Physical Education: Trampolining@CPI

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Categories: Creativity, Action, Service (CAS), Reflections

During the first meeting of Physical Education subject, we are asked to choose 3 different activity for us to do during PE subjects. I don’t remember my choices, but I chose trampolining as one of them. Until now, I’m still doing trampolining in my PE time. Trampolining is something that I’ve never done before, which is a reason why I chose this activity. I wanted to learn what do people do in trampolining, because before, I thought trampolining is just jumping on a special equipment that allows you to bounce higher. Turns out, trampolining consist of many different movements that could be constructed together in order to form an elegant routine.

Jumping back to my SMART goal:
“By the end of term two, I should be able to construct a 10-bounce routine including complex movements such as the swivel hips and front drop, possibly the backdrop.”

Working my way to achieve my smart goal, this blog post is the first check point; the progress of myself slowly achieving my goal. As I mentioned, trampolining is something completely new for me, therefore I just learnt some basic movements that could be included in my 10-bounce routine. These are the 5 different movements that I’ve successfully learnt:

  • Pike
  • Tuck
  • Straddle
  • Seat drop
  • Half turn

Time achieved : The end of term 1, December 2016

Me doing a seat drop


Extended Essay: First Meeting

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Categories: Extended Essay (EE), Reflections

Image source: https://www.youtube.com/watch?v=Zca-gVo-cPU

On my first extended essay meeting with my supervisor, Mr. Mahoney, I introduced him to the topics that was chosen from my proposal: Leibniz and Newton’s calculus methods. I was planning to analyse the two methods and determine which method is used more in the daily life. Mr. Mahoney made a great point that I have no criteria to “assess” these calculus methods (Used more in daily lives in terms of what? For a mathematician? a student? a teacher? and used for what?). Then I shifted and explained about my second topic which is solving cubic equations with origami. We came to a conclusion that this topic would work more as an extended essay, but before I get started, I need to do more research about this topic. This meeting ended with myself walking away, needing to do more research, and that I need to come back and tell my supervisor more about it.

However, before the second time I met him, I decided to change my topic into a comparative study of solving cubic equation (the combination of the early two topics that I have). So I explained to my supervisor that I will be researching different methods of solving cubic equation and do a comparative study of each of the methods in terms of efficiency and accuracy. Finally he gave me a thumbs up and said that I can start jotting down all the different methods that I could find. He’s also looking forward to see one of the most interesting methods that I found and he has never saw it before!

So, my task right now is to investigate different methods of solving cubic equation and document them together as well as all the resources I found.


Feline Cross: A Creation

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Categories: Creativity, Action, Service (CAS), Reflections

Feline Cross is one of my first CAS projects that I joined since the early years of Year 12. This is a fresh project found by my friend, and we all think that it would be a great idea if we have our own special logo. Around late October 2016, some members have already designed some concepts, including myself.

One of the early concepts of Feline Cross logo (Left by EunSoo, Right by Wysiana (me!))

I shared my ideas to Feline Cross members and it turns out that they like my idea better. So I decided to go back to my concept and refine it with different ideas of colours and techniques.

The image above shows the variety of my ideas regarding different techniques of colouring 

Sharing it to the Feline Cross group one more time, the community is pleased with the colours that I’ve chose, but gave feedback that they like the way I colour the ribbon softly but not how the cat is. So they wanted me to combine two of the techniques above.

Feline Cross Final Logo by Wysiana (me!)

Finally, Feline Cross community is satisfied with the final logo after I edited it based on their feedbacks. Now, this image above is the new and official logo for Feline Cross.

Learning Outcomes

  • LO 3 : I plan and initiate
    • This whole designing process shows that I planned the whole design and initiated with the community for feedbacks
  • LO 4 : I show commitment
    • After designing a rough concept of the logo and the community like it, I committed and continued to refine my design until the final one was decided.
  • LO 5 : I demonstrate collaborative skills, I recognise the benefits of collaboration
    • I collaborate with the community and communicate ideas in order to achieve and decide on a final design of our logo.


CAS Reflection 2

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Categories: Creativity, Action, Service (CAS), Reflections

The image above contains no “me” due to camera focusing error. With my face in, the camera will focus on my face and caused the laptop screen to be brighten beyond recognition. 


I am responsible for the creative side of my main CAS: Project HOPE. This is one of HOPE’s flyer idea that I’ve developed with the creative team. Thanks to this project, I demonstrate collaborative skills and recognise the benefits of collaboration, which is learning outcome 5.

