Implementation of the STEM Model (Science, Technology,
Engineering and Mathematics) with Blue Flower (Clitoria Ternatea)
to Improve the Creative Thinking Skill of High School Students
Iriany
SMAN 2 Kota Ternate,North Maluku Province
Keywords: STEM Model, Blue Flowers (Clitoria Ternatea), Benzena.
Abstract: The purpose of this study was to assess learning STEM model with blue flowers (Clitoria Ternatea) to
improve understanding of concepts and conceptual thinking skills of high school students on the Acid based
Concept. This research is quasi-experimental, with a total of 30 study subjects MIA1 class XI students and
as many as 26 students at SMAN 2 MIA2 class city of Ternate in North Maluku province. The instrument
used was a test concept mastery acid base with critical thinking skills (conceptual thinking), observation
sheets and questionnaires were used to determine the responses of teachers and students. The STEM model
in the chemistry learning have three level: product, process and promotion with proses Science Skill.
Improved learning outcomes on the concept of acid base are the highest in the experimental class to label
the concept the average of N-Gain 85.60, while the lowest on the label concepts Physical and chemical
properties of acid base at 66.00. In the control class improved learning outcomes were highest on the label
concept Acid base Theory has N-Gain at 30.81 while the lowest on the label concept Acid base titration
usefulness in daily life N-Gain at 64.10. The teacher and students in general to chemistry learning with
STEM Model based on blue flowers media are very positive.
1 INTRODUCTION
Chemistry grow and develop based on the
experiments it can be concluded that the chemical is
an experimental science. Learning chemistry
requires laboratory activities are supported by
appropriate design of the learning model strongly
supports the development of these processes in
higher cognitive areas, such as preparing
hypotheses, predict, and concludes.
Chemistry learning objectives is to assist students
in developing competencies cognitive, psychomotor
and affective that includes finding the data,
collecting and processing data and using logic to a
conclusion and decision making. Students need to
know the causes of natural phenomena and to
develop strategies for solving problems.
Learning chemistry is an integral part of learning
science by most students is still considered a hard
lesson. This is because the nature of the chemistry
concepts that have a high abstractness and
complexity. Russell et al. (1997) and Bowen (1998)
stated that in order to understand the chemistry
conceptually, requires the ability to represent and
interpret problems and chemical phenomena into a
representation in the form of macroscopic,
microscopic, and symbolic simultaneously. In the
process of learning expected of teachers need to
emphasize the transition between the world of the
symbolic, macroscopic and microscopic so that
students can develop their own mental models to
three levels; especially the microscopic level is
known to increase students' conceptual
understanding (Kam-wah and Lee in Wahyuni,
2007).
One of the capabilities that are expected to be
held by the students after learning chemistry is a
problem solving ability. Kilpatrick et al (2001)
stated that the ability to formulate, present, and
complete problem solving referred to as a strategic
competency. With adequate strategic competencies
expected of students able to solve the problems
faced by both the subject matter and the chemistry
of everyday life (literate students to science).
200
Iriany, .
Implementation of the Stem Model (Science, Technology, Engineering and Mathematics) with Blue Flower (Clitoria Ternatea) to Improve the Creative Thinking Skill of High School Students.
DOI: 10.5220/0008899302000206
In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 200-206
ISBN: 978-989-758-439-8
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
To achieve this capability requires a model of
learning chemistry more effective and emphasis on
students' thinking skills. One study design used here
is the type of techniques Hands-on Explorer
Challenge Activity. Problems in learning a learning
stimulus (Barrows, 1996).
This problem is bridging the relationship
between the content learned in the context of (real-
world situations). The students face a situation
problem solving in small groups led by tutors.
Tutors assist students in identifying the knowledge
required to solve the problem by asking questions
and monitoring the problem-solving process.
Chemistry material selected in this study, namely
benzene and its derivatives have the kind of
concepts that are abstract concrete. Besides the
problem of benzene is very close to daily life. Issues
of Benzene and its use is very close to their lives. So
students need to be introduced on a contextual
phenomenon.
One of the issues about the topic Benzene
students are introduced about synthetic pesticide
compounds as well as cases that arise in the
community, has appeared many complaints related
to the high content of toxic chemicals in food
ingredients that cause various diseases, such as
stroke, blood vessel constriction , and poisoning the
body. The farmers and people still have a strong
desire to use pesticides because of the results
obtained more quickly seen and felt immediately.
