SMP Negeri 5 Pontianak

Designing a
Simple Periscope
Organized by Supported by
SUGGESTE D CITATI ON
Dhavina, D., Susilawati, E., Indarti, L., Purwanti, H., Yusniarni, N. & Wahyuni, S. (2023). Designing a Simple
Periscope. 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
towards automation, cloud computing, artificial
intelligence and more, society is witnessing rapid
advances in technology that are forcing us to
reevaluate our approach towards education. The
walls that once cordoned Science, Technology,
Engineering and Mathematics into silos segregated
by discipline-specific knowledge, skills, and beliefs,
are increasingly being broken down, as the traditional
boundaries between curricula become more blurred.
As the gap between the supply and demand of
STEM-skilled professionals continues to grow, so
has the need for STEM skills and competencies to be
integrated into the education system, to meet the
challenges of an ever-evolving digital economy and
to adapt to a fast-changing workforce.
This series features 20 lesson packages that
have been designed, enacted, and refined by
professional learning communities (PLCs) that have
adopted the Plan – Act – Reflect cycle in Indonesia.
Each lesson package showcases a lesson plan,
student worksheet(s), and assessment sheet(s)
from a different school. The lesson packages have
STEM
Teachers
STEM
Teachers
Students
Figure 1. Evolution of STEM problems / projects in the classroom
been developed to delve deeper than the basic
competencies addressed in the national curriculum,
with competency achievement indicators that
illuminate and foster the skills and practices of STEM.
Designed with a transdisciplinary approach,
each lesson package utilises the S-T-E-M Quartet
Instructional Framework to present an authentic,
complex, persistent, and extended real-world problem
that requires students to apply the knowledge and
skills from two or more disciplines of STEM (Tan et
al, 2019). The lesson packages also scaffold the
students’ learning, namely through the combination
of inquiry and collaboration. Emphasis is placed on
creating authentic learning experiences facilitated by
dialogic pedagogy, shifting the focus away from the
listen-tell, teacher-directed practices that typify the
traditional classroom. It is with this approach that we
hope that greater exposure to STEM-infused teaching
will beget STEM learning agency in the classroom;
that the STEM classroom will evolve from problems
that are predominantly teacher initiated, to problems
that stem from the interests and curiosities of the
students themselves (Figure 1).
Students
Students STEM
Students
Teachers STEM
Teachers
One of the challenges often experienced by STEM
teachers is the lack of quality assessment tools.
Each of the 20 lesson packages includes one or
more assessment tools (such as marking rubrics
and student self-assessment sheets), that aim
to be a guide and / or a source of inspiration to
teachers seeking to integrate STEM education into
their classroom. We hope that in sharing these
assessment tools (and lesson packages) that we
can work towards expanding the STEM professional
learning circle and develop quality assessment tools
suitable for various STEM activities.
In general, the lesson plans are centred around
globally applicable or relevant STEM problems,
however, what is particularly unique is the Indonesian
contexts and challenges that have been interwoven
into several of the lesson plans. These lesson plans
help further shape the students’ STEM learning
experiences and identity, as they empathise and
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.
establish a personal, cultural connection to the
problem at hand.
At present, the contextualisation and representation
of STEM activities pertaining to a particular locality
or ethnicity remains to be small. It is our hope that
in time, STEM activities / lessons will be enriched by
a foundation wherein local, ethnic wisdom becomes
a third space, equal in standing, intersecting and
overlapping with the trends in global development
and industrial needs and practices (Figure 2).
Lastly, although STEM education has not been
incorporated into Indonesia’s new curriculum policy,
these lesson packages are an example of how
opportunity and collaboration can cultivate STEM
PLCs comprised of STEM teachers as agents of
curriculum adaptation, bringing integrated STEM
education into the classroom and fusing STEM into
the students’ learning experiences.
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

SMP Negeri 5 Pontianak

SCHOOL LOCATION/CITY

Pontianak, West Kalimantan

AUTHORS
Teachers
Dessy Dhavina, S.Si. (Team Coordinator),
Heni Purwanti, S.Pd. (Team Member),
Nur Yusniarni, S.Pd. (Team Member),
Sri Wahyuni, M.Pd. (Team Member)
Facilitators

Dr. Eneng Susilawati, M.Sc.,

Lili Indarti, M.Hum.

