Humans are naturally curious, inquiring, and inquisitive about everything. The aim of education should be to encourage the search for answers because we progress in this way. I strive to facilitate this progress in knowledge, and the central theme of my teaching philosophy is reasoned and logical thinking. Whether in the classroom or in confrontation with groups of common people, my goal is to encourage thinking in rational ways to apply in unfamiliar situations. Simultaneously, I actualize the strategy to cultivate the HOTS (KBAT) component in teaching the students to be more open and generated with creative and critical but informative thinking skills.

     I particularly emphasize learning to think about trends and directions (for example, increasing this will decrease that) rather than rote memorization of facts. To further encourage seeking answers to the questions around us, I try to encourage the questions themselves. It is hard to allow time for this to happen, especially in a classroom. One way I did this was by designing the course based on answering questions.

     In Socrates's principle, "I cannot teach anything to anyone. I can only make them think." Usually, my discourse begins with a discussion on the induction set by taking the scenarios related to the course title, the current events and issues from youtube sources, newspaper clippings, and the like to be analyzed, appreciated, and learned.

     I instruct the students to easily understand the content of the lecture and ensure that students do not sleep during the class by interacting with them, reprimanding them, sometimes interrupting them by singing the "Akademi Fantasia" song, singing pauses for students to continue the theme, as well as funny stories so that the lecture journey is not bland and monotonous. In John Dewey's philosophical principle, "Education is not a preparation for life, but education itself is life."

     The conceptual model for my teaching philosophy is as shown in the following figure:

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