Although it must be admitted that the use of
synthetic chemicals is able to increase production,
but did not realize that the accumulation of the use
of synthetic chemicals can cause problems such as a
high content of residues in products, lead to
resistance, resurgence, and the explosion of pests
and diseases will even happen disturbance
environment life.
In this study, researchers will be introduced by
the media about the learning that will be used in the
learning Benzene Blue Flower (Clictoria ternatea).
These flowers grow in areas Kalumata, Teak and
Gambesi in Ternate. People usually use it as a
traditional treatment for the disease asthma /
shortness of breath. This interest has not been
cultivated by the people that still grows wild. Blue
flowers used as a medium of learning because this
compound contains phenolic compounds namely
Benzene derivatives. In the research project is
designed in the form of worksheets students are
required utilizing as biopesticides or blue flowers as
natural indicators.
Based on the background of the problem, the
characteristics of the concept of benzene and its
derivatives, as well as the application of concepts in
learning the researchers tried to design a study
entitled, "Learning the techniques of chemical types
Challenge Hands-on Activity Explore the Blue
Flower (Clictoria Ternatea) on the topic of benzene
and its derivatives to improve skills Conceptual
thinking high school students."
1.1 Problem Formulation
Based on the background research that has been
stated previously, the research problems can be
formulated as follows:
1. How do the characteristics of the STEM media
model with blue flowers in chemistry learning
improve students' creative thinking skills?
2. How to increase understanding of concepts and
students' creative thinking skills through the
media of Blue Flowers on the concept of
Benzene with implementation STEM model?
3. How do the teacher and students respond with
chemistry learning STEM model with Blue
Flower (Clictoria ternatea)
1.2 Research Objectives
Based on the formulation of the problem, the
objectives of the study are to:
1. Identify the characteristics of the type of STEM
model with Blue Flower (Clictoria Ternatea) on
the topic of Acid base can enhance high school
students' conceptual thinking skills.
2. Find ways of making learning media of blue
flowers (Clictoria ternatea) on the topic of Acid
and base can enhance creative thinking skills for
student SMAN 2 Kota Ternate Class XI.
3. Identify increasing student mastery of concepts
in the concept of benzene and its derivatives
through learning techniques Hands-on types
Challenge Explore Activity with Blue Flower
(Clictoria Ternatea)
1.3 Benefits of Research
The findings in this study are useful for:
a) High School Chemistry Teacher, the findings
could be used as an addition to insight,
knowledge and skills in designing, using and
developing an innovative learning chemistry, as
an operational guideline in applying learning
techniques oriented Hands-on especially on the
concept of Acid and base in learning chemistry;
For chemistry learning student learn about Acid
based and implementation topics i their life.
Implementation of the Stem Model (Science, Technology, Engineering and Mathematics) with Blue Flower (Clitoria Ternatea) to Improve
the Creative Thinking Skill of High School Students
201
b) For fellow researcher and observer of
Education, the findings could be used as a
source of information for the development of
chemistry teaching models, as input to the
school to solve the problem of quality of
learning and teaching as a reference on
innovation.
2 RESEARCH METHODOLOGY
2.1 Methods and Research Design
The research method used in this study is an
experimental method. This study focused on the
development of chemistry teaching model that can
improve conceptual thinking skills and science
literacy and utilize media blue flowers (Clitoria
Ternatea) in learning Acid and Base Compounds.
The research was conducted using Pre-test –
post-test control group design. In the research
design, there are the steps that show a sequence of
research activities, the stages in the experimental
class, namely: (1) initial observation phase (O), (2)
stage treatment model (X1), (3) the final
Observation (O), while stages of the control class,
namely: (1) initial observation phase (O), (2)
conventional learning phase (X2), (3) the end of the
observation phase (O).
2.2 Subjects of Research
This research was conducted in the city of Ternate
SMAN 2 semester academic year 2017/2018. The
subjects in this study were: class XI students MIA1
and MIA 2 that were 30 people in the experimental
class and 26 in the control class. The reason for the
selection of study subjects was based on the
consideration that all students who are in science
classes were grouped by ability in the class of
homogeneous existing (five classes).
