Embarking on my teaching journey at SMA Negeri 1 Alalak was an experience that blended cultural exchange, personal growth, and professional development. As part of the SEAMEO SEA Teacher Program, I had the privilege to teach science, specifically in the field of thermodynamics-physics, to students in classes X.2, X.3, X.7, and XI.2. My time at the school was both challenging and fulfilling, as it allowed me to employ innovative teaching strategies and build connections with an incredible group of students and mentors.

My lessons focused on Charles' Law and Gay-Lussac's Law in thermodynamics. These fundamental principles describe the behavior of gases in varying conditions, topics that often require clear explanations and engaging activities to foster understanding. Recognizing the importance of making these concepts tangible, I designed and implemented an inquiry-based learning approach, more specifically the 7E inquiry-based learning approach, which I believed would resonate with the students and encourage active participation.

To support this methodology, I created an inquiry-based learning kit with simulations. In each session, the students' enthusiasm and curiosity were evident. They embraced the chance to experiment using the simulations, ask questions, and challenge themselves to understand the relationships between pressure, volume, and temperature. It was inspiring to see them collaborate, sharing ideas and insights while eagerly testing their hypotheses. Through these activities, students not only grasped the scientific principles but also honed their teamwork, communication, and analytical skills.

One of the most rewarding aspects of the journey was witnessing students make connections between theoretical concepts and real-world applications. Their moments of realization—when abstract ideas suddenly made sense—were affirmations of the power of inquiry-based learning. This experience also taught me the importance of patience and adaptability, as I worked to ensure every student felt supported and engaged, regardless of their learning pace.

Teaching science at SMA Negeri 1 Alalak requires effective time management and structured organization to maximize the learning experience within the allotted 1 hour and 20 minutes per class. To achieve this, I implement the 7E Inquiry-Based Learning Approach, which provides a comprehensive framework for fostering curiosity, critical thinking, and real-world application. Here’s how I manage my time and activities for each phase of the lesson:

Elicit (5 minutes)

To set the stage and spark curiosity, I begin the lesson with a short activity. I use a popular tool called "4 Pics 1 Word," where students analyze four images and determine the common word that connects them. This quick activity activates prior knowledge, stimulates critical thinking, and builds anticipation for the topic.

Engage (8 minutes)

Next, I present a vignette that ties the topic to a real-world scenario. For instance, in the lesson about gay-lussac's, I shared a short story about how a balloon pops in a hot weather. This phase includes inquiry-based questions to encourage students to think critically and consider how the topic relates to their daily lives or surroundings.

Explore (22 minutes)

This phase is the core of the scientific inquiry process, where students actively participate in experiments, investigations, or group activities. In this case, I used a simulation in order for the students to visualize and be stimulated in order for them to understand and imagine the scientific phenomenas. This not only deepens their understanding but also prepares them to handle real experiments with greater confidence and competence. 

Explain (20 minutes)

After exploring, I transition into the explain phase, where students share their findings. Using guided questions, I help them organize their observations and connect these to scientific concepts. Students also present their findings in explore and explanations to the class, which promotes communication skills and collaborative learning.

Elaborate (10 minutes)

To deepen their understanding, I present another vignette or extend the discussion by relating the topic to broader contexts. In this segment, for the Gay-Lussa's Law, I integrated a new application which is "How does Hot-air Balloon works?" This phase allows students to apply their learning to new scenarios and fosters a deeper appreciation for the subject.

Evaluate (10 minutes)

I use this phase to assess student understanding through a short quiz or activity. This helps me gauge their grasp of the topic and identify areas for further reinforcement. The quiz include essay and true or false questions related to the earlier exploration and explanation activities.

Extend (Assignment)

Finally, I introduce the extend phase, which is a "word search", as an assignment. This encourages students to apply their knowledge independently, often by researching or completing a creative project. For instance, I might ask them to design a poster or write a report on sustainable solutions for flooding in their community.

How This Approach Enhances Organization and Time Management

By dividing the lesson into clear phases with specific time allocations, I ensure that all essential aspects of learning—engagement, exploration, explanation, and evaluation—are addressed within the limited timeframe. Each phase builds upon the previous one, creating a seamless flow that keeps students engaged and actively participating.

This structured approach not only helps me stay organized but also ensures that students gain a deeper understanding of scientific concepts while developing critical thinking and problem-solving skills. It has been an effective way to balance time management with meaningful learning experiences.

My experience handling classes consisting of 20 to 35 students, all of whom are in Grade 10 and 11, has been highly positive due to their maturity and wisdom. Their polite demeanor has significantly contributed to a structured and harmonious classroom setting, making it easier to implement various teaching strategies effectively.

One of the key aspects of my class management approach is fostering a respectful and collaborative atmosphere. Since the students are already well-disciplined, I focus on creating a space where they feel motivated to participate and contribute actively. Establishing clear expectations at the beginning of the term ensures that students understand the importance of responsibility, teamwork, and engagement in all activities.

Grouping students for collaborative tasks has been particularly seamless. Their level of maturity allows them to work well together, and they approach activities with enthusiasm and focus. For instance, during the Explore segment of the lesson, I often integrate simulation activities that encourage hands-on learning and critical thinking. These activities require teamwork and active participation, and the students readily take on their assigned roles, demonstrating leadership and cooperation.

One of the major challenges I encountered during my stay at SMA Negeri 1 Alalak was the language barrier. Communication plays a vital role in effective teaching and relationship-building, but not being fluent in Bahasa Indonesia made it difficult for me to interact seamlessly with both students and teachers. The students often struggled to understand my explanations, and while the teachers were supportive, they could not always give direct advice due to the lack of English proficiency.

Despite this challenge, the experience was filled with warmth and kindness. The people at SMA Negeri 1 Alalak were incredibly welcoming, and I could feel their sincerity in trying to connect with me. I was fortunate to have two buddies who could speak English fluently. They acted as my translators, ensuring that both my students and the teachers understood my words. Likewise, they translated what others said so that I could engage in meaningful conversations. Their presence made my teaching experience much more manageable and enjoyable.

What truly touched me was the effort that the teachers put into communicating with us. Despite the language barrier, they made a conscious effort to learn and use small English phrases to encourage and support us. This gesture spoke volumes about their kindness and dedication, making me feel valued and respected as an educator. Their willingness to bridge the gap through simple yet heartfelt expressions of appreciation strengthened my connection with them.

Overall, while the language barrier posed a significant challenge, it also became an opportunity for cultural exchange and mutual learning. The patience, effort, and kindness shown by both the teachers and students at SMA Negeri 1 Alalak turned this dilemma into a memorable experience. I am deeply grateful for my two buddies, who played an essential role in ensuring smooth communication, and for the teachers who went out of their way to make me feel welcomed and supported. This experience has taught me that language may be a barrier, but genuine connection transcends words.