The Collaborative Environment Using the Internet of Things in the Thematic Based Learning at the Primary School in Indonesia

Abstract

Information and communication technology is growing rapidly and has an enormous influence on various fields of life, including the area of education. The level of penetration of the use of technology is also high in Indonesia. The Internet of things (IoT) is increasingly being used to support various activities. It can be said that IoT provides new opportunities. However, although there are already many uses in multiple fields, the integration of this technology with education is still a problem for educators. Considering the spirit of the National Education Curriculum reform in Indonesia, there are critical changes in managing learning environment, among them the shift from teacher-centered learning to student-centered learning especially with thematic learning in elementary schools. Thematic knowledge has also been developed in several countries with good results to improve various competencies following 21st century learning such as 4C (critical thinking, creativity, communication, and collaboration). The purpose of this study was to create a learning design that integrates IoT in thematic learning in elementary schools on issues about climate change. For this purpose, it was necessary to prepare an Internet of Things based measurement apparatus using node MCU V3 Lolin which can measure temperature, air pressure, air humidity, altitude, light intensity in various places remotely. Furthermore, the design that was validated using expert judgment approach (by learning strategists, physicists, and teachers) was tested on a small group of students in the fifth grade. The USE questionnaire was used to measure student responses. This questionnaire contains four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. Based on the finding, this learning design has a potential opportunity for improving student engagement.

Conceptual Frameworks on How to Teach STEM Concepts in Bahasa Indonesia Subject as Integrated Learning in Grades 1–3 at Elementary School in the Curriculum 2013 to Contribute to Sustainability Education

“…The balance between science and art as goals and using science aesthetic thematic curriculum to address the goals Based on Table 5, we can conclude that there are two main types of framework to teach integrated learning. First, one discipline is used as the main goal and another as an approach to address goals [15][16][17][18]; the second is balancing between two disciplines as goals and/or approaches to address goals [19,20,34]. The first type was divided into three frameworks consisting of mathematics as the main goal and art as an approach to address the goals [15,16]; language as the main goal and science as an approach to address the goals [17]; and science as the main goal and technology as an approach to address the goals [20].…”

“…First, one discipline is used as the main goal and another as an approach to address goals [15][16][17][18]; the second is balancing between two disciplines as goals and/or approaches to address goals [19,20,34]. The first type was divided into three frameworks consisting of mathematics as the main goal and art as an approach to address the goals [15,16]; language as the main goal and science as an approach to address the goals [17]; and science as the main goal and technology as an approach to address the goals [20]. The second type was divided into two frameworks consisting of a balance between science and language as the main goals and approaches [3], and a balance between science and art as goals and using a science aesthetic thematic curriculum to address the goals [19].…”

“…However, this previous study was conducted in preschool, not elementary school, and not integrated science and language. Sulisworo [20] integrated the Internet of Things (IoT) in thematic learning and created a learning design that integrated IoT in thematic learning in elementary schools on issues about climate change. However, the same as [14], although conducted at the 5th grade elementary school level, it was not specific to low-grade elementary school learning or Grades 1-3.…”