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Applying Method Learning Environment Science Technology and Society by Making Composite from Coconut Coir Board as
Science Process Skills

Nurmaulita SMA Negeri I Tanah Java-Simalungun North Sumatra
Email: maulitanur2007@gmail.com
Abstract. Research on applying learning method environment science technology and society by making composite board from coconut coir as a process skills for physics subject on SMAN 1 Tanah Jawa, Simalungun regency. The aim of this research was: 1). Applying environment science technology and society learning method to physics learning. 2). Training science process skills ability by making particle board from coconut coir. This research was conducted by experiment method with 34 student as sample. Research result show that science skills on instrument development is 79.41%. Doing experiment 80.15%, observing 81.62%, concluding 70.59% and reporting 84.56%. Of 34 student was in high category on science skills ability, medium 32.35% and low 5.88% classically. Students concepts ability about making composite board were good and have master their leaning about 94.12%. Students attitude on applying environment science technology and society learning method were good and learning about making composite board increase students enthusiasm on physics learning as science process. Student self-concept in science learning have not yet seen in clearly and less train in science process learning ability. It is suggest that physics learning should train student ability in science process skills. Keywords : Environment science technology and society learning method, coconut coir composite board, science process skills.
I. INTRODUCTION Learning physics is considered the student a lesson that "not easy" to understand and quite a lesson that "difficult". A physics becomes danger who afraid students. Students consider physics is a collection of formulas that can plunge the students with memorizing a real headache. This presumption arises because students in learning physics in the classroom students were given less experience, less given the opportunity to experience the phenomena of nature. A common
tendency in the teaching of physics often an emphasis on working through the matter of quantitative mathematical problem. Whereas the fundamental problems in physics which are qualitative understanding of the natural behavior for the benefit of human life. calculation, must be translated in its physics. Even if the
SEAMEO Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Science Jalan Diponegoro no 12, Bandung 40115, Indonesia. Tel. : +62-22-4218739, Fax. :+62-22-4218749 Email: secretariat@qitepinscience.org Website: http://www.qitepscience.org
Curriculum content standards in the education unit at this time, to study physics not only learn theory but to directly observe and relate to nature and the environment. Physics as a science learning should be done by assigning learning experiences directly to students. It can be a learning experience through the use and development of science process skills. Besides learning physics is inseparable from understanding the nature of science. Where the nature of science is the science that produced the product concerned, the process carried out so that science can be applied to the development of technology. Attitude that is needed in understanding the nature of science is by following these steps is the scientific process skills of science. The study was conducted on the comparison of the effects of the STS approach and the traditional approach that occurs in learners, concludes there is a difference of learning effects with the STS approach and traditional approaches, namely on the development of the STS model mastery of concepts, science process skills, and the effects of accompaniment. While the traditional model that looks just mastered the concept of emerging developed [1]. The research [7] showed that the ability to think formally associated with the ability
exsperiment formal thinking abilities. To decide a person's formal or concrete is to ask the man to design experiments to solve the problem. The results showed that many teenagers have not reached a formal capacity in the form of reasoning. One study find only 17% of seventh graders and 34% of twelfth grade students are completely formal. The experience made in the process of learning physics at SMAN Tanah Jawa, need to do research that applies science learning with students' ability to do science learning. The problem in this study is "How applying environment science technology and society learning method to physics implementation through Coconut Development Board as Fiber Composites Science Process Skills? " The purpose of this study was conducted : 1. Applying environment science technology and society learning into the learning of physics. 2. Improving the ability of science process skills through the creation of particle board from coconut husk. II. STUDY LIBRARY A. Science Process Skills Understanding of science process skills [7] state that is a whole science process skills of targeted scientific skills that can be used to find a concept or principle or theory, to develop a concept that has been there before, or to perform denial of a discovery. Argues that there are four reasons why the approach applied science process skills in teaching and learning : 1. Development of science and technology progresses more rapidly so that no teacher may teach all the concepts and facts in students.