A 2023 PUBLICATION DESIGNING A SIMPLE PERISCOPE 5

About the Lesson
LESSON TITLE
Designing a Simple Periscope
TOPIC
Optical Devices
LEVEL
Junior High 2 (Grade 8 / Sec 2 equivalent) / Semester 2
TIME ALLOCATION
Session 1 (80 minutes), Session 2 (120 minutes), Session 3 (120 minutes),
Session 4 (120 minutes)

Teaching Approaches

APPROACH MODEL
STEM Project-based learning
LEARNING METHODS
Discussion, problem solving, assignment

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

SESSION 1:
• understand how different types of optical devices work.
• identify the working principles of some optical devices.
• identify optical devices that can help solve problems in everyday life.

SESSION 2:
• design a simple periscope.
• determine the tools and materials needed to construct a simple periscope.
• apply the concept of plane geometry to the design of a periscope.

SESSION 3:
• construct a simple periscope.

SESSION 4:
• identify the pros and cons of a periscope.
• propose design ideas for a periscope that can be used universally.

6 DESIGNING A SIMPLE PERISCOPE

 BASIC COMPETENCIES

Analyse the properties of light, the formation of shadows on flat surfaces and curved planes,
and their applications to explain the visual processes in humans and insects, and the working principles
of optical devices.

Present experimental results on the formation of shadows in mirrors and lenses.

STEM Integrated Learning

• Identify different types of optical devices.

• Identify the working principles of some optical devices.
• Identify the function and working principles of periscopes to construct
SCIENCE a simple periscope.
• Make observations of the school wall.

• Find relevant information using the internet.

• Use a calculator to calculate of the cost of making an optical device.
• Find out how to construct a periscope using the internet.
TECHNOLOGY • Use a calculator to calculate the cost of making a simple periscope.

• Propose an optical device that can be used to solve the problems presented.
• Design a simple periscope.
• Identify the tools and materials needed to construct a simple periscope.
ENGINEERING • Construct a simple periscope using the tools and materials provided.
• Propose design ideas for a periscope that can be used universally.

• Calculate the cost of making an optical device.

• Apply the concept of plane geometry to the design of a simple periscope.
• Create a cut-out template of a simple periscope that can be used universally.
MATHEMATICS

DESIGNING A SIMPLE PERISCOPE 7

Lesson Timeline
SESSION 1

ACTIVITY 1 TIME
Introduction 10 minutes

Teacher Activity Student Activity

1. The teacher greets the students. 1. Students greet the teacher.

2. The teacher groups the students into 2. Students form groups with the guidance of their
four groups. teacher.
3. The teacher shares the learning objectives of
the session.

CORE ACTIVITY 2 TIME

Research and discovery 60 minutes

Teacher Activity Student Activity

1. The teacher gives out a worksheet on optical
devices with case studies for the students
to solve.
2. The teacher asks students questions on the
working principles of optical devices.
3. The teacher asks each group to present the
results of their discussion.
1. Students research the different types, parts,
functions and working principles of several
optical devices.
2. Students answer questions on the working
principles of optical devices.
3. Students identify the problems in the case
studies given in the worksheet.
4. Students identify the appropriate type of optical
device that can be used to solve the problem
presented.
5. Students present the results of their group
discussion to the class.

8 DESIGNING A SIMPLE PERISCOPE The teacher and student activity should be conducted concurrently
 ACTIVITY 3 TIME
C

Conclusion 10 minutes

Teacher Activity Student Activity

1. The teacher guides the students to reflect on
the activities done in the session.
1. Students evaluate the type of optical device
chosen and the working principles of the device
based on the problem presented.
2. Students reflect on the activities done in the
session with guidance from their teacher.

SESSION 2

ACTIVITY 1 TIME
Introduction 5 minutes

Teacher Activity Student Activity

1. The teacher greets the students. 1. Students greet the teacher.

2. The teacher asks the students to join their 2. Students join their respective groups.
respective groups.
3. The teacher shares the learning objectives of
the session.

