A REVIEW OF THE CONCEPT OF THE RESPIRATORY PROCESS AND AIR EXCHANGE IN HUMANS AS A SCIENCE LEARNING MATERIAL FOR ELEMENTARY SCHOOL
A REVIEW OF THE CONCEPT OF THE RESPIRATORY PROCESS AND AIR EXCHANGE IN HUMANS AS A SCIENCE LEARNING MATERIAL FOR ELEMENTARY SCHOOL
Keywords:
Human Respiratory System, Gas Exchange, Science Learning, Elementary School, Concrete Concepts.Abstract
This study aims to examine the concepts of the human respiratory process and gas exchange as teaching materials for Science Education at the Elementary School/Islamic Elementary School (SD/MI) level. The respiratory system is one of the core topics in the elementary science curriculum; however, its instruction often emphasizes verbal explanations and memorization of organ names without considering students’ cognitive development, which is generally at the concrete operational stage. This article employs a literature review method by analyzing various relevant sources, including books, nationally accredited journal articles, and policy documents related to science education in elementary schools. The findings indicate that the concepts of the respiratory process and gas exchange can be simplified into observable phenomena, namely the intake of oxygen-rich air, the occurrence of gas exchange in the lungs, and the release of carbon dioxide. This simplification aligns with the characteristics of Piaget’s concrete operational stage for children aged 7–11 years. Furthermore, the review identifies several common misconceptions among elementary school students, particularly regarding lung function and the mechanism of breathing. Therefore, the use of concrete learning media, such as models, simple demonstrations, instructional videos, and interactive games, is essential to help students develop a more accurate understanding of these concepts. Based on the findings, it can be concluded that the respiratory system is an important and relevant topic within the SD/MI curriculum. However, its instruction is likely to be more effective when delivered through contextual and demonstration-based approaches supported by appropriate learning media, rather than through abstract physiological explanations.
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