SMP Muhammadiyah Al Mujahidin

Rainproof Drying Rack

SUGGESTE D CITATI ON
Andari, I.E., Mustajab, N.A., Rohmitawati, Aulia, E.T., Hertanti, R. & Khoirunisa, L. (2023). Rainproof Drying Rack. 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 Muhammadiyah Al Mujahidin

SCHOOL LOCATION/CITY

D.I. Yogyakarta

AUTHORS

Teachers PPPPTK Matematika / CDETEP Mathematics

Ilania Eka Andari, M.Pd., Nur Amini Mustajab,

Enggar Tri Aulia, M.Pd., Rohmitawati, S.SI., M.Pd.
Retno Hertanti, S.Pd.,
Laila Khoirunisa, S.Pd.

A 2023 PUBLICATION RAINPROOF DRYING RACK 5

About the Lesson
LESSON TITLE
Rainproof Drying Rack
TOPIC
Geometry
LEVEL
Junior High 1 (Grade 7 / Sec 1 equivalent) / Semester 2
TIME ALLOCATION
Session 1 (80 minutes), Session 2 (80 minutes), Session 3 (80 minutes)

Teaching Approaches

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

A­er conducting a series of learning activities, students should be able to:

SESSIONS 1 & 2
• understand how shapes / geometry can be used to solve everyday problems.
• find temporary solutions to an everday problem using literature on shapes / geometry.
• design a solution to an everyday problem using shapes / geometry.
• present a solution to an everyday problem using shapes / geometry.

SESSION 3
• construct a portable rainproof drying rack.
• test and evaluate the portable rainproof drying rack.

6 RAINPROOF DRYING RACK

STEM Integrated Learning

• Identify types of materials that are suitable for making a portable rainproof
drying rack.
• Identify the working principles of materials suitable for making a portable
SCIENCE rainproof drying rack.
• Understand the concepts of radiation and evaporation.

• Find literature (information) on various shapes / geometry and types of materials

using the internet / learning resources.
• Identify the tools required to make a prototype of a portable rainproof drying rack.
TECHNOLOGY

• Design a portable rainproof drying rack.

ENGINEERING

• Determine the shape and structure of a portable rainproof drying rack by applying
geometry concepts.
• Determine the ratio (scale) of a design in proportion to the actual size of the rainproof
MATHEMATICS drying rack.
Lesson Timeline
SESSION 1
ACTIVITY 1
Introduction
Teacher Activity
1. The teacher greets the students and begins the
lesson with a prayer.
2. The teacher introduces the concept of shapes
/ geometry in the everyday construction of
buildings, using mathematical apperception.
3. The teacher shows videos and figures on the
everyday application of shapes / geometry.
4. The teacher shares the learning objectives of
the session.
CORE ACTIVITY 2
Establishing the problem and drafting a prototype plan
Teacher Activity
1. The teacher divides the students into several
groups.
2. The teacher distributes worksheets and
explains the learning activities.
Establishing the problem
3. The teacher presents the problem and asks
the students to think about how they can
problem-solve.
4. The teacher gives the students time and
guidance to research and problem-solve.
Drafting a preliminary plan for the prototype
5. The teacher ensures that the students in each
group help determine the structure, shape,
and materials needed to make their portable
rainproof drying rack.
8 RAINPROOF DRYING RACK
TIME
10 minutes
Student Activity
1. Students greet the teacher and pray together.
2. Students watch videos and observe figures on
the everyday application of shapes / geometry.
TIME
40 minutes
Student Activity
1. Students form groups with guidance from their
teacher.
Establishing the problem
2. Students read the worksheet and analyse the
problem presented.
3. Students work in their groups to research the
problem and find possible solutions.
Drafting a preliminary plan for the prototype
4. Students work in their groups to discuss the
problem and brainstorm solution ideas.
5. Students draft an initial plan for their prototype
by determining the structure, shape and
materials needed to make their portable
rainproof drying rack.
The teacher and student activity should be conducted concurrently
 ACTIVITY 3 TIME
Conclusion 30 minutes

Teacher Activity Student Activity

1. The teacher praises the students for engaging 1. Students summarise important learning points
in the learning activities. from the session.
2. The teacher shares the lesson plan for the 2. Students reflect on their learning from the session.
next session.
3. The teacher ends the class with a greeting.