The teacher and student activity should be conducted concurrently DESIGNING A SIMPLE PERISCOPE 9
 CORE ACTIVITY 2
Designing a simple periscope
Teacher Activity
1. The teacher gives out a worksheet with
a contextualised problem that relates to
the students’ everyday life, for them to
problem-solve.
2. The teacher provides whiteboards for the
students to design their simple periscope.
3. The teacher asks each group to present the
design of their periscope.
4. The teacher facilitates the students’
presentations.
5. The teacher provides students with the
opportunity to give feedback on each
presenting group.
6. The teacher assesses and gives feedback on
each presentation.
ACTIVITY 3
Conclusion
Teacher Activity
1. The teacher guides the students to reflect on
the activities done in the session.
10 DESIGNING A SIMPLE PERISCOPE
TIME
100 minutes
Student Activity
1. Students read about a problem that has been
contextualised to relate to their everyday life
from their worksheet.
2. Students work in their groups to discuss and
propose an optical device that could solve the
problem presented.
3. Students observe and collect data on the
school wall.
4. Students work in their groups to discuss and
design a simple periscope on the whiteboard
provided.
5. Students identify the tools and materials
needed to construct the simple periscope.
6. Students present the design of their simple
periscope and receive feedback from the other
students and their teacher.
TIME
15 minutes
Student Activity
1. Students evaluate the periscope they have
designed based on the feedback given by the
teacher and their peers.
2. Students reflect on the activities done in the
session with guidance from their teacher.
The teacher and student activity should be conducted concurrently
SESSION 3

ACTIVITY 1 TIME
Introduction 5 minutes

Teacher Activity Student Activity

1. The teacher greets the students. 1. Students greet the teacher.

2. The teacher asks the students to join their 2. Students join their respective groups.
respective groups.
3. The teacher shares the learning objectives of
the session.

CORE ACTIVITY 2 TIME

Constructing a simple periscope 105 minutes

Teacher Activity Student Activity

1. The teacher provides the students with
the materials required to build their simple
periscopes.
2. The teacher asks each group to present their
periscope.
3. The teacher provides students with the
opportunity to give feedback on each
presenting group.
4. The teacher assesses and gives feedback on
each presentation.
1. Students reflect on the problem they need to
solve and the design of their simple periscope
from the previous session.
2. Students study the information provided in the
worksheet and look for additional references on
the internet.
3. Students discuss and determine the model and
size of the periscope to be made, based on the
information obtained from their worksheet and
the internet.
4. Students construct their simple periscope.
5. Students present their constructed periscope
and receive feedback from the other groups and
their teacher.

ACTIVITY 3 TIME
Conclusion 10 minutes

Teacher Activity Student Activity

1. The teacher guides the students to reflect on their 1. Students reflect on their experience of
experience of constructing a simple periscope. constructing a simple periscope.

The teacher and student activity should be conducted concurrently DESIGNING A SIMPLE PERISCOPE 11
SESSION 4

ACTIVITY 1 TIME
Introduction 5 minutes

Teacher Activity Student Activity

1. The teacher greets the students. 1. Students greet the teacher.

2. The teacher asks the students to join their 2. Students join their respective groups.
respective groups.
3. The teacher shares the learning objectives of
the session.

CORE ACTIVITY 2 TIME

Evaluating the simple periscope 105 minutes

Teacher Activity Student Activity

1. The teacher asks students to evaluate their
simple periscope and record their findings.
2. The teacher presents the students with new
criteria for the design of their periscope.
3. The teacher asks each group to present their
new periscope design.
4. The teacher provides students with the
opportunity to give feedback on each
presenting group.
5. The teacher assesses and gives feedback on
each presentation.
1. Students evaluate their simple periscope based
on the problem presented in session 2.
2. Students study the new criteria given by their
teacher and look for additional references on
the internet to discuss the ideal model and size
for their revised design.
3. Students reflect on the pros and cons of the
revised periscope’s design.
4. Students then suggest new design ideas for a
periscope that can be used universally.
5. Each group presents their final periscope
design and receives feedback from the other
groups and their teacher.

ACTIVITY 3 TIME
Conclusion 10 minutes

Teacher Activity Student Activity

1. The teacher guides the students to reflect on 1. Students reflect on their experience of
their experience of designing, constructing, and designing, constructing, and evaluating a
evaluating a simple periscope. simple periscope.

12 DESIGNING A SIMPLE PERISCOPE The teacher and student activity should be conducted concurrently
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The teacher and student activity should be conducted concurrently DESIGNING A SIMPLE PERISCOPE 13