2.3 Research Procedures
Stages of the procedure adopted in this research
include:
2.3.1 Preparation Phase
At this stage the two activities, namely the
preparation of the learning and development of
research instruments. The first step begins with: a)
Study of the literature of the Chemistry , Subject
Syllabus and books chemistry to analyze the key
concepts in the learning process needs to be trained
with the skills to think conceptually, b) make the
analysis of the concept to determine the label
concepts, definitions of concepts, types concepts,
attributes of concepts, concept hierarchy, c) create
concept maps covering the relevant concepts by
using conjunctions, d) conceptual skills study to
determine the indicators that will be developed in ,
e) Learning blue flowers and prepare media and
create learning scenarios in which damage that there
is a definition of the concept, specific learning
objectives with the worksheet, the model STEM for
chemistry learning implementation.
2.3.2 Implementation Phase
At the beginning of the meeting students were given
pre-test; further divided into groups of students
practice working with worksheets prepared by the
researcher.Student can explain what is they see and
remember about acid and base compounds, Indicator
acid base and pH Acid base. Later stages of the
application of learning by STEM model so student
learn in level interactive demonstration student can
demonstration and talk with another in class.
Teacher prepare their module, LKS or examination
on virtual class and virtual laboratory. Student learn
by Flipped classroom in experiment class. On the
class control student learn by inquiry laboratory
without virtual class. Both of class make some
project acid base.
All the student to study learn about Worksheet
with the blue flowers (Clitoria Ternatea). They learn
about the media characteristics of blue Flower and
then they make some extracts of blue Flower for
some products of chemistry in life. After that they
make promotion their product to their colleagues or
family. Then the implementation of learning is
observed by peers as an observer by teacher and
parents. In this study, sampling data through
observation sheet involving two observers (peers)
are performed on the control class or classes of data
observations collected from the experiment. The
next step is performed percentage of each
observation point.
ICTL 2018 - The 1st International Conference on Teaching and Learning
202
3 RESULTS AND DISCUSSION
3.1 Mastery of Concepts
To determine the increase of students' mastery of
concepts and data captured by sub-concepts
achievement posttest scores of each item to the class
about the control and experimental classes. The
number of concepts students are learning as much as
5 sub concepts spread into 20 question multiple
choice test. These concepts are (1) Acid base theory,
(2) acid base indicator, (3) determine strong acidic
base compounds and weak base through calculation
of acidic strength, (4) Determine weak acidic and
strong base compounds , (5) Purpose and Useful
Acid and base of in daily life. Distribution for each
concept and picture for each individual concept can
be seen in Figure 1, Table 1 and, Table 2.
Figure 1: Pre-test, Post-test and N-Gain Results.
Table 1: Distribution of Sub-Class Concept in Control and Experimental Classes.
No.
Mastery of
Concept
Question
Number
Average
Control Class
Average
Experimental Class
Pre-test
Post-test
Pre-test
Post-
test
<g>
(%)
1.
Acid Base
Theory
1, 2,4,13,20
34.62
67.31
28.33
90.00
85.60
2.
Acid Base
Indicator
3, 16,15,11
23.40
50.64
26.11
82.78
77.00
3.
Determine
strong
acidic base
compounds
and weak
base
through
calculation
of acidic
strength
5,6,12,
19
45.51
76.60
15.83
80.28
76.00
4.
Determine
weak
acidic
compounds
and strong
acids
7,8, 9 10,18
30.77
65.38
13.33
70.00
66.00
5.
Usefull
Acid and
base in
daily life
14,15,16,17
33.33
75.64
43.33
87.78
78.00
Based on table 1 that student learning outcomes are
integrated into the conceptual thinking skills and
science literacy skills of students with STEM
(Science, Technology, Engineering and
Mathematics) model in learning chemistry.
Worksheet addressed that there is a significant result
with class control and experimental classes. The
difference in the second-class treatment in this study
lies in the provision of different worksheets and
learning techniques are different between the two
classes.
STEM model in the experimental class on the label
concepts Acid and base theory and indicator acid
base have a value of N-Gain 66.00 which most
students think that the concept is difficult to
Implementation of the Stem Model (Science, Technology, Engineering and Mathematics) with Blue Flower (Clitoria Ternatea) to Improve
the Creative Thinking Skill of High School Students
203
understand and a lot of memorizing concepts. Lack
of understanding of the concept as traced through
interviews and questionnaires it was found out the
fact that students are still confused with the label
concepts as to count pH strong acid and base. It is
still difficult for the students to distinguish strong
acidic compounds and weak acids through the
calculation of acidic strength. So label the concept
the acid base theory and indicator acid base had a
concept that can enhance the understanding of
science concepts and literacy achievement of
students with the highest value of N-Gain which is
equal to 85.60.