SESSION 2

ACTIVITY 1 TIME
Introduction 5 minutes

Teacher Activity Student Activity

1. The teacher greets the students and begins the 1. Students greet the teacher and pray together.
session with a prayer. 2. Students review the mathematical concepts
2. The teacher reviews the mathematical concepts of shapes / geometry used in the design of a
of shapes / geometry used in the design of a drying rack.
drying rack.
3. The teacher shares the learning objectives of
the session.

CORE ACTIVITY 2 TIME

Designing the prototype 40 minutes

Teacher Activity Student Activity

1. The teacher asks the students to join their 1. Students join their respective groups.
respective groups.
2. The teacher distributes worksheets and Designing the prototype
explains the learning activities. 2. Students design a drying rack according to the
ideas they proposed in the previous session.
Designing the prototype 3. Students determine the size and estimate the
3. The teacher guides the students to design a production cost of their drying rack.
drying rack according to the ideas proposed in
the previous session.

The teacher and student activity should be conducted concurrently RAINPROOF DRYING RACK 9
 ACTIVITY 3 TIME
Conclusion 35 minutes

Teacher Activity Student Activity

1. The teacher asks each group to present the 1. Each group presents the design of their
design of their prototype. prototype.
2. The teacher provides students with the 2. The non-presenting groups provide feedback
opportunity to give feedback on each for the revision of the prototype’s design.
presenting group.
3. The teacher praises the students for engaging
in the learning activities.
4. The teacher shares the lesson plan for the
next session.
5. The teacher ends the class with a greeting.

SESSION 3

ACTIVITY 1 TIME
Introduction 5 minutes

Teacher Activity Student Activity

1. The teacher greets the students and begins the 1. Students greet the teacher and pray together.
session with a prayer. 2. Students review the mathematical concepts
2. The teacher reviews the mathematical concepts of shapes / geometry used in the design of a
of shapes / geometry used in the design of a drying rack.
drying rack.
3. The teacher shares the learning objectives of
the session.

10 RAINPROOF DRYING RACK The teacher and student activity should be conducted concurrently
 ACTIVITY 2 TIME
Constructing and evaluating the prototype 65 minutes

Teacher Activity Student Activity

1. The teacher asks the students to join their 1. Students join their respective groups.
respective groups.
2. The teacher distributes worksheets and Constructing the prototype
explains the learning activities. 2. Students work in their groups to construct the
rainproof drying rack according to the revised
Constructing the prototype design proposed after the previous session.
3. The teacher guides the students to construct 3. Students share the obstacles they faced when
their portable rainproof drying rack, according constructing their prototype with their teacher.
to the revised design proposed after the 4. Students think of solutions to overcome their
previous session. obstacles with guidance from their teacher.
5. Students receive feedback on their constructed
Monitoring the students’ progress prototype from the teacher.
4. The teacher asks about the progress of each 6. Students conduct tests on the sturdiness, cost
group. effectiveness and functionality of their rainproof
5. The teacher asks about the obstacles that drying rack, and record the test results on their
each group has faced and poses questions to worksheet.
stimulate ideas that could help overcome them.
Evaluating the prototype
Evaluating the prototype 7. Students revise the prototype of their portable
6. The teacher provides feedback on the prototype rainproof drying rack according to the test results.
constructed.

ACTIVITY 3 TIME
Conclusion 10 minutes

Teacher Activity

1. The teacher praises the students for engaging in the learning activities.
2. The teacher ends the class with a greeting.

The teacher and student activity should be conducted concurrently RAINPROOF DRYING RACK 11
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