Level Up the Discussion-Based Classroom with Model United Nations in Learning Environmental Pollution: D-MUN Method Nadia Mubarokah (a*), Melvika Anggraini (a), Riandi (b), Irma Rahma Suwarma (c))
a) Science Education Magister Study Program, Faculty of Mathematics and Science Education
Jalan Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
*nadiamubarokah[at]student.upi.edu
b) Biology Education Study Program, Faculty of Mathematics and Science Education
Jalan Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
c) Physics Education Study Program, Faculty of Mathematics and Science Education
Jalan Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Abstract
Discussion methods while used in class have objectives to train the students with several skills, such as assertiveness when arguing with opposing ideas, the ability to brainstorm, groupthink, and improved communication with their peers. However, implementing discussion-based classrooms requires more preparation to run well. Improper organization leads to no clear point or lesson learned that is explicitly stated after class discussion- the students^ participation becomes difficult to monitor whether all students contribute during the class discussion, they only talk when being pointed out by the teacher, and they will not speak if they do not have something to say. The research was conducted by obtaining science teachers^ experiences, especially the obstacles, in implementing the discussion method. This resulted in the conceptual framework of the Discussion Method by adapting Model United Nations (MUN), thus the so-called D-MUN METHOD, in learning Environmental Pollution. Adapting the structure of the discussion method used in MUN to the classroom while learning science topics that have the characteristics of happening in real-life situations. The issues which are relevant to the science topic being discussed are ill-structured problems. Therefore, the D-MUN METHOD will encourage students to present their solutions which depend on their point of view (assigned as a specific country/region representative), and, in the end, come together to produce the best solution. As the projected outcomes, the discussion in class becomes more engaging and increases students^ active participation and clarity of key concepts.