Table 2. Distribution Sub-Class Concept at Grade Control and Experiment.
No.
Mastery of
Concept
Question
Number
Average
Control Class
Average
Experimental Class
Pre-test
Post-test
Pre-test
Post-
test
<g>
(%)
1.
Acid Base
Theory
1, 2,4,13,20
34.62
67.31
28.33
90.00
85.60
2.
Acid Base
Indicator
3, 16,15,11
23.40
50.64
26.11
82.78
77.00
3.
Determining
strong
acidic base
compounds
and weak
base
through
calculation
of acidic
strength
5,6,12,
19
45.51
76.60
15.83
80.28
76.00
4.
Determining
weak acidic
compounds
and strong
acids
7,8, 9 10,18
30.77
65.38
13.33
70.00
66.00
5.
Useful Acid
and base in
daily life
14,15,16,17
33.33
75.64
43.33
87.78
78.00
It can be seen from the results of table 2, which
shows that concept of interest to students the
concept label uses and hazards of acid base in daily
life, can improve conceptual skills N-Gain of 78.
Students are very interested in this concept because
a group of students the opportunity to develop and
create a chemistry project on Acid base applications
in daily life. Refers to the types of concepts that are
presented by Herron (1997) Benzene in learning
chemistry concepts, there are three types of concepts
such as: the concept based on the nature, the concept
which states the principles and concepts expressed.
Lack of understanding of the concept of physical
and chemical properties of benzene and its
derivatives is a kind of concept based on the
principle in which weeks to understand the types of
concepts necessary knowledge of the principles
previously been known or studied by students.
3.2 Discussion
3.2.1 Learning by STEM model
Based on the data in Table 4.4 application of
learning techniques Hands-on Explorer Challenge
Activity Types with blue flowers is a technique that
requires students to think, to improve the skills of
thinking conceptually. Characteristics of STEM
ICTL 2018 - The 1st International Conference on Teaching and Learning
204
models are Product Promotion and Process. STEM
model can improve the ability to ask questions of the
object or phenomenon that confronted students. The
ability to ask who directed this research is the ability
to ask that is directed at the concept of the use of
tools.
3.2.2 Student Responses on Learning
In general, student responses on learning chemistry
Acid Base concept by instructional media of blue
flowers (Clitoria Ternatea) is very positive. Based
on the questionnaire that were distributed to the
students turned out by blue flowers media in
chemistry learning improve students' understanding
of the concept of high and especially on a concept
by implementing the principles. One of the skills
that students should have when the investigation is
asked so that they can get the data and process it
logically (in Suchman, 2004:86). Suchman explains
that the ability to ask questions is a skill that
students can learn about how to (1) ask the question
unfocused and blurry, (2) analyze a situation to
resolve relationships among variables.
3.2.3 Conceptual Skills of Students’ Mastery
in learning through STEM (Science
Technology, Engineering and
Mathematics) with blue flowers
(Clitoria Ternatea) media.
The results of data analysis for students Critical
Thinking Skills, developed through learning benzene
and its derivatives through STEM model as a whole
that have increased in the experimental class were
quite high, with an average N-Gain ranging from
55.56 to 73 , 67. Improvements in Critical Thinking
Skills can be caused by students acquire factual
knowledge directly observed from lab-based project
that is packed with the questions in the worksheets
that direct students to relate the facts obtained in the
form contributed to theory in improving students’
Creative Thinking Skills. The students’ Creative
Thinking Skills increase on aspects of tables and
graphs generalize (73.67), suggesting that this
explanation is supported by the theory of learning
techniques and media used; then directed students to
be able to represent the tables and graphs are created
each presents a project report. In LKS design
students were asked to present the work of the group
and subsequently addressed by other groups.
Students also find themselves patterns and
regularities, and tables and charts, as well as trained
to analyze tables and graphs. Judging from the test
questions are not about the difficult category,
including the category of test and easy, it can be one
cause of high Creative Thinking Skills on
generalized tables and graphs.
