SMPN 2 Bumi Raya

Biopores
SUGGESTE D CITATI ON
Ramdhani, H., Jalil, A., Nurhudaim, Fikri, M. & Nurwidodo. (2023). Biopores. In Teo, T. W., Leo, M., Neo, M., Mabulo, S.,
Tan, X. X. T., Chang, J. & Hidayat, A. (Eds.). Temasek Foundation - STEM Programme in Indonesia (Phase 1). NIE, NTU:
Singapore.

© 2023 National Institute of Education, Nanyang Technological University, Singapore. All rights reserved.
Integrating STEM Learning in Indonesia:
STEM Teachers as Agents of Curriculum
Adaptation
Dr Teo Tang Wee1 1, 3
Multi-centric Education, Research and Industry STEM Centre, National
Dr Arif Hidayat 2
Institute of Education, Nanyang Technological University, Singapore
Dr Melissa Neo3 1, 2
Physics Education, Universitas Pendidikan Indonesia

As the Fourth Industrial Revolution (IR 4.0) trends been developed to delve deeper than the basic
towards automation, cloud computing, artificial competencies addressed in the national curriculum,
intelligence and more, society is witnessing rapid with competency achievement indicators that
advances in technology that are forcing us to illuminate and foster the skills and practices of STEM.
reevaluate our approach towards education. The
walls that once cordoned Science, Technology, Designed with a transdisciplinary approach,
Engineering and Mathematics into silos segregated each lesson package utilises the S-T-E-M Quartet
by discipline-specific knowledge, skills, and beliefs, Instructional Framework to present an authentic,
are increasingly being broken down, as the traditional complex, persistent, and extended real-world problem
boundaries between curricula become more blurred. that requires students to apply the knowledge and
As the gap between the supply and demand of skills from two or more disciplines of STEM (Tan et
STEM-skilled professionals continues to grow, so al, 2019). The lesson packages also scaffold the
has the need for STEM skills and competencies to be students’ learning, namely through the combination
integrated into the education system, to meet the of inquiry and collaboration. Emphasis is placed on
challenges of an ever-evolving digital economy and creating authentic learning experiences facilitated by
to adapt to a fast-changing workforce. dialogic pedagogy, shifting the focus away from the
listen-tell, teacher-directed practices that typify the
This series features 20 lesson packages that traditional classroom. It is with this approach that we
have been designed, enacted, and refined by hope that greater exposure to STEM-infused teaching
professional learning communities (PLCs) that have will beget STEM learning agency in the classroom;
adopted the Plan – Act – Reflect cycle in Indonesia. that the STEM classroom will evolve from problems
Each lesson package showcases a lesson plan, that are predominantly teacher initiated, to problems
student worksheet(s), and assessment sheet(s) that stem from the interests and curiosities of the
from a different school. The lesson packages have students themselves (Figure 1).

STEM
Teachers Students

STEM Students STEM

Students
Teachers Teachers STEM
Students
Teachers

Figure 1. Evolution of STEM problems / projects in the classroom

One of the challenges often experienced by STEM establish a personal, cultural connection to the
teachers is the lack of quality assessment tools. problem at hand.
Each of the 20 lesson packages includes one or
more assessment tools (such as marking rubrics At present, the contextualisation and representation
and student self-assessment sheets), that aim of STEM activities pertaining to a particular locality
to be a guide and / or a source of inspiration to or ethnicity remains to be small. It is our hope that
teachers seeking to integrate STEM education into in time, STEM activities / lessons will be enriched by
their classroom. We hope that in sharing these a foundation wherein local, ethnic wisdom becomes
assessment tools (and lesson packages) that we a third space, equal in standing, intersecting and
can work towards expanding the STEM professional overlapping with the trends in global development
learning circle and develop quality assessment tools and industrial needs and practices (Figure 2).
suitable for various STEM activities.
Lastly, although STEM education has not been
In general, the lesson plans are centred around incorporated into Indonesia’s new curriculum policy,
globally applicable or relevant STEM problems, these lesson packages are an example of how
however, what is particularly unique is the Indonesian opportunity and collaboration can cultivate STEM
contexts and challenges that have been interwoven PLCs comprised of STEM teachers as agents of
into several of the lesson plans. These lesson plans curriculum adaptation, bringing integrated STEM
help further shape the students’ STEM learning education into the classroom and fusing STEM into
experiences and identity, as they empathise and the students’ learning experiences.

Figure 2. Progress towards greater representation of ethnic uniqueness in STEM activities / lessons

REFERENCE
Tan, A. L., Teo, T. W., Choy, B. H., & Ong, Y. S. (2019). The STEM quartet. Innovation and Education, 1(1), 1-14.
This STEM lesson package is co-constructed by the Phase 1 participants and consultants of the “Temasek
Foundation – STEM Programme in Indonesia” in 2022. The Programme is supported by Temasek Foundation,
Singapore, and the Ministry of Education, Culture, Research and Technology (MOECRT), Indonesia. The Programme
is led by the Multi-centric Education, Research and Industry STEM Centre at the National Institute of Education
(meriSTEM@NIE), Nanyang Technological University, Singapore.

