As reiterated in the previous pages, the teaching procedure involved in the implementation is using the 5Es of the Science Learning Process. In this particular implementation, it is comprised of five distinct instructional segments, each designed to acquire a comprehensive understanding of the topic while encouraging active student participation. Here are the segments of the IBLK: 1) Engage Card: Article Analysis - They will scan a QR code, read the article, and answer the inquiry questions, 2) Explore Card: Period IV (Transition Metals) on ChemSketch - Students will perform an investigation to find out the general and chemical properties of the Transition metals in Period 4, 3) Explain Card: Making Sense of Period 4 – Transition Metals - Through Socratic questioning and scaffolding, the students will understand the general properties of Transition metals as well as the answer to the PIQ, 4) Elaborate Card: Digging Deeper (a) Complex Ions (b) Hybridization - In line with the Indonesian curriculum, the application of transition metal’s properties is expounded in this section as the research lesson will emphasize the formation of complex ions and hybridization of these elements. 5) Evaluate Card: Two-Tiered Multiple Choice - Lastly, the students will have a short evaluation to test their knowledge on the research topic. Note that the Primary Inquiry Question is “Why is Titanium a better material for the iPhone 15?”, which is a trendy topic for teenage students, particularly on Grade 12. 

In the initial implementation, I faced a challenge as students exhibited a hesitancy to promptly respond to the Engage component of the Inquiry-based Learning Kit (IBLK). This reluctance may stem from their unfamiliarity with the IBLK methodology, causing confusion about achieving perfect answers. To address this issue, I motivated students to simply jot down their insights in response to the questions without feeling pressured to provide flawless answers.

Another time-related challenge arose during the Explore phase, particularly with the ChemSketch activity. Students were taking an extended amount of time to conduct experiments and explore the application, likely due to their novice experience with ChemSketch and the requirement to investigate 10 different elements. To mitigate this concern, I advised groups to focus on analyzing two elements each, thereby streamlining the process and reducing the overall time investment.

For a successful classroom implementation, there needs to be a classroom management to ensure that learning is smooth and goals are achieved. Here are some of the techniques that I used inside the classroom:

1. Set the Tone. I made sure that I was clear and loud enough to have the authority inside the classroom. Although it should be like this, it is worth taking note that it shouldn't be an authoritarian type of learning. Remember that it should be a comfortable place for studying.

2. Establish Rules. Before the class began, there was a general rule that was established. This is followed by a specific rule for different instructional segments. 

3. Have a Plan. I always make sure that I am faithful to my lesson plan because the goals of it are laid out in that plan. Hence, it is crucial to stick to the plan for the learning goals be achieved. 

4. Involve the Students. Actively engaging students in the learning process is crucial. Encouraging participation, discussions, and group activities not only enhances understanding but also fosters a sense of ownership and enthusiasm for the subject matter.

5. Keep it Fair. Fairness is a cornerstone of effective classroom management. Consistent application of rules and policies, unbiased treatment of students, and equitable distribution of resources contribute to a just and harmonious learning environment.

6. Praise the Students. Recognizing and praising students for their efforts and achievements is essential for motivation and self-esteem. Positive reinforcement fosters a supportive atmosphere, encouraging students to actively participate and strive for excellence.

My primary challenge has been navigating a language barrier with my cooperating teacher, who is still developing proficiency in English for effective communication. Despite this hurdle, he consistently demonstrates incredible patience and kindness, which has made the language barrier seem less of a hindrance.

To overcome this obstacle, we've adopted the use of Google Translator as a communication tool. I input my messages in English using the application, and then leverage the generated voice feature to convey my thoughts. Fortunately, my Grade 12 MIPA 1, 2, and 3 students are exceptionally skilled in English, showcasing the high standards of our school. Their proficiency in the language has greatly eased communication in this unique situation.