PROS Nina A, Surya RP, Fredy K Carbon monoxide fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. BC.41–47
BC.41
ISBN: 978-602-1047-21-7
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 64th of the study conducted by the OECD (Organization for Economic Cooperation 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
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.42
(Science, Technology, Engineering, and Mathematics)
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
2.1 Materials
Carbon monoxide (CO) gas detector was composed of SnO2 semiconductor based
sensor namely MQ-7. Microcontroller ATmega 328 was used for convert analog data to
digital data. Ultra high purity nitrogen was purchased from PT Samator and it was used
without further purification for sensor calibration. CO gas was produced by heating of sulfuric
acid and acetic acid.
2.2 Methods
CO gas was produced by heating of sulfuric acid and acetic acid according to thermal
method (Mattson, 2006). Amount of CO gas was injected to N2 gas stream which was
controlled using flow meter to obtain a certain concentration of CO gas. 2.5%, 5%, 7.5%, and
10% of CO gas was applied for calibration of the sensor. The carbon monoxide sensor and the
worksheet were validated by Delphi technique, which was conducted by validators who were
selected from the experts in education (i.e. chemistry teachers). The purpose of validation is
to evaluate the learning media. The instruments used in this research were Likert scale
questionnaire. Likert scale is used to assess opinion and perception of validator (Sugiyono,
2014). Determination of average value of validation test is formulated as follows:
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.43
=
where is average value of validation test,
validator.
3.
,
is sum of answer value, and
is number of
Results and discussion
3.1 Result
3.1.1 Carbon monoxide gas detector
Carbon monoxide gas detector which is produced is divided into 3 parts, they are: gas
sensor and chamber, data processing and data visualization. Chamber is made of glass
because an experiment used was combustion reaction. Data visualization was shown by
Arduino application. The gas detector is equipped by air pump to make chamber vacuum.
Carbon monoxide gas detector were shown at Figure 1.
Figure 1. Carbon monoxide gas detector.
2.5%, 5%, 7.5%, and 10% of CO gas was applied for calibration of the sensor. The results
obtained for 2.5%, 5%, 7.5%, and 10% of CO gas were shown at Figure 2.
Figure 2. Calibration graph of carbon monoxide gas detector.
Carbon monoxide gas detector has been assessed by chemistry teachers. The data
were shown in Table 1.
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.44
(Science, Technology, Engineering, and Mathematics)
Table 1. The result assessment of carbon monoxide gas detector.
No
Aspects
1
Design
3.15
2
Ease of Use
3.11
3
Use
3.19
4
Content of matter
3.24
3.1.2 Student worksheet
Student worksheets were arranged for senior high school students at the second
semester in redox reaction material. Worksheet was initiated by introduction about the
application or some examples of redox reaction in daily life. To get concepts about redox
reaction, students need to do some activity by using carbon monoxide gas detector. Students
were asked to do experiment, to discuss about the result and then student will get concept
by themselves. Based on the concepts which they have gotten, they have been asked to
discuss about some cases about redox reaction. Some exercises also were given in this
worksheet. Students could evaluate themselves by using self assessment in worksheet.
Student worksheet has been assessed by chemistry teachers. The data were shown in
Table 2.
Table 2. The result assessment of student worksheet.
No
Aspects
1 Content
3.18
2 Presentation
3.25
3 Language
3.23
3.1.3 Assessment based on STEM approach and PBL model
Besides experts assessed carbon monoxide gas detector and students worksheet
based on some aspects about media and material, they also assessed based on aspects of
STEM Approach and PBL Model. Some aspects of STEM Approach and PBL Model such as:
real context, integrated with another discipline, based on student performance, make
student as problem solver and innovator. The data were shown in Table 3.
Table 3. The result assessment based on STEM approach and PBL model.