#HOPE #TeamFlyer #RandomTelescopeBehind


Term 1 Activity: Wushu Martial Arts

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Categories: Creativity, Action, Service (CAS), Reflections

For my first term activity, I followed wushu, which is a martial art from China. I’ve never followed any activity related to martial arts before, and wushu is something absolutely new to me. During the first few meetings, I heard from my coaches that there are 2 basic movement that every wushu practitioner. Every since the first meeting, we followed the coaches and learn to perfect the smoothness of our movement. By the end of term 1, I should be able to do basic movements 1 & 2 without any problems.

At the last meeting of Wushu, our coaches “examine” our movement and gave us a grade. Basically we had to perform both basic movements in front of them and other students alone, without the coaches correcting or reminding you anything. I have no problems remembering the order of each movements, however, since I’m not a very flexible person from the start, I think that my movements didn’t look smooth or “beautiful” (Yes, martial ARTS are suppose to look beautiful). In the end, the coaches gave me the grade A.

I’m glad that I can finally learn wushu martial arts, and slowly, starting from the basics. Now I can perform both basic movements 1 & 2, which is the first checkpoint of my activity.

Me performing basic movement 1 (with accidental SWAG face captured)


2k16… I mean, 2016.

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Categories: Reflections

Is it just me or time travels way faster as I’m getting older? The last time I recalled I thought I was still on grade 8! Look at me now, sitting on the IB Diploma Programme.

A lot of things happened back in 2016, but the major events are:
– The bloody preparation of IGCSE
– The intense furious battle between students all over the world VS. IGCSE papers
– An awkward time period when I tried to fit in a new environment: British School Jakarta
– Accepting reality and loneliness since my brother went off to university abroad
– The regular struggles of a student
– And ended the year with an unforgettable memory of a vacation visiting my brother

2016 is an important “transition” year and it is the beginning of real life to me. IB is something that no one can mess with, and 2016 is a year full of experience from IGCSE as well as the beginning of a new adventure. Therefore, here are some of my goals for 2017:

– Do my best for all the tasks and subjects I take
– Maintain family time
– Learn a lot of new and valuable things
– Get more confident about my future
– Be more positive and appreciate more
– I know this is lame but I have a personal bad habit and I promised myself to stop doing it 😉

Onwards to 2017!


Questioning the Questioner with a Question: Tedx @BSJ

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Categories: Theories of Knowlegde (TOK)

Last Tuesday, 22nd of November; the whole year 12 students (grade 11) sat down to listen original Tedx Talks by our seniors, year 13 (grade 12) students. These Tedx talks are recorded and uploaded live on a youtube channel, most of them talking about existing issues in the world, specifically in Indonesia, and linking it to a CAS project of theirs.

A talk by Christopher Carr

“All knowledge is copyrighted. It is not your original idea” 

This was the opening sentence of Chris’ talk, as accurate as I remembered. Personally, I thought about something similar before. Why do I end up sitting in a chemistry lesson for two good years learning materials like 6.02 × 1023 is a mole? Why are we required to “learn” these set of “knowledge”? Why do we learn bonding of elements or titration; instead of other knowledges like, what are taxes and how do we pay them? Perhaps this knowledge could be more helpful in the near future? Then again,

Who am I to decide which knowledge should children learn in schools?

But wait, then who decides on the subjects we learned in schools at the first place; what rights does he/she have to do so?

What are these knowledge anyway, and where do they come from?

In Chris’ TED talk, a specific Area of Knowledge is applied: Ethics. He questions about knowledge, and that none of the human beings on earth “owns” knowledge; it is copyrighted. According to TOKish wikispace, Ethics is defined as

“Ethics involves a discussion of the way we ought to live our lives, the distinctions between right and wrong, the justification of moral judgments, and the implications of moral actions for the individual and the group.”

He then talks about everything that we’ve told (knowledge) has always been lies. For example, we know the famous phrase “All children should have access to education”. He explained how this statement is a lie, because this concept never actually existed until someone point that out and “applied” this “knowledge” to us; but in fact, we all believed in it for no reason at all, because we have the ethics to judge. An example to support Chris’ statement is, children who doesn’t have birth certificate doesn’t have the prove that they existed; so how does these children deserve education if they don’t even have their prove that they existed? Therefore his CAS project: Cyber Shanty gave children birth certificates and also teaches them how to use the internet (each of them owned an email address, which is another prove to the world that they existed).