For aspects of Creative Thinking Skills on
answering the question "what is ...?" an increase of
63.89. This could be due to the students easily
understand the meaning of the concepts learned
there as to Acid base theory, Acid base indicator, the
pH of strong acid and strong base , the pH of
strong acid and weak base , and the pH of weak
acid and weak base . For Creative Thinking Skills in
identifying aspects or formulate criteria for
determining a possible answer increased by 59.17.
4 CONCLUSIONS AND
RECOMMENDATIONS
4.1 Conclusions
Characteristics of learning chemistry with STEM
model are with blue flowers (Clitoria ternatea) are:
to facilitate students in foster creative attitude, work
in groups, ability to hypothesize, problem-solving
skills, motivation to learn and be able to increase the
ability to ask the object or phenomena.
1. Improved learning outcomes on the concept of
benzene and its derivatives are the highest in the
experimental class to label the concept The
structure and name compounds and benzene
derivatives average of N-Gain 85.60, while the
lowest on the label concepts Physical and
chemical properties of benzene at 66.00. In the
control class improved learning outcomes were
highest on the label concept substitution reaction
of H atoms in benzene have N-Gain at 30.81
while the lowest on the label concept Benzene
usefulness in daily life N-Gain of 64.10.
2. Improved conceptual thinking skills in classroom
experiments the highest occurred in Critical
Thinking Skills ability to justify the N-gain of
76.89 and the lowest at the Critical Thinking
Skills look for similarities and differences of
57.56. Then the control class saw the largest
increase in the Critical Thinking Skills analyzed
the table and graph at 48.74 while the lowest in
the ability of the Critical Thinking Skills to
justify N-gain of 35.63.
3. The teacher and students in general to learning
Acid Base Concept with media blue flowers are
very positive
Implementation of the Stem Model (Science, Technology, Engineering and Mathematics) with Blue Flower (Clitoria Ternatea) to Improve
the Creative Thinking Skill of High School Students
205
4.2 Suggestion
The science teachers can make learning particularly
chemical STEM model the various types that are
tailored to the characteristics of the material and the
level of difficulty of the teaching materials that can
be delivered to students.
REFERENCES
Arikunto, B. 1995. Dasar-dasar Evaluasi Pendidikan
[Basis of Education Evaluation]. Yogjakarta: Bumi
Aksara,
Beyer, B. K., 1971. Inquiry in the Social Studies
Classroom: a Strategy for Teaching. Ohio: Charles E.
Merril Publishing Company.
Chemical Concepts”. Journal of Chemical Education. 74,
(3), 330-334.
Dahar, R. W. 1989. Teori-teori Belajar [Learning
Theories]. Bandung: Erlangga.
Efendi, R. 2004. Kajian Model Pembelajaran Learning
Dengan Tiga Teknik Hands-On Berdasarkan
Pemahaman Konsep dan Kemampuan Inkuiri Siswa
SMU pada Konsep Hukum Newton tentang Gerak.
Unpublished Thesis
Haury, L. D., and Rillero, P. 1994. Perspective of Hands –
On Science Teaching: Colombus: The ERIC
Clearinghouse for Science mathematics, and
Enviromental Education.
Herron, J. D, et al., 1997. Descriptive Studies of Student
with Concept Analysis. Journal of Science Education,
61. (2).185-199
http://www.cdu.edu.au/ehs/education/practicum. Primary
Education-Practicum.(Online)
Liliasari, et al. 1997. Pengembangan Model Pembelajaran
Materi Subyek untuk Meningkatkan Ketrampilan
Berpikir Konseptual Tingkat Tinggi Mahasiswa Calon
Guru IPA, Laporan Penelitian, Bandung: FMIPA
IKIP Bandung.
Novak, J. D., and Gowin, D. B. 1985. Learning How to
learn. Cambridge: Cambridge University Press
Puskur. 2006. Kurikulum Tingkat Satuan Pendidikan.
Jakarta: Depdiknas
Robertson, S. I. 1999. Typing of Thinking. London:
Routhledge
Romey, D. W. 1978. Inquiry Techniques for Teaching
Science. New Jersey: Prentice-Hall,Inc.
Russell, J. & Kozma, R., 1997. “Use of Simultaneous-
Synchronized Macroscopic, Microscopic, and
Symbolic Representations to Enhance the Teaching
and Learning of Chemical Concepts”. Journal of
Chemical Education. 74, (3), 330-334.
ICTL 2018 - The 1st International Conference on Teaching and Learning
206