No
Aspects
1 Use of contextual
3.33
2 Encourage the curiosity of student
3.00
3 Integrate another concept in another discipline
4.00
4 Encourage student centered learning
3.33
5 Insert technology
4.00
6 Encourage to self learning
4.00
7 Encourage to be innovator
3.00
8 Encourage to be problem solver
3.00
9 Summative and formative assessment
3.33
10 Encourage to be inventor
3.33
3.2 Discussion
Carbon monoxide gas detector could integrate redox reaction to another concept, they
were Dynamic Electricity (physic) and mathematic. The concept about redox reaction can be
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.45
generated through the reaction of carbon monoxide gas detector. Student got the concepts
about redox reaction through the reactions which were occurred in carbon monoxide gas
detector. Block diagram about the problem description which is conducted was shown in
Figure 3.
Black pimple, brown color of apple slices
and carbon monoxide gas from
combustion of alcohol were used as
examples of redox reaction based on
gain and loss of oxygen
Students were asked to conclude about
redox reaction based on gain and loss
the oxygen
Doing experiment and group discussion
with carbon monoxide gas detector to
looked at the electron phenomena in
redox reaction. It is used to generate
about the concept of redox reaction
based on gain and loss of electron
Students were asked to conclude about
redox reaction based on gain and loss of
electron
The total reaction of carbon monoxide
gas detector procedure is used to
generate about the concept of redox
reaction based on increase and decrease
of oxidation number
Students were asked to conclude about
redox reaction based on increase and
decrease of oxidation number
Rocket fuel is used to generate about the
concept of oxidizing and reducing agent.
Stock Nomenclature of compound
Figure 3. Block diagram of the problem description.
Figure 3 shows that the concentration of CO gas is directly proportional to the output
potential. The resistance of tin dioxide change according to the gas concentration applied.
CO is a reducing gas. When tin oxide is heated, oxygen is adsorbed on the crystal surface with
a negative charge. When sensor is exposed in CO gas, the particles of CO gas will be adsorbed
on SnO2 crystal surface, then reacts with adsorbed oxygen ion O- . Then the electrons from
the crystal surface are transferred to the adsorbed oxygen. Thererfore the resistance of tin
oxide will change which affect to the output potential.
1 O (SnO ) O ad (SnO )
2 x
2 x
2 2
CO O ad (SnO2 x ) CO2 (SnO2 x )
(1)
(2)
The reaction of carbon monoxide gas detector was used as example to get concepts about
redox reaction. Reactions (1) and (2) were simplified, so that it could be understood by
students easily.
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.46
(Science, Technology, Engineering, and Mathematics)
In this research, we divide rating s value to be five ranges. Then the result of the rating
is interpreted as a criterion. The criteria for media validation are such as very valid, valid, fair,
less valid and not valid. Meanwhile, the criteria for student s response consists of very
interesting, interesting, average, less interesting and not Interesting as seen in Table 4.
Table 4. Criteria for media validation.
Value
Criteria
3.26 4.00
Very valid
2.51 3.25
Valid
1.76 2.50
Less valid
1.00 1.75
Not valid
The aspects which are assessed in carbon monoxide gas detector are the design, ease
of use, usage and the matter which is contained in media. Table 1 shows the instrument of
media validation for carbon monoxide gas detector that from 4 aspects, such as design, ease
of use, use and content of matter are valid.
The aspects which are assessed in worksheet are content, preservation and language.
Table 2 shows the instrument of media validation for carbon monoxide gas detector that has
the value result at 3.18, 3.25, and 3.23. These values indicate the criteria of the instrument
are valid as shown in Table 4.
The aspects which are assessed in carbon monoxide gas detector and worksheet based
on STEM Approach and PBL Model such as: real context, integrated with another discipline,
based on student performance, make student as problem solver and innovator. Table 3
shows the instrument of media validation for carbon monoxide gas detector that has the
value result at 3.33, 3.00, 4.00, 3.33, 4.00, 4.00, 3.00, 3.00, 3.33, and 3.33. These values are
indicating that the criteria in the instrument are valid as shown in Table 4.
