Students Empowerment in Chemistry Learning through the Integration Dilemma Teaching Pedagogy in Plastic Waste
Yuli Rahmawati, Mega Ayu Agustin, Himaniyatul Rizqol Baeti (a*), Elisabeth Taylor (b), Peter C. Taylor (c), Rekha Koul (d)
a) Universitas Negeri Jakarta
*yrahmawati[at]unj.ac.id
b) Edith Cowan University
c) Murdoch University
d) Curtin University
Abstract
The research aimed to engage students in reflecting their values through the integration dilemma teaching pedagogy in chemistry classroom. Dilemmas stories have been engaged students in values awareness through critical and dilemma thinking in the issues of plastic waste. The research was conducted in four secondary schools in Indonesia with 459 students, with depth case study in one classroom in year 12. The mixed method study as a methodology provided different perspectives to understand the participants. The Constructivist Values Learning Environment Survey (CVLES), semi-structured interviews, and classroom observations were applied as methods of data collection. The CVLES obtained perceptions of student engagement with the story, the teacher-s supportive role, critical thinking skill development, and students- learning to listen actively and think about the chemistry learning. The results show that the students and the researcher engaged in critical reflection on their values, collaboration with others, on their roles in participating in environmental education, social issues, and in deep chemistry learning. In addition to the dilemmas stories play important roles in developing character education which is relevant to new Indonesia curricula.
Keywords: Dilemma teaching pedagogy, dilemma story, chemistry learning, CVLES
Topic: Chemistry Education