CO-EDITORS
Multi-centric Education, Physics Education,
Research and Industry STEM Centre Universitas Pendidikan Indonesia
at the National Institute of Education, —
Nanyang Technological University, Arif Hidayat
Singapore
—
Tang Wee Teo
Miechie Leowardy
Melissa Neo
Sherwin Mabulo
Tan Xue Xian Thea
Jina Chang

THIS LESSON PL AN WAS PREPARED BY:

SCHOOL

SMPN 2 Bumi Raya

SCHOOL LOCATION/CITY

Central Sulawesi

AUTHORS

Hamzah Ramdhani, M.Pd.,

Abd. Jalil, M.Pd.,
Nurhudaim, S.Pd.,
Moh. Fikri, S.Pd.,
Nurwidodo

A 2023 PUBLICATION BIOPORES 5

About the Lesson
LESSON TITLE
Biopores
TOPIC
Environmentally Friendly Technology / Biopores
LEVEL
Junior High 3 (Grade 9 / Sec 3 equivalent) / Semester 2
TIME ALLOCATION
Session 1 (120 minutes), Session 2 (150 minutes), Cycle 1

Aer conducting a series of learning activities, students should be able to:

• identify problems occurring in their daily environment.
• analyse the cause(s) of the problems in their environment.
• find a solution to the problem of flooding.
• design a project on a simple biopore.
• construct a prototype of a simple biopore.
• present the prototype of a simple biopore.

COMPETENCY ACHIEVEMENT INDICATORS

Analyse processes and products that are environmentally friendly and sustainable

Present work on processes and products that are environmentally friendly and sustainable

6 BIOPORES
Lesson Timeline
SESSION 1

ACTIVITY 1 TIME
Introduction 10 minutes

Teacher Activity Student Activity

1. The teacher starts the session with greetings 1. The students greet their teacher and pray
and prayer and gets the class in order using an before the session starts.
icebreaker. 2. The students respond to their teacher’s
2. The teacher uses apperception to motivate the questions.
students.
3. The teacher asks:
→ Pay attention to your daily environment,
what are some of the causes of the problems
occurring in your environment?
→ When the rainy season arrives, what are
the conditions like in your surrounding
environment?
→ How can we solve the problem of flooding?
4. The teacher shares the learning objectives of
the session.

The teacher and student activity should be conducted concurrently BIOPORES 7

 CORE ACTIVITY 2 TIME
Reflection, research, discovery, and communication 95 minutes

Teacher Activity Student Activity

REFLECTION REFLECTION & RESEARCH

1. The teacher introduces students to the context 1. Students listen to their teacher’s introduction
of flooding and its environmental impact, to on flooding and its environmental impact.
prompt students to analyse its causes and 2. Students collect information on the
ideate potential solutions to prevent it. environmental impact of flooding with guidance
from their teacher.
RESEARCH
2. The teacher guides students to collect DISCOVERY
information from relevant sources on the 3. Students work in groups to design a solution
environmental impact of flooding. (i.e., a simple biopore prototype) to solve the
issue of flooding in the district.
DISCOVERY
3. The teacher links the research and information COMMUNICATION
found to the relevant steps of the project. 4. Students present their prototype designs,
developing their communication and
collaborative skills, as well as their analytical
skills, to make sense of the project and provide
constructive feedback on the presentation and
prototype design from the other groups.

ACTIVITY 3 TIME
Conclusion 15 minutes

Teacher Activity Student Activity

1. The teacher ends the session using Quizziz (an 1. Students use Quizziz to note the positive
interactive multimedia quiz platform). things they have gained through their learning
experience.
2. Students also note the things that could be
improved in the next learning session.
3. Students complete evaluation questions on the
learning materials.

8 BIOPORES The teacher and student activity should be conducted concurrently

SESSION 2

ACTIVITY 1 TIME
Introduction 10 minutes

Teacher Activity Student Activity

1. The teacher starts the session with greetings 1. The students greet their teacher and pray before
and prayer and gets the class in order using an the session starts.
icebreaker. 2. The students respond to their teacher’s questions.
2. The teacher uses apperception to motivate the
students.
3. The teacher asks:
→ If there is a risk of flooding in your area, what
could you do to prepare for it?
→ What kind of prototype could you design to
solve the problem of flooding?

CORE ACTIVITY 2 TIME

Application, construction and communication 120 minutes

Teacher Activity Student Activity

APPLICATION AND CONSTRUCTION APPLICATION AND CONSTRUCTION

1. The teacher guides the students in the design 1. Students design and construct a simple biopore
and creation of their simple biopore prototype. and test their prototype to improve their design.

COMMUNICATION
2. Students present their simple biopore prototype
to the class, developing their communication
and collaborative skills, as well as their
analytical skills, to understand the project
and provide constructive feedback on the
presentation and prototype design from the
other groups.

The teacher and student activity should be conducted concurrently BIOPORES 9

 ACTIVITY 3 TIME
Conclusion 20 minutes

Teacher Activity Student Activity

1. The teacher ends the session using Quizziz (an 1. Students use Quizziz to note the positive
interactive multimedia platform). things they have gained through their learning
experience.
2. Students also note the things that could be
improved in the next learning session.
3. Students complete evaluation questions on the
learning materials.

Laboratory Equipment
EQUIPMENT

Steel cover (1 m (length) with 10 mm (diameter) holes)

Crowbar

PVC pipe (1 m (length), 4 in (diameter))

Chopping knife

Twigs or dried leaves

Permanent markers

10 BIOPORES The teacher and student activity should be conducted concurrently

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