4. Conclusion and remarks
The use of carbon monoxide gas detector and worksheet as learning media has
significant results. The validation result from three experts that carbon monoxide gas
detector and worksheet were valid and ready to use as learning media on STEM.
Acknowledgment
Researchers would like to thank to Laboratory of Analytical and Instrumentation
Department of Chemistry ITS Surabaya for supporting this laboratory work, Ministry of
Research and Technology for funding this research, State Senior High School 16 Surabaya and
State Vocational High School 5 Surabaya for permitting validation on teachers so that this
research could be done.
References
Alejandro, R.M., Rosario, C.M., & Juan (2010). Problem based learning (PBL): Analysis of continuous
stirred tank chemical reactors with a process control approach. International Journal of Software
Engineering and Application (IJSEA), 1(4).
Benli, E., & Sarikaya, M. (2012). The investigation of effect of problem based learning to the academic
achievement and the permanence of knowledge of prospective science teacher: The problem of
Boiler Stone. Social and Behavioral Science, 46, 4317 4322.
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.47
Depdikbud. (2013). Kerangka dasar dan struktur kurikulum SMA/MA. Departemen Pendidikan dan
Kebudayaan, Jakarta.
Draghicescu, L.M., Patruscu, A.M., Cristea, G.C., Gorghiu, M., & Gorghiu, G. (2011). Application of
problem-based learning strategy in science lessons-examples of good practice. Procedia - Social
and Behavioral Sciences, 149, 297 301.
OECD (2013). PISA 2012 assessment and analytical framework: Mathematics, reading,
science, problem solving and financial literacy. OECD Publishing.
Lantz, H.B. (2009). Science, Technology, Engineering, and Mathematics (STEM) Education, what form?
What function?
Martyn, J; Terwijn, R; Kek, M.Y.C.A. ; Huijser, H. (2014). Exploring the relationships between teaching,
approaches to learning and critical thinking in a problem-based learning foundation nursing
course. Nurse Educationn Today, 34,829 835.
Mattson, B., Anderson, B., & Matson, S. (2006). Microscale gas chemistry. USA: Underwood Public
School
Morrison, J.S. (2006). TIES STEM education monograph series, attributes of STEM education.
Stoica, A., Chiru, L., Chiru, C. (2012). Opportunity assessment for the introduction of the integrated
learning unit in chemistry education. Social and Behavioral Sciences, 46, 4056 4060.
Sugiyono (2014). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, and R&D. Bandung:
Alfabeta.
SWUP
BC.41
ISBN: 978-602-1047-21-7
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 64th of the study conducted by the OECD (Organization for Economic Cooperation 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
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.42
(Science, Technology, Engineering, and Mathematics)
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
2.1 Materials
Carbon monoxide (CO) gas detector was composed of SnO2 semiconductor based
sensor namely MQ-7. Microcontroller ATmega 328 was used for convert analog data to
digital data. Ultra high purity nitrogen was purchased from PT Samator and it was used
without further purification for sensor calibration. CO gas was produced by heating of sulfuric
acid and acetic acid.
2.2 Methods
CO gas was produced by heating of sulfuric acid and acetic acid according to thermal
method (Mattson, 2006). Amount of CO gas was injected to N2 gas stream which was
controlled using flow meter to obtain a certain concentration of CO gas. 2.5%, 5%, 7.5%, and
10% of CO gas was applied for calibration of the sensor. The carbon monoxide sensor and the
worksheet were validated by Delphi technique, which was conducted by validators who were
selected from the experts in education (i.e. chemistry teachers). The purpose of validation is
to evaluate the learning media. The instruments used in this research were Likert scale
questionnaire. Likert scale is used to assess opinion and perception of validator (Sugiyono,
2014). Determination of average value of validation test is formulated as follows:
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.43
=
where is average value of validation test,
validator.
3.
