The learning models of essential oil with science technology engineering mathematic (STEM) approach integrated ethnoscience

The topic of essential oil is one of the topics of the Natural Organic Chemistry course which discusses the meaning of essential oils and examples, isolation techniques and identification of essential oils, structural tests and the number of essential oil components. The next discussion was related to the engineering of the main compounds in essential oils, as well as the calculation of the yield of essential oil products. Learning of essential oils is still conventional, and less contextual, therefore in this study an essential oil learning with integrated science technology engineering mathematics (STEM) approach of ethnoscience and an integrated STEM approach of Ethonoscience has never been done by lecturers. This type of research is a qualitative descriptive study, the research subjects are the owners and workers in essential oil refining, with a focus on the reconstruction of Indegenous science based science knowledge and the design of the essential oil learning model with an integrated STEM approach to ethnoscience. Local essential oils used as research objects are clove oil, citronella oil, and traditionally produced patchouli oil. Data collection through interviews and observations at the traditional distillation of essential oils in Boyolali, Central Java. Data and information from interviews were carried out scientifically into scientific knowledge through a process of verification, reduction, validation, conceptualization, and documented as a source of essential oils learning with an integrated STEM Ethnoscience approach. From the results of the research and discussion, it can be concluded that (1) essential oil owners and workers have understood scientifically about the concept of essential oils, how to distill essential oils and their separation, knowledge of how to obtain good essential oil products, and calculate yield and loss of oil production volatile, (2) The learning model of essential oils with STEM approach integrated ethnoscience with project-based learning models was found, and (3) the results of the implementation of the essential oil learning model of the STEM approach integrated ethnoscience obtained positive responses and were able to improve student learning outcomes and experience.