My teaching procedures follow the steps that have been designed in the lesson plan to ensure learning activities run systematically and effectively. Activities begin with greetings, prayers and motivation to arouse students' interest in the material to be learned. I provide apperception and introductory questions that provoke students' critical thinking, followed by conveying the learning objectives so that they understand the focus and expected outcomes. 

In the core activities, I use the Problem-Based Learning model, where students are invited to understand concepts through examples of real problems, especially on the material of cone slices. The use of visual aids to clarify their understanding. Students are then grouped for discussion, solve the problems in the Student Worksheet, and present the results of their discussion. At the end of the activity, I provide evaluation and reinforcement of the understanding and skills that students have acquired before closing the lesson with reflection and prayer.

In managing time and organizing activities during learning, I follow the guidelines of the lesson plan to ensure each stage takes place according to the planned duration. The opening stage is allocated 10 minutes, starting with greetings, prayers, motivation, apperception, and delivery of learning objectives so that students have an initial overview of the material. 

The core activities last for 40 minutes, during which I deliver the material and provide opportunities for students to discuss and solve problems in groups. I divided the time for material delivery, discussion, and group presentation so that students could understand the concepts and practice actively. Then, the closing stage for 10 minutes is used for joint reflection and summarizing the learning.

Problem solving is an approach used in learning to help students develop critical and analytical thinking skills. In this process, students are invited to recognize the problem, understand the context, and use various strategies and concepts that have been learned to find solutions. This approach is not just about solving problems, but also involves a deep understanding of the problem and the ability to apply mathematical knowledge in real situations. This approach also trains students to be confident and independent in thinking, and to be able to overcome challenges, both individually and in group discussions.

One of the key challenges I encountered in the classroom was increasing student interest in mathematics, particularly in solving word problems related to conic sections. To address this, I implemented the Problem-Based Learning (PBL) model, which encourages active engagement through real-world problem-solving. I also employed a combination of lecture-based teaching and group discussions. By applying circle and ellipse concepts in real contexts, such as the design of sports stadiums or the architecture of buildings, students were able to see the relevance of the material and develop better problem-solving skills in a collaborative setting.

Things I need to do in classroom management at the high school level:

1. Create a Positive Classroom Atmosphere:

- Create a fun learning environment by decorating the classroom or using chants to boost student morale.

2. Build Close Relationships with Students:

- Establish good and familiar communication with students to create a sense of comfort and engagement in the learning process.

3. Manage Time Effectively:

- Plan and use learning time wisely so that all materials can be delivered on schedule.

4. Implement an Open Communication System:

- Convey important information directly and provide opportunities for students to respond or ask questions.

5. Create and Enforce Shared Rules:

- Involve students in developing classroom rules to increase their sense of responsibility and adherence to them.

6. Facilitate Independent Learning Methods:

- Respect students' various learning methods, such as drawing or note-taking, as long as they do not disrupt the learning process.

7. Vary Teaching Methods:

- Occasionally change teaching methods from lectures to discussions or group activities to keep students' interest.

8. Appreciate Students:

- Show appreciation for students' efforts, whether through thank you notes or small awards, to boost their motivation.

9. Use Technology in Learning:

- Utilize Learning Management System (LMS) and other digital tools to make learning more interactive and engaging.

10. Monitor Student Progress Regularly:

- Monitor student activities during lessons to maintain focus and discipline in the classroom.

I gained an understanding of classroom management with an andragogy approach, especially in the context of classroom management for high school students. In this learning process, I learned the fundamental difference between pedagogical and andragogical classroom management. The pedagogical approach, which is generally applied to younger students, emphasizes the role of the teacher as the main director in the learning process. On the other hand, andragogy emphasizes the involvement of students as independent learners who are responsible for their own learning process, especially for high school students who are starting to show the characteristics of adult learners. Understanding this difference gave me new insights into how classroom management strategies can be adapted to the characteristics of students, so as to create a more conducive and meaningful learning atmosphere.