,
is sum of answer value, and
is number of
Results and discussion
3.1 Result
3.1.1 Carbon monoxide gas detector
Carbon monoxide gas detector which is produced is divided into 3 parts, they are: gas
sensor and chamber, data processing and data visualization. Chamber is made of glass
because an experiment used was combustion reaction. Data visualization was shown by
Arduino application. The gas detector is equipped by air pump to make chamber vacuum.
Carbon monoxide gas detector were shown at Figure 1.
Figure 1. Carbon monoxide gas detector.
2.5%, 5%, 7.5%, and 10% of CO gas was applied for calibration of the sensor. The results
obtained for 2.5%, 5%, 7.5%, and 10% of CO gas were shown at Figure 2.
Figure 2. Calibration graph of carbon monoxide gas detector.
Carbon monoxide gas detector has been assessed by chemistry teachers. The data
were shown in Table 1.
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.44
(Science, Technology, Engineering, and Mathematics)
Table 1. The result assessment of carbon monoxide gas detector.
No
Aspects
1
Design
3.15
2
Ease of Use
3.11
3
Use
3.19
4
Content of matter
3.24
3.1.2 Student worksheet
Student worksheets were arranged for senior high school students at the second
semester in redox reaction material. Worksheet was initiated by introduction about the
application or some examples of redox reaction in daily life. To get concepts about redox
reaction, students need to do some activity by using carbon monoxide gas detector. Students
were asked to do experiment, to discuss about the result and then student will get concept
by themselves. Based on the concepts which they have gotten, they have been asked to
discuss about some cases about redox reaction. Some exercises also were given in this
worksheet. Students could evaluate themselves by using self assessment in worksheet.
Student worksheet has been assessed by chemistry teachers. The data were shown in
Table 2.
Table 2. The result assessment of student worksheet.
No
Aspects
1 Content
3.18
2 Presentation
3.25
3 Language
3.23
3.1.3 Assessment based on STEM approach and PBL model
Besides experts assessed carbon monoxide gas detector and students worksheet
based on some aspects about media and material, they also assessed based on aspects of
STEM Approach and PBL Model. Some aspects of STEM Approach and PBL Model such as:
real context, integrated with another discipline, based on student performance, make
student as problem solver and innovator. The data were shown in Table 3.
Table 3. The result assessment based on STEM approach and PBL model.
No
Aspects
1 Use of contextual
3.33
2 Encourage the curiosity of student
3.00
3 Integrate another concept in another discipline
4.00
4 Encourage student centered learning
3.33
5 Insert technology
4.00
6 Encourage to self learning
4.00
7 Encourage to be innovator
3.00
8 Encourage to be problem solver
3.00
9 Summative and formative assessment
3.33
10 Encourage to be inventor
3.33
3.2 Discussion
Carbon monoxide gas detector could integrate redox reaction to another concept, they
were Dynamic Electricity (physic) and mathematic. The concept about redox reaction can be
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.45
generated through the reaction of carbon monoxide gas detector. Student got the concepts
about redox reaction through the reactions which were occurred in carbon monoxide gas
detector. Block diagram about the problem description which is conducted was shown in
Figure 3.
Black pimple, brown color of apple slices
and carbon monoxide gas from
combustion of alcohol were used as
examples of redox reaction based on
gain and loss of oxygen
Students were asked to conclude about
redox reaction based on gain and loss
the oxygen
Doing experiment and group discussion
with carbon monoxide gas detector to
looked at the electron phenomena in
redox reaction. It is used to generate
about the concept of redox reaction
based on gain and loss of electron
Students were asked to conclude about
redox reaction based on gain and loss of
electron
The total reaction of carbon monoxide
gas detector procedure is used to
generate about the concept of redox
reaction based on increase and decrease
of oxidation number
Students were asked to conclude about
redox reaction based on increase and
decrease of oxidation number
Rocket fuel is used to generate about the
concept of oxidizing and reducing agent.
Stock Nomenclature of compound
Figure 3. Block diagram of the problem description.
Figure 3 shows that the concentration of CO gas is directly proportional to the output
potential. The resistance of tin dioxide change according to the gas concentration applied.