2. There is a tendency that the more students understand complex concepts and abstract when accompanied by concrete examples. 3. The discovery and development of science and technology is not absolute 100%, but is relative. 4. In the process of teaching and learning, concept development is inseparable from the development of attitudes and values in students. There are six basic skills of science process according [9] is : 1. Observe Using the five senses to find out information about the object : the object a characteristic, trait, equations, and other identification features. 2. Classification The process of grouping and arrangement of objects. 3. Measure Comparing the results obtained with the size of the quantity of specified value, for example in units of measurements. 4. Communicate By using multimedia, written in the report, read charts, observing the image, or other means to communicate the findings. 5. Conclude The idea of formation to explain the observations. 6. Predicting Developing an assumption of the expected results. Understanding the process skills measured by the following indicators: TABEL.1 Indicators of Science Process Skills [7]
KPS Observing (observation) Indicator
Interpreting the observations (interpretation) Grouping (classification) Predicted (prediction) Communicate
Hypothesize Plan your experiment / investigation Implementing the sub concepts
Identify the characteristics of an object Identifying similarities and differences apparent in the objects or events Read gauges Match pictures with descriptions tulisn / objects Identify the facts based on observations Interpreting the facts / data into a logical Look for differences or similarities, contrasting characteristics, compare and find the basic classification. Submitted estimates about things before they happen based on an existing pattern. Express an idea Explaining the use of sensing data Changing data in tabular form into other forms such as charts, maps accurately. The hypothesis is a provisional estimates of the effect of variables on the response variable manipulation. The hypothesis states that a logical depiction of a relationship that can be tested through experimentation. Determine tools and materials, determine the dependent variable and independent variables, determine what is observed, in measuring / written, and to determine ways and steps of work including research planning skills. Using learned subconcepts in new situations, new experiences to explain what happened.
B. Learning Science Technology and Society Learning Science Technology and Society is learning that links between science and technology. Science and technology knowledge complemented each other and very closely related to each other .
SAINS (pertanyaan fenomena alam)
Isyu dalam Masyarakat
TEKNOLOGI (masalah nyata di masyarakat)
Bertanya
Pemecahan Masalah
Penjelasan fenomena alam
Solusi Masalah
Aksi personal berdasarkan explanasi dan solusi Problem Baru Masyarakat
Pertanyaan Baru
Aplikasi Sosial Explanasi dan Solusi Fig.1. Learning Phase Salingtemas [1]
C. Composite board Composite board made up of two or more materials where different mechanical properties produced by the mechanical properties of its constituent materials. Particle board is boards made from wood particles or other berlignoselulosa material tied with an organic adhesive and with the help of one or more elements of heat, pressure, humidity, or the catalyst [8]. Composite is a merger of two or more different materials as a combination together. Composite materials typically consist of two elements, fiber as a filler and binder fibers called the matrix. In the main elements of fiber composites, while the polymer is easy fastening material is formed. The use of fiber is to determine the characteristics of composite materials, such as stiffness, strength and other mechanical properties. As fillers, fibers are used to withstand the force exerted on composite materials, the matrix serves to protect and bind the fibers in order to work well against the forces that occur. It is therefore the material used for fiber material is strong, while the matrix material is selected materials clay, soft and resistant to chemical treatments. D. Fiber Coconut Fiber Coconuts is one of the versatile plant. Almost all parts can be used humans for various purposes. The benefits and uses of coconut very much, among others: 1. Coconut juice has benefits of coconut sugar as a raw material.
1.
Coconut meat is used for the manufacture of cooking oil and VCO are very beneficial for health.
2. 3. 4.
Coconut milk widely used for the food industry. Coconut water is used for the manufacture of nata de coco. Coconut fiber used for upholstery materials, brooms, tape, mattress spring, growing media, and others.
5.
Shell / coconut is processed into activated charcoal for medicinal norit, batteries, briquettes, and others.
6.
Waste shell can be made into liquid smoke (liquid smoke). Coconut pulp can be used as fodder and blendo used as a spice.
7.
Fig.2 Waste Coconut Fiber
Traditionally, coconut coir is generally only spun into ropes and mats. For domestic use only coconut coir fiber used as material for brooms, mats, ropes, and other equipment. But when we use modern products, such as mats and ropes from coconut fiber began to be abandoned. So the use of coconut coir is only used as cooking fuel. And when processed can be used more leverage into other products such as seat upholstery, foam beds, etc.
III. RESEARCH METHOD The research was conducted in Class XI IPA 2 SMA Negeri I Tanah Java regency of North Sumatra Province Simalungun in April until of May 2010. Subjects are the students' high school class XI IPA 2 Negeri I Tanah Jawa. A. Procedure The stages are performed in the study were : 1. Planning In the preparation phase, teachers formulate goals and indicators to be achieved in the learning of Science Technology and Society and define concepts to students who wish to be embedded. After that teachers are doing the initial research in the manufacture of coconut coir fiber composite boards. Furthermore, from experiments that teachers do make Student Worksheet (BLM) in
accordance by objectives and concepts that will be inculcated to the students.

