be actively involved in the learning process and be more eager to face mathematical challenges, so that they are not only able to solve problems but also develop critical and creative thinking skills.

Overall, my practical experience in managing the classroom gave me a very positive and valuable impression. Through this process, I not only gained skills in organizing and facilitating learning, but also learned about the importance of building good relationships with students. I realized that a conducive classroom atmosphere greatly influences students' motivation and engagement in learning. The moments when students showed enthusiasm and managed to solve math problems confidently became a very satisfying experience.

In addition, the challenges I faced during my practice, such as overcoming different levels of understanding and maintaining student focus, have enriched my insights into effective classroom management strategies. This experience has not only enhanced my professional abilities as an educator, but also reaffirmed my commitment to creating an inspiring and supportive learning environment for all students. As such, this practice has been an important step in my journey as a teacher, providing a strong foundation for further development in the future.

For future improvement, one of the main suggestions in classroom management at the high school level is the importance of recognizing the characteristics of each student in providing feedback during the learning process. Each student has different learning styles, interests and needs, so an individualized approach to feedback can greatly affect their motivation and engagement.

High school students, who are beginning to show characteristics of adult learners, require a more independent and participatory approach to learning. In providing feedback to adult learners, it is important to increase their interest and genuine intention in doing the work. By understanding the student's character, I can provide more relevant and constructive feedback. It is also important to better understand and apply the principles of andragogy, which focuses on adult learning.