CO is a reducing gas. When tin oxide is heated, oxygen is adsorbed on the crystal surface with
a negative charge. When sensor is exposed in CO gas, the particles of CO gas will be adsorbed
on SnO2 crystal surface, then reacts with adsorbed oxygen ion O- . Then the electrons from
the crystal surface are transferred to the adsorbed oxygen. Thererfore the resistance of tin
oxide will change which affect to the output potential.
1 O (SnO ) O ad (SnO )
2 x
2 x
2 2
CO O ad (SnO2 x ) CO2 (SnO2 x )
(1)
(2)
The reaction of carbon monoxide gas detector was used as example to get concepts about
redox reaction. Reactions (1) and (2) were simplified, so that it could be understood by
students easily.
SWUP
Carbon monoxide gas detector as integrated chemistry learning media on STEM
BC.46
(Science, Technology, Engineering, and Mathematics)
In this research, we divide rating s value to be five ranges. Then the result of the rating
is interpreted as a criterion. The criteria for media validation are such as very valid, valid, fair,
less valid and not valid. Meanwhile, the criteria for student s response consists of very
interesting, interesting, average, less interesting and not Interesting as seen in Table 4.
Table 4. Criteria for media validation.
Value
Criteria
3.26 4.00
Very valid
2.51 3.25
Valid
1.76 2.50
Less valid
1.00 1.75
Not valid
The aspects which are assessed in carbon monoxide gas detector are the design, ease
of use, usage and the matter which is contained in media. Table 1 shows the instrument of
media validation for carbon monoxide gas detector that from 4 aspects, such as design, ease
of use, use and content of matter are valid.
The aspects which are assessed in worksheet are content, preservation and language.
Table 2 shows the instrument of media validation for carbon monoxide gas detector that has
the value result at 3.18, 3.25, and 3.23. These values indicate the criteria of the instrument
are valid as shown in Table 4.
The aspects which are assessed in carbon monoxide gas detector and worksheet based
on STEM Approach and PBL Model such as: real context, integrated with another discipline,
based on student performance, make student as problem solver and innovator. Table 3
shows the instrument of media validation for carbon monoxide gas detector that has the
value result at 3.33, 3.00, 4.00, 3.33, 4.00, 4.00, 3.00, 3.00, 3.33, and 3.33. These values are
indicating that the criteria in the instrument are valid as shown in Table 4.
4. Conclusion and remarks
The use of carbon monoxide gas detector and worksheet as learning media has
significant results. The validation result from three experts that carbon monoxide gas
detector and worksheet were valid and ready to use as learning media on STEM.
Acknowledgment
Researchers would like to thank to Laboratory of Analytical and Instrumentation
Department of Chemistry ITS Surabaya for supporting this laboratory work, Ministry of
Research and Technology for funding this research, State Senior High School 16 Surabaya and
State Vocational High School 5 Surabaya for permitting validation on teachers so that this
research could be done.
References
Alejandro, R.M., Rosario, C.M., & Juan (2010). Problem based learning (PBL): Analysis of continuous
stirred tank chemical reactors with a process control approach. International Journal of Software
Engineering and Application (IJSEA), 1(4).
Benli, E., & Sarikaya, M. (2012). The investigation of effect of problem based learning to the academic
achievement and the permanence of knowledge of prospective science teacher: The problem of
Boiler Stone. Social and Behavioral Science, 46, 4317 4322.
SWUP
N. Ariesta, R.S. Putra, F. Kurniawan
BC.47
Depdikbud. (2013). Kerangka dasar dan struktur kurikulum SMA/MA. Departemen Pendidikan dan
Kebudayaan, Jakarta.
Draghicescu, L.M., Patruscu, A.M., Cristea, G.C., Gorghiu, M., & Gorghiu, G. (2011). Application of
problem-based learning strategy in science lessons-examples of good practice. Procedia - Social
and Behavioral Sciences, 149, 297 301.
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