Proceedings of the IConSSE FSM SWCU 2015, pp. BC.41–47 ISBN: 978-602-1047-21-7
SWUP
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Carbon monoxide gas detector as integrated chemistry learning media on STEM Science, Technology, Engineering, and Mathematics
Nina Ariesta, Surya Rosa Putra, Fredy Kurniawan
Department of Chemistry, Institut Teknologi Sepuluh Nopember, Surabaya 60111, Indonesia
Abstract
Chemistry education especially in senior high school has not been integrated to other disciplines. Teachers deliver his knowledge to students by explaining a concept without
showing what the relation of the concept which being to deliver with the other disciplines. Problem Based Learning PBL is one of the learning models which have
positive impact to student s achievement and the permanence of knowledge. Using PBL model we can do STEM Science Technology, Engineering and Mathematics approach.
By integrating chemistry concept to other disciplines using STEM approach, it will make easier for the students to understand about science holistically. In this research, we have
designed carbon monoxide gas detector as learning media and STEM interactive worksheet. This learning media was expected to visualize integration of a chemistry
concept to other disciplines, so in such a way can improve the student achievement. The validation of carbon monoxide gas detector and worksheet as a learning media from
three expertises showed significant outcome. There are three aspects which were assessed namely: carbon monoxide gas detector, worksheet and assessment based on
STEM approach with PBL model. These aspects have criteria valid for all the instrument criteria.
Keywords carbon monoxide gas detector, chemistry learning media, PBL, STEM
1. Introduction
The data of PISA Program for International Student Assessment in 2012 showed that Indonesia was at 64
th
of the study conducted by the OECD Organization for Economic Co- operation and Development OECD, 2013. The quality of education in Indonesia needs to
be improved, especially in sciences. It has possibility to be improved by instructional strategy. According to the interview with chemistry teachers at senior high school 16 and vocational
school 5 Surabaya, most of the learning processes in class today still produce students with passive character. There are many teachers who do not encourage the student interest in a
particular matter from the beginning. Student interest in early learning will determine how they learn and how they think. Teachers tend to deliver the knowledge by concept from the
start and without have asked how the concept was generated. It will not make student to be active in the learning process.
Making good learning instructional design is a challenge for the teacher. Learning instructional design can be arranged by use of learning approach and model. One of learning
model which can change student s behavior to be active is PBL Problem Based Learning model. PBL is learning model through contextual issues. Students are asked to have critical
thinking Martyn, 2014 and try to solve the problems Draghicescu, 2011. Through PBL students are encouraged to develop their problem solving skills, critical thinking, creativity
as well as initiative and responsibility for their own learning self-directed learning. Also, PBL
Carbon monoxide gas detector as integrated chemistry learning media on STEM Science, Technology, Engineering, and Mathematics
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helps the development of collaboration skills and intrinsic motivation Stoica, 2012. The learning is triggered by striving to tackle a problem which may be presented in many forms
such as a description of a design scenario, a curious outcome or an extreme event. Basically, students form teams, organize the work, research and negotiate a response to the problem
Alejandro, 2010. PBL can be used to improve the student achievement related to science and the permanence of information Benli, 2012.
The Indonesia s 2013 National Curriculum was the curriculum that was focused on the output of the educational process in the form of productive, creative, innovative, affective
human through the strengthening of attitudes, skills, and knowledge in multidiscipline Depdikbud, 2013. One of learning approach which can integrated to another concept is
STEM the science, technology, engineering and mathematics. STEM is a learning approach that is integrated with a wide range of disciplines. STEM allows students to learn concepts by
applying four disciplines science, technology, engineering and mathematics in an integrated way Lantz, 2009. STEM eliminate the boundaries between the four disciplines by integrating
these sciences in a single unit a thorough study. STEM education offers students one of the best opportunities to make sense of the world holistically, rather than in bits and pieces.
STEM education removes the traditional barriers erected between the four disciplines, by integrating them into one cohesive teaching and learning paradigm. STEM is an
interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics. The
goal of STEM is the student can be problem solvers, innovators, inventors, self reliant, logical thinkers, and technologically literate Morrison, 2006.
In relation STEM learning approach with PBL learning model, it is required a media that can incorporate the concept of science, technology, and math skills into the learning process.
Media that could be conducted is carbon monoxide gas detector. The process of sample burning and process which are occurred in sensor involved redox reaction. So, carbon
monoxide gas detector can be applied to redox matter.
2. Materials and methods