The two Ways of Knowledge applied in his talk is Faith and Intuition. In theoryofknowledge.net, it is provided the definition of faith and intuition:

Faith – complete trust or confidence in someone or something: this restores one’s faith in politicians; 2strong belief in the doctrines of a religion, based on spiritual conviction rather than proof: bereaved people who have shown supreme faith, a particular religion: the Christian faith, a strongly held belief: men with strong political faiths

Intuition – the ability to understand something instinctively, without the need for conscious reasoning: we shall allow our intuition to guide us, a thing that one knows or considers likely from instinctive feeling rather than conscious reasoning: your insights and intuitions as a native speaker are positively sought

As explained above, Chris mention about this specific phrase “All children should have access to education”. The fact that a lot of us, or maybe, most of us trusted this statement, we have faith to believe this person whoever claimed this “knowledge”. Without this trust, we wouldn’t be using or believing this statement at all. Especially when whoever said and claimed this phrase also didn’t have any prove to support himself; however we instinctively know that his statement is correct. We just simply believe that  every children needs education because we just “feel” that it is the right thing to do. Why are we believing things in the first place? Is it the convincing prove/truth? But what is truth and how do we know if its truth?

How is this happening? Since when do we humans start to claim/create/invent knowledge?

What are our powers?


Interview: CAS

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Categories: Creativity, Action, Service (CAS)

Last Wednesday (9th November 2016) I did my first CAS interview with my mentor, Mr. Ryan MacDonalds. In this interview, we talked about my engagement in creativity, activity, and service so far.

My CAS projects that I’m involved in so far:

  • Felline Cross
    • This CAS project is basically about saving both cats and people around the school. The school is currently hiring an organisation to get rid of the cats, and we thought that this is considered animal cruelty, therefore we are here to save the cats. However, these stray cats could possibly carry dangerous diseases that could be passed to the people around the school. So we’re here to take care of the cats without hurting them, as well as keeping the people around the school save from cat diseases.
  • HOPE
    • This CAS project raises orphanage(s)’ future by means of raising awareness and funds/donation. Right now, we’re focusing on raising awareness to get more people know about our aim, as well as getting enough awareness to receive donations and funds. We are currently affiliated with two orphanages: Yayasan Sayap Ibu and Fajar Baru.



In HOPE CAS project, I’m in the flyer group. So I think this is considered creativity. I also designed a logo for the Feline Cross CAS project. As an individual, art is one of my hobbies and I considered myself experienced with the application PhotoShop. Therefore I can use this skill of mine to help my CAS projects with art related stuff, and maybe some more art for other projects as well.


For my action, I’m currently doing trampolining for PE subject. Then I have Wushu for my after school activity every Thursdays. I also planned to join the basketball activity, and I will attend the basketball trial this week. I will definitely do each of this activity every week, therefore I will ensure that I’m consistently being active.

For my developments, I just need to list out all the different skills and techniques I’ve learnt in trampolining and wushu, because I’ve never learn anything about these activity. Therefore everything that I will learn in these activity will be new for me and I will keep learning different new skills and techniques. However, I’ve played basketball since many years ago, so I would just like to practice and ensure that my skill is not rusty, and also train to improve my stamina as a basketball player.


Plan: My Activity(ies) So Far!

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Categories: Creativity, Action, Service (CAS), Reflections

Over the course of 18 months, I am required to engage in 3 different activity. Here are the list of activity that I have been doing so far:

  • Wushu (after school activity)
  • Trampolining (PE lesson during school)

And this is an activity that I planned to do soon:

  • Basketball (after school activity)

Why did I chose these activities?

WUSHU – I’ve always wanted to learn self-defence since many years ago (since 2010 specifically!), however things like getting busy or forgetting about the fact that wushu existed got in my way and so I never got the chance to join until this year. In my opinion, self-defence is a very important skill in life and therefore I would want to learn at least one of them.

TRAMPOLINING – In our first PE lesson, we were asked to sign up for 3 different activities. I chose trampolining for this term because I wanted to try something that I’ve never done before, in hopes that I will learn something new.

BASKETBALL (FUTURE) – Basketball is the only sport that I like. However, in my previous school’s PE lessons we didn’t get to play much ‘serious’ basketball games and I feel like I’m getting a little rusty at it, so I would like to follow this activity in order to ‘restore’ my ability.

What do I hope to gain/learn from this activities (+Learning Outcomes!) 

WUSHU – I hope that I learned many different self-defence ability. For wushu, I think that this activity is linked to learning outcome 1: I identify my strength and areas for growth, and 2: I undertake challenge and develop new skills.

TRAMPOLINING – learn the different movements/skills that are available

BASKETBALL – learn how to play basketball in actual serious rules

OVERALL – I hope to become more flexible (because my body is really, really stiff), and also to improve my stamina and endurance.

My concerns & challenges

The only concern/nervousness I have is for trampolining, because I have no confidence on it, so I’m afraid that I did some movements weirdly or wrongly, and it may look very ridiculous/embarrassing. In wushu or (maybe) basketball, since I’m not a very sporty or fit kind of person, I’m always expecting myself to be more exhausted than anyone else.


I’m always looking forward to my wushu activity because I find it very fun to do and I wanted to learn as much as I can. I’m also looking forward to join basketball activity because I really love basketball, and I would like to replenish my rusty skills after so long not being able to play proper basketball.