2. Action The first meeting teachers guide students carry out waste treatment activities into coco palm skin that is ready to be processed into composite board. The second meeting of teachers to guide students to carry out the manufacture of coconut coir fiber composite. The third meeting of teachers to guide students to obtain data to be processed. 3. Reflection After the students perform experiments, teachers guide students to process the data and written into a report form students about the work they do and what the outcome. After a report carried mentored students make the material specimen to be displayed in class each with its product labeling and results. B. Making Composite Panel Fiber Coconut Fiber Processing. 1. 2. 3. 4. 5. Coco intact cut lengthwise into five sections. Cleaning the fiber by soaking in distilled water for 3 days. Soften coir fiber by hitting with a hammer. Drying the fiber by fiber drying in the hot sun. Selecting a fiber with a length of 12 cm for arranged parallel.
The Making Coconut Fiber Fiber Composite Panel The total weight of the resulting composite in a mold made is 230 gr. Then the treatment can be done by: 1. Coconut coir fiber weigh as much as 23 g to 10% fiber. 2. Considering the polyester of 207 gr to 80% polyester. 3. Considering mepoxe catalyst 20.7 g of 10% n catalyst of polyester. 4. Doing stirring polyester and a catalyst with styrene for 3 minutes. 5. Prepare the fiber into the mold plate and malls that are coated with aluminum foil. Fibers arranged sanwicth, and performed 3-4 times the fiber preparation and pouring resin into molds. This was done so that the resin is absorbed by the coconut coir fiber evenly. 6. Press / suppression for 24 hours in order to obtain a composite outcome that is more dense.
IV. RESULTS AND DISCUSSION A. Science Process Skills Science process skills of students to design experiments for 79.41% in category of being. This happens because students are less accustomed to designing the experiment, during this only
theoretical physics, so that when students are designing their own experiments the students are still confused and have difficulty using his skills to design experimental tools.
100.00 Persentase (%) 80.00 60.00 40.00 20.00 0.00 1 2 3 4 5 Kemampuan Proses Sains
Fig.3. Science Process Skills
Persent Rata-rata
1. Merancang 2. Melaksanakn 3. Mengamati 4. Menyimpulkn 5. Melaoprkan
Student's ability to conclude the experiment results are also in the category of being that is located on the percentage of 70.59%. .There are also students who just carelessly written conclusions of the trial so the results from the activities there and lessen the results of assessments conducted by researchers. Science process skills of students perform experiments, observe the trial and report the results of the experiment have the High category. This occurs because the design of tools that the students can already be used to carry out experiments and activities as well as directly observe the experiment performed. Students are very interested in experimenting with the manufacture of composite boards from coconut coir waste. Because before the teacher gives information to the students that the results of composite board made of this can be used as building materials in the form of wall panels that can be harnessed into the field of entrepreneurship for students who have entrepreneurial spirit. Initially students are less confident that the coconut husk can be used as building walls, but after the student conduct directly and successfully in the making, students are increasingly eager to follow the teaching of physics as a science and technology learning. Finally, the activities of the student, the student has a passion to report the results of activities already carried out in the report the results of the experiment. The ability of science process skills each student can be reviewed in the category of lowmedium and high. Fig.3. explaining that of the 34 students who conducted research that is at a low category is 2 or 5.88%, the category of being there were 11 students or 32.35% and the high category there are 21 people or 61.76%. The students are very enthusiastic about experimenting in the manufacture of composite boards from coconut coir fiber. Students' understanding during this that the fibers can only be used as a goods-only ranag crafts, such as ropes, mats, brooms, or as a fuel. Though the usefulness of coconut coir can be optimized if the processing performed better. So that students are very interested in doing the experiment of making composite boards. Students
in science learning activities also increased. However there are some students who are less active in learning activities. After a student is observed to be in an unhealthy condition, weak and difficult to concentrate in learning, thus reducing the assessment made yanga teachers. B. Concepts Physics There are two students who did not complete his study, which did not meet the minimum percentage of learning exhaustiveness 5.88%. While the ability of understanding the concept of learning students achieve exhaustiveness of 94.12%. So viewed from the exhaustiveness requirement classical, classical exhaustiveness is 85% complete.
100 90 80 70 60 50 40 30 20 10 0 Marlince Jannes Harianti Margaretha Sumita Pebriana Sutriani Adimas Henny Windi Andri Lidia Paul Ayu Siska Dian Kiki
1 2 3 4 5 6 7 8 9 10111213141516171819202122232425262728293031323334
Figure 4. Exhaustiveness Student Learning
