Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach

Widiastuti, Ni Luh Gede Karang; Purnawijaya, I Putu Edy

doi:10.23887/ijerr.v4i2.38388

Cited by 3 publications

(5 citation statements)

References 37 publications

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“…By making abstract concepts concrete and simplifying complex concepts, the use of visual media, modules, and guided-experiments books improved learning outcomes in terms of students' level of thinking. While Putra (2021) and Widiastuti and Purnawijaya (2021) only used the SETS approach without any additional strategies, the results showed that students still value science learning more than those in the non-SETS group. According to Poluakan et al (2020), in relation to STS approach subgroup, the teaching model stimulated students' interest in science learning, particularly with regard to enhancing scientific literacy, when used in conjunction with the social media platform, Facebook.…”

Section: Discussionmentioning

confidence: 97%

“…When each study was analyzed, STS approach had been to have a large and positive impact on students' critical thinking ability (Astuti et al, 2019;), scientific attitudes (Astuti et al, 2019;, interest in learning (Igboanugo, 2021;), ability to apply scientific concepts (Kapici et al, 2017), scientific learning (Poluakan et al, 2020, scientific literacy (Pratama et al, 2018;Prasasti & Listiani, 2019), scientific skills (Prasasti & Listiani, 2019), motivation (Priyambodo, Sukirno et al, 2021), and learning outcomes (Putra, 2021;Widiastuti & Purnawijaya, 2021). Medium effect sizes were observed in the studies of Budi et al (2018) and on students' critical thinking skills.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, this meta-analysis is geared to investigate curricular science reform through STS instruction as described by empirical studies conducted by educational researchers all over the world. Through this systematic literature review, the extent to which the STS approach is effective is determined by analyzing research studies that have been conducted in various scientific disciplines, such as biology (Astuti, Manurung & Juriani, 2019;Pratama, Abdurrahman & Jalmo, 2018;Putra, 2021), chemistry (Igboanugo, 2021;Poluakan et al, 2020;, science (Kapici et al, 2017;Prasasti & Listiani, 2019;, and natural science (Budi, Sunarno & Sugiyarto, 2018;Widiastuti & Purnawijaya, 2021). The core of this research, which includes a myriad of scientific data, is to analyze the relative effect sizes of the different characteristics and moderators of the STS approach.…”

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

Acut¹,

Antonio²

2023

J. Technol. Sci. Educ.

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Scientific literacy development significantly impacts real-world outcomes, leading to scrutiny of instructional approaches for global reform in science education. This study aimed to determine the efficacy of the Science-Technology-Society (STS) approach in improving students' scientific learning outcomes. A quantitative research design, using meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, was used to determine the effect sizes of previous studies on the STS approach's effectiveness in science learning and teaching. The study analyzed 16 effect sizes from 14 empirical studies from January 2017 to September 2022 using Harzing's Publish or Perish application and Comprehensive Meta-Analysis (CMA) software. Results showed that the STS approach significantly and positively impacts students' learning outcomes (g = 1.882), particularly psychomotor skills, affective domain, and cognitive skills. Moderator analysis showed that STS is an effective teaching strategy that yields similar positive results regardless of the assessed learning outcomes. The findings demonstrated that the STS approach facilitates students' development of scientific knowledge, skills, and mindset to innovate for real-world problems. These findings provided empirical information that are essential for learning analytics applications in predicting learners' performance and diagnosing instructional practices. Implications for future research and practice, as well as addressing publication bias, are highlighted in order to maximize the benefits of the STS approach in science education.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Purpose Of the Study And Research Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

Acut¹,

Antonio²

2023

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

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“…This constructivism model emphasizes the application of the concept of learning by doing, namely students learn something through manual activities (Sumini et al, 2022;Widiastuti & Purnawijaya, 2021). Actions taken in an effort to improve cognitive abilities and student learning activities are taken by applying a constructivism approach (Witkowska-Tomaszewska, 2019;Gems et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Constructive Learning Having a Vision of Science, Environment, Technology, Society for Increase Results Learn IPA High School Student

Siagian*

Lufri

Andromeda

et al. 2023

JIPI

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Developing students' abilities in science is one of the successful means of increasing their ability to adapt to changing times and enter the world of science, environment, technology, and social life. This study aims to analyze the application of the SETS vision of a constructivist approach to science learning in Class X SMA Negeri 3 Pematang Siantar . SETS (science, environment, technology and society) insightful learning that connects and links the theory learned with its application in the form of technology, its impact on society and the environment as well as social is a form of business that has real and contextual characteristics . This research is a quantitative study with a quasi-experimental method with nonequivalent control group design. The research sample was determined by purposive sampling technique which was divided into 2 classes, namely the experimental class and the control class. The data analysis technique used is the independent sample t-test. The results of the study found that the use of animated video-based learning media was very effective in applying to the physics learning process in terms of the posttest questions and the gain test scores also increased by 0.71 in the experimental class and 0.57 in the control class which was included in the medium category. So it can be concluded that the constructivism learning model is effective in improving physics learning outcomes.

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“…English education emphasizes giving students direct experience to develop competency for students who are able to understand and compose descriptive text. English education is directed toward "finding out and doing" so that it can help students gain a deeper understanding of descriptive material (Widiastuti & Purnawijaya, 2021). Therefore, the method applied in presenting English learning is to combine experience with English processes and understanding English products in the form of hands-on activities.…”

Section: Introductionmentioning

confidence: 99%

English Language Learning Achievement in Public Middle-School 1 Kertanegara: The Effects of "Jigsaw" Method

Masruroh,

Iskandar,

Fatmasari

2022

IJRER

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The purpose of this action research is to learn about the improvement of English learning achievement for descriptive text using the Jigsaw method in the seventh grade at Public Middle-School 1 Kertanegara. This type of research uses classroom action research. The researcher's subjects are 32 students from Class F of Public Middle-School 1 Kertanegara. The study design consists of planning, implementation, observation, and reflection. Data collection methods used are observation, test, non-test, and interview. The result of the study conducted by researchers proved that the Jigsaw method was able to improve learning achievement for descriptive texts. During the observation, there was a significant increase in mastery learning at 75% in the first cycle and 84% in the second cycle. At the beginning of the action, there were 17 students who completed it; in the first cycle, that number increased to 24 students, and in the second cycle, it increased to 27 students. Based on the comparison of the number of students’ learning achievements, there is an increase in learning achievement through the Jigsaw method. From this description, it can be concluded that students’ learning achievement for descriptive text can be improved through the Jigsaw method.

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Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach

Cited by 3 publications

References 37 publications

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis

The Effectiveness of Constructive Learning Having a Vision of Science, Environment, Technology, Society for Increase Results Learn IPA High School Student

English Language Learning Achievement in Public Middle-School 1 Kertanegara: The Effects of "Jigsaw" Method

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