Reflection: ATL Workshop

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Categories: Creativity, Action, Service (CAS), Reflections


Last Friday (28 October 2016), the whole year 12 students ran many different ATL workshops for both year 7s and year 12s. Each of us are assigned to another student to form a pair, and we are also assigned to two ATL skills for the audience of either year 7 or year 12. We have around two weeks to plan and get everything ready before Friday. My partner is Hanif, and our workshop covers about thinking and self-management with year 7 as both of the workshop’s audience.

What went well

When my partner and me first got together and discussed, we decided to do our thing separately. So I did the workshop for thinking, while Hanif did the workshop for self-management. We believe that by doing so, our workshop will be more organized and we will be ready for the workshop faster. This method we did turns our pretty well, because we both are ready for the workshop before Friday.

For my thinking workshop, I did a roughly 10 minutes presentation about what is thinking, and then we played mystery games in the remaining time. I feel like my presentation went smoothly and there was no problem at all. During the mystery puzzle, the year 7s are really enthusiastic and competitive; which makes me think that I made a good decision to play mystery games. I rewarded snacks for the top three student who could earn the most points, therefore it adds the competition feeling.


What didn’t go well

When trying to find mystery puzzles, most of them are related to murder and crime, while some of them didn’t make sense to me. So I had difficulties to select the right puzzles for year 7s, since if it doesn’t make sense, they wouldn’t understand it and I couldn’t explain it as well; and if it’s extreme crime or murder, I’m afraid that it might be a bad influence to them.

During the mystery puzzle, some of the year 7s are denying the answers. For example, the answer to a puzzle is “Bob is lying, because the puzzle state that on Sunday, Bob was getting the mail”. Usually, there are no mail deliveries on Sunday therefore Bob is indeed lying. Some of the year 7s point out that in their home countries, they still receive mail deliveries during Sunday. I couldn’t argue back and just said that usually mail deliveries don’t happen on Sundays.

Nobody could master thinking just by listening to presentations; we all need practice. This is why I decided to put mystery games in my workshop. The mystery games ‘forced’ the year 7s to think outside the box in order to solve problems. My main message of this workshop is that thinking needs a lot of practice; solving these mystery puzzles are one of them. However I forgot to summarize my whole message by the end of the workshop so maybe the year 7s think that this workshop is just a mere mystery solving activity.

Describe how you solved a problem that arose either in the planning or during the workshop

I have to read every single mystery puzzle that I found in the internet and try to solve them without looking at the answer. Then after I read the answer, I had to judge whether or not it is logical/solvable. After that, I judge whether or not the puzzle includes extreme crime or murder. If the puzzle is understandable, answer is logical, and does not include extreme crime or murder, then I included that puzzle.

My initial plan for the snack reward is that I will reward 3 different snack for one person who got the highest score from solving puzzles. However, the year 7s are a little picky and said “I don’t like this one, but I like this one”, and also said that “Why don’t we just have a top 3 winner?”. It seems like all the year 7s agreed on this statement so I followed what they wanted.


What would you do differently if you were to do it again?

The puzzle I chose are just full text, and if I could do this workshop differently, I would find puzzles that use real life items and that the year 7s could interact with it. And then, I should focus more on the message that I wanted to deliver by revising my presentation at the end of the workshop.

What did you learn from the experience?

I was expecting very childish behavior or a decent mature behavior from the year 7s, but turns out that they’re in between, which is perfect for me to interact with them. So I know that I should look at the bright side and be as friendly as possible. Then I learned that presentations are still needed in these kind of activities, and even though they’re as short and as simple as possible, they’re still informative as long as I can explain it verbally. Finally, I learned that improvising is a very important skill. I improvised a lot of things during my workshop, such as changing a little bit of the rules, following the year 7s’ suggestion regarding the reward, etc.

Overall, even though I was the one who led the workshop, I still learned a lot of things. It was also hear-warming to see the year 7s enjoy your original workshop whole-heartedly.

Mystery Puzzles

Learning Outcomes involved:

  • LO2 – I undertake challenges, I develop new skills
    • To me, entertaining kids is really challenging because I’m a really awkward person as well as I dislike anything that’s too childish. By doing this ATL workshop, I am challenged to plan an interactive workshop for year 7s (slowly dissipating my awkwardness too!), and I’ve learned many different important skills that will be useful for the future.
  • LO3 – I plan and initiate
    • In order for this workshop to happen, I need to get involved with my partner and plan everything from scratch.
  • LO5 – I demonstrate collaborative skills, I recognise the benefits of collaboration
    • Since we’re doing this workshop together with a partner, I need to collaborate with him and realised that with collaboration, we can accomplish anything effectively.
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