Teaching-Learning Style in delivering Science topics in Indonesia: 

SMA Negeri 1 Alalak employs a teacher-centered approach to education, a system designed to ensure structured and direct delivery of knowledge. This teaching-learning style prioritizes the teacher’s role as the primary source of information, with lessons focusing on detailed explanations and structured content. Activities such as lectures and teacher-led discussions dominate the learning process, fostering a clear and organized educational environment.

Interestingly, as someone familiar with the Filipino educational system, I notice several similarities and differences between Indonesian and Filipino teaching-learning styles, particularly in science education.

Similarities and Differences of Indonesian and Filipino Learning-Teaching Styles in delivering Science topics:

From my perspective, I see some parallels between the teaching approach at SMA Negeri 1 Alalak and the inquiry-based methods used in Filipino science education, like the 7E model. While the two systems are distinct in many ways, both aim to create engaging and enriching experiences for students. For instance, Indonesia’s "ice breakers" during the Elicit phase provide a refreshing start to lessons by preparing students mentally and physically. In the Philippines, this phase is more topic-specific, with activities directly tied to sparking curiosity about the lesson.

The Engage phase also demonstrates each system’s unique approach to introducing new topics. Indonesian teachers use a brief lecture to give students a clear foundation for the lesson, providing a structured and focused beginning. Meanwhile, in the Philippines, we emphasize relating the topic to real-life scenarios, encouraging students to connect their curiosity to everyday experiences. Both methods effectively capture student interest in ways that suit their respective contexts.

During the Explore phase, the emphasis on active participation is evident in both systems, though the strategies differ. Indonesian students are guided to use online research to gather information, fostering independence and critical thinking. In Filipino classrooms, hands-on experiments and simulations take center stage, giving students a direct and tangible understanding of scientific phenomena. These approaches highlight each system’s ability to adapt to available resources while prioritizing student engagement.

In the Explain phase, Indonesian students present their findings in reports, promoting collaborative learning and communication. This step allows them to share insights and connect their research to the lesson. In the Philippines, guiding questions support students in forming structured conclusions, ensuring a clear path to understanding. Both strategies encourage active learning and comprehension in their unique ways.

While the teaching process in Indonesia typically concludes at this point, the Filipino 7E model continues with Elaborate, Evaluate, and Extend phases. These additional steps provide opportunities for deeper understanding, knowledge assessment, and application to new contexts. The extended approach reflects a commitment to comprehensive and ongoing learning.

During my observation at SMA Negeri 1 Alalak, I was impressed by how the school approaches the development of learning materials and the innovations integrated into their teaching practices, especially in science. The experience gave me a deeper understanding of the unique dynamics of the Indonesian education system and how it compares to the one I am familiar with in the Philippines.

One aspect that stood out was that teachers themselves develop the desired learning outcomes. In Indonesia, while the government outlines a general curriculum, detailing topics to be covered per day or week at each grade level, it is ultimately up to the teachers to design the lesson objectives, learning outcomes, and detailed activities. This gives teachers significant autonomy and flexibility in tailoring their lessons. However, it also places a considerable amount of responsibility on them to plan and deliver effective instruction.

Observing this process made me realize just how involved the teachers are in shaping the learning experience. In contrast, the educational system in the Philippines is more standardized. Everything is outlined in the curriculum—from the content topics and lesson objectives to the desired learning outcomes and even detailed assessment plans. While this structured system makes lesson planning more straightforward for teachers, it can leave little room for them to innovate or adapt to the specific needs and interests of their students. 

Another remarkable element I observed at SMA Negeri 1 Alalak was the integration of technology and internet-based learning. The school is equipped with free Wi-Fi, accessible to all students. Teachers creatively use this resource to encourage research-based learning. For example, in science lessons, students often use the internet to explore ways to connect theoretical concepts to real-life scenarios. I saw students researching environmental issues like flooding and brainstorming potential solutions, which not only deepened their understanding of the subject but also cultivated their critical thinking and problem-solving skills. This innovative use of technology made lessons more interactive and practical.

At SMA Negeri 1 Alalak, the core learning materials consist of textbooks, but the teaching process incorporates additional resources to create a more dynamic learning environment. 

In my observation, teachers frequently use PowerPoint presentations to clarify complex topics and maintain student engagement, which complements the textbook material. And the students have access to a variety of online platforms and educational tools that expand their learning opportunities beyond the school walls. I also noted that the integration of technology is a key aspect of lessons, with students encouraged to use the internet for research on science topics and connect it to real-world applications. 

Base from my observations, the teachers at SMA Negeri 1 Alalak utilize authentic assessment methods to evaluate students' understanding and application of knowledge in real-world contexts. 

These assessments focus on meaningful tasks that encourage critical thinking, collaboration, and creativity, enabling students to actively demonstrate their learning. Two prominent forms of assessment used are individual and group presentations as well as individual and group projects. 

I was told that the authentic assessments at SMA Negeri 1 Alalak aligns with the principles of the Merdeka Curriculum, which emphasizes student-centered learning and real-world application. By engaging in individual and group presentations as well as projects, students develop essential skills, including critical thinking, effective communication, and collaboration. These methods prepare students to tackle real-life challenges and apply their knowledge beyond the classroom.