The two students who did not complete their study were due to less active in learning activities. After a student is observed to be in an unhealthy condition, weak and difficult to concentrate in learning. During the three meetings conducted in this study, two students were absent 1 time in three meetings. So that these students lack an understanding of how the
manufacture of composite boards made. While there are also students who achieve a value of 100% completeness. From the results of assessments conducted by researchers, students are very keen to follow the learning is done, other than that students who achieve 100% completeness is very active to explain and communicate in a single group. C. The attitude
Figure.5. Attitude scale
Attitudes of the students assessed were 1). Happy designing experimental tools and 2). Happy to carry out experiments of composite boards. From the results of the questionnaire there were some students who are less happy to design experiments. This may be because students are still having trouble designing his own trial because during the time students are accustomed to less trained to perform the experiment so that the activities of designing experimental tools are also less attracted few students. In the
implementation of the experiment were more students are happy to do so, because this activity is more easily done students, where students do this activity in groups. So the average attitude of students to follow learning Science Technology and Society in very good category. Interest in teaching students to follow is also very good. Interests of students who value teachers in the questionnaire were: 1). Always be present when carrying out experiments of composite boards and 2). Report the results of my experiment complete. The results of
questionnaires that teachers do is above 80% then the inferred interest of the students perform very well Science Technology and Society. Students in learning self-concept is not clearly visible. It can be seen from the assessment questionnaires that students take a long time to produce good work. This means that there is a desire of students to produce works good but takes a long time. Willingness and ability of these students take a long time and habit train students in science process skills in physics.
V. CONCLUSIONS 1. The application of learning into the learning of physics can Science Technology. As for the science skills being measured are designing tools for 79.41%, 80.15% for Conducting experiments, observing the experiment at 81.62%, amounting to 70.59% Concluding experiments and report the experiments of 84.56%. Of the total students who assessed his science process skills that a category was higher by 61.76%, the capacity was low at 32.35% and 5.88% in the classical style. 2. Students' understanding of the concept of making composite boards are also very good. The ability of understanding the concept of learning students achieve exhaustiveness of 94.12%. So when viewed from the exhaustiveness requirement classical, classical exhaustiveness is above 85% complete. 3. The attitude of students in the application of learning Science Technology and Society is good, and learning the manufacture of composite boards can also increase interest and enthusiasm of students following the physics as a process of learning science. While self-concept of students
in learning science has not clearly visible. There is the desire of students to process and produce a product of science but has not been trained students' skills in science skills. REFERENCES
[1] Alit Mariana, I.M. 2009. Hakikat IPA dan Pendidikan IPA. Program BERMUTU. Bandung. PPPPTK IPA. [2] Indrawati. (2008). Hakikat IPA dan Pendidikan IPA. Modul Diklat. Bandung. PPPPTK IPA. [3] Isroful. (2009). Pengolahan Sabut Kelapa Menjadi Papan Partikel dengan Batang Pisang sebagai Pelapisnya pada Interior Bangunan. http://isroful.wordpress.com/2009/10/15/pengolahan-sabut-kelapa-menjadi-papan-partikel-dengan-batang-pisangsebagai-pelapisnya-pada-interior-bangunan/ diakses 13 Desember 2009. [4] [5] Mahmuddin, Nathanael.M, (2010) (2009) Pelaksanaan Penilaian Penilaian Afektif Untuk Keterampilan Mata Proses Pelajaran Sains. Fisika http://mahmuddin.wordpress.com/2010/04/10/pelaksanaan-penilaian-keterampilan-proses-sains/#more-250. http://gurufisikamuda.blogspot.com/2009/01/penilaian-afektif-untuk-mata-pelajaran.html. [6] Nuh. U. (2010) Keterampilan Proses Sains. http://fisikasma-online.blogspot.com/2010/03/ keterampilan-proses-sains.html [7] Padilla,M.J. (1990) Keterampilan Proses Sains. Publikasi dari Asosiasi Nasional untuk Riset Ilmu Pengajaran. Universitas Georgia, Athens, GA. [8] Sutigno,P (2002). Mutu Produk papan partikel. http://www.dephut.go.id/ STANDARDISASI_ &_LINGKUNGAN_ KEHUTANAN/INFO_VI02/IV_VI02.htm [9] Wetzel, D.R.(2008), Science Investigation Skills is Important for Problem Based Learning. Art

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Applying Method Learning Environment Science Technology and Society by Making Composite from Coconut Coir Board as

Science Process Skills

Interpreting the observations (interpretation) Grouping (classification) Predicted (prediction) Communicate

Hypothesize Plan your experiment / investigation Implementing the sub concepts

SAINS (pertanyaan fenomena alam)

Isyu dalam Masyarakat

TEKNOLOGI (masalah nyata di masyarakat)

Penjelasan fenomena alam

Aksi personal berdasarkan explanasi dan solusi Problem Baru Masyarakat

Fig.2 Waste Coconut Fiber

accordance by objectives and concepts that will be inculcated to the students.

1. Merancang 2. Melaksanakn 3. Mengamati 4. Menyimpulkn 5. Melaoprkan

Figure.5. Attitude scale

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