The school hall was buzzing with excitement, cheerful voices, and the tempting aroma of food as our Primary 3 students proudly ran their very own mini bazaar. This meaningful experience was part of our “How We Organize Ourselves” unit of inquiry, where students explore how systems work, how roles are organized, and how communities function through collaboration and shared responsibility. The mini bazaar was not a one-day event of BINUS SCHOOL Surabaya students. It began with careful planning and preparation, allowing students to understand the full process of organizing a market. Students used a bazaar journal to guide their thinking, planning, and reflection throughout the experience. Planning the products: Students listed all food and beverages they planned to sell, encouraging thoughtful decision-making and awareness of pricing. Designing promotional materials: Students created both handmade posters and digital posters to communicate their ideas creatively. Promoting within the school community: Posters were displayed in strategic locations, including near the Teachers’ Lounge area. Public speaking and direct promotion: Students promoted their stalls during the school assembly, building confidence and communication skills. The Bazaar Day: Learning in Action On the day of the mini bazaar, students stepped into the role of young entrepreneurs, each managing their own stall and selling a variety of food, beverages, and creative products. The school community showed tremendous enthusiasm, creating a lively and crowded atmosphere. While students were excited, they also experienced real challenges such as managing customers, handling money accurately, and staying calm under pressure. Not long after the bazaar, students returned to their journal to review and report on the entire process. This reflection phase emphasized that learning continues even after the activity ends. Reviewing the overall planning and selling process Recording capital, profit, or loss to develop financial literacy Identifying challenges faced during the bazaar Reflecting on successes and areas for improvement One of the most meaningful parts of the learning journey came from students’ honest feedback after the event. Their responses reflected a range of emotions – from excitement and pride to exhaustion and stress – highlighting the authenticity of the experience. “It was so exciting. I want to do it one more time even though the after-feeling was so exhausting. I even counted the price wrong when there were too many customers coming to my stall.” “It was so fun and easy but stressful at the same time. They kept coming back and asking me about the price. Let’s do it again, Miss!” “For me, it was very stressful. I do not want to do it anymore. I think it is better for me to become a customer instead of a seller.” These moments sparked laughter in the classroom and opened the door to meaningful conversations about different perspectives and personal strengths. Students began to understand that while some enjoy taking on responsibility, leadership, and fast-paced decision-making, others feel more comfortable participating in quieter or supportive roles within a system. This shared reflection helped students appreciate diversity in preferences and abilities, reinforcing the idea that every role is important in making a community function effectively. After such a long and demanding morning, students enjoyed a well-earned extra break – a moment to relax, laugh together, and reflect on a powerful learning experience. Throughout the entire mini bazaar journey, students demonstrated a wide range of IB learner profile attributes in authentic and meaningful ways. By stepping into unfamiliar roles as planners, promoters, and sellers, students showed that they were risk-takers, willing to challenge themselves outside of their comfort zones. As they designed posters, spoke confidently during the school assembly, and interacted with customers throughout the event, they became effective communicators, learning to express ideas clearly and respond to others thoughtfully. When faced with busy crowds, repeated questions, and unexpected challenges, students acted as thinkers, making quick decisions and solving problems in real time. The variety of emotional responses shared afterward revealed students’ open-mindedness, as they recognized that the same experience could feel exciting for some and stressful for others. By listening respectfully to their peers and supporting one another, students demonstrated caring, and through honest feedback and self-reflection, they showed themselves to be truly reflective learners. Making Connections Beyond developing the IB learner profile attributes, the mini bazaar offered rich learning benefits that extended well beyond the classroom. Students gained a deeper understanding of how market systems operate, discovering how planning, promotion, pricing, and customer interaction are interconnected. The preparation process strengthened their planning and organizational skills, as they learned to manage time, resources, and responsibilities. Handling real money during transactions allowed students to practice financial literacy, including counting accurately, understanding profit and loss, and recognizing the importance of careful decision-making. In addition, constant interaction with the school community helped students strengthen their communication and social skills, particularly in high-pressure situations. Most importantly, the experience nurtured confidence, resilience, and self-awareness, as students learned to cope with challenges, celebrate successes, and reflect on their personal growth. Together, these learning outcomes highlight the power of inquiry-based, experiential learning within the IB Primary Years Programme. The mini bazaar was not only an engaging event but also a meaningful opportunity for students to understand themselves, their peers, and the systems that shape how we organize ourselves in everyday life. By: Farah Mayu Awaliyah Primary Co-Teacher BINUS SCHOOL Surabaya