Pengaruh Pendekatan Sets (Science, Environment, Technology and Society) Terhadap Keterampilan Proses Sains Siswa Sekolah Dasar

Rini, Candra Puspita

doi:10.23969/jp.v2i1.450

Cited by 15 publications

(15 citation statements)

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“…Learning with the SETS approach can also increase students' curiosity and enthusiasm in learning because the teacher raises problems or issues that exist around students, so students can learn for real and not only verbally (Ulfah et al, 2020;Yuniastuti, 2015). The SETS approach students are able to have the ability to think globally and solve problems using the concepts they have (Hu & Rousseau, 2018;Miehe et al, 2019;Rini, 2017).…”

Section: Discussionmentioning

confidence: 99%

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

Widiastuti

Purnawijaya

2021

IJERR

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Science learning packaging still focuses on conventional learning. This causes students to feel bored in learning and have difficulty understanding the material taught by the teacher. This problem affects the students' low science learning outcomes. This study aims to analyze the significant differences in science learning outcomes for groups of students who are taught through the application of the SETS approach and students who are taught through conventional learning. This type of research is a quasi-experimental research design with nonequivalent control group design. The population and sample in this study were all students in grades IIIa and IIIb, totaling 61 people. The data collection technique in this research is a test. The technique used to analyze the data is using t-test statistical analysis. The results showed that there was a significant difference in science learning outcomes between the experimental and control groups as seen from the value of tcount = 5.862 > ttable = 2,000. Based on the results of the study, it can be concluded that the SETS approach has an effect on students' science learning outcomes. This research implies that the SETS approach can assist teachers in developing the learning process.

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Section: Discussionmentioning

confidence: 99%

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

Widiastuti

Purnawijaya

2021

IJERR

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“…Sedangkan teknik nontes yang digunakan berupa angket, observasi dan dokumentasi. Langkah-langkah pelaksanaan pendekatan SETS yang digunakan dalam penelitian ini menurut National Science Teachers Association adalah (1) Tahap Invitasi, (2) Tahap Eksplorasi, (3) Tahap Solusi, (4) Tahap Aplikasi (Rini, 2017). Sedangkan pada pembelajaran saintifik tahapan-tahapan yang akan dilaksanakan adalah (1) mengamati, (2) menanyai, (3) mengumpulkan data, (4) menalar, ( 5) mengkomunikasikan (Machin, 2014).…”

Section: Metodeunclassified

Implementasi Pendekatan Science, Enviroment, Technology, and Society (SETS) terhadap Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar

et al. 2021

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Masalah dalam penelitian ini adalah rendahnya kemampuan berpikir kritis peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi pendekatan SETS terhadap kemampuan berpikir kritis peserta didik. Desain penelitian yang digunakan yaitu non-equivalent control group design. Subjek penelitian berjumlah 59 peserta didik. Teknik pengumpulan data adalah teknik tes dan nontes. Teknik tes dalam penelitian ini digunakan untuk mengukur kemampuan berpikir kritis peserta didik. Teknik non-tes berupa angket, observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan uji regresi sederhana untuk mengetahui pengaruh X (pendekatan SETS) terhadap Y (kemampuan berpikir kritis) dan uji independent sampel t-test untuk mengetahui perbedaan antara peserta didik yang belajar menggunakan pendekatan SETS dengan peserta diik yang belajar menggunakan pendekatan saintifik. Hasil penelitian menunjukan bahwa terdapat pengaruh penerapan pendekatan SETS terhadap kemampuan berpikir kritis peserta didik dengan Fhitung>Ftabel yaitu 34,12 > 4,18 ( α = 0,05), serta terdapat perbedaan hasil belajar pada kelas eksperimen sebesar 0,534 bertaraf sedang dan peningkatan pada kelas kontrol sebesar 0,42 bertaraf sedang. Hal itu berarti terdapat perbedaan antara peserta didik yang belajar menggunakan pendekatan SETS dengan peserta didik yang belajar menggunakan pendekatan saintifik.

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“…Beberapa peneliti telah berupaya meningkatkan berpikir kritis melalui model pembelajaran Discovey Based Unity Of Science (DBUS) (Khasanah, 2018;Khasanah et al, 2019), selain itu juga telah di integrasikan pendekatan Science, Environment, Technology and, Society (SETS) pada pembelajaran (Komariah et al, 2015;Rini, 2017)…”

Section: Pendahuluanunclassified

Model Pembelajaran Discovery Based Unity of Science (DBUS) dengan Pendekatan SETS: Pengaruh Terhadap Kemampuan Berpikir Kritis Pada Masa Pandemi Covid-19

Irma

Meriyati

Irwandani

2021

U-Teach

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The purpose of this study was to analyze the effect of the Discovery Based Unity of Science (DBUS) learning model with the SETS approach on students’ critical thinking skills during the covid-19 pandemic. The essay test instrument used in this study amounted to 9 questions. The research was conducted at MTs Hasanuddin Bandar Lampung. This study uses a quasi-experimental method. The sampling technique used is simple random sampling, with class VIII A as the experimental class and class VIII B as the control class. The research data were tested using normality, homogeneity, and hypothesis testing. The results of the N-Gain test in the experimental class showed results of 0.53 in the medium category, while in the control class the results showed 0.16 in the low category. Based on the research data, it was found that the data were normally distributed and homogeneous, so a t-test was carried out with a significant level of 0.05. The results show that tcount>ttable, which is 2.04>2.03, which means H0 is rejected and Ha is accepted. This shows that there is a significant influence on the application of the Discovery Based Unity of Science (DBUS) learning model with the SETS approach to students’ critical thinking skills during learning in the covid-19 pandemic era

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Pengaruh Pendekatan Sets (Science, Environment, Technology and Society) Terhadap Keterampilan Proses Sains Siswa Sekolah Dasar

Cited by 15 publications

References 0 publications

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

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

Implementasi Pendekatan Science, Enviroment, Technology, and Society (SETS) terhadap Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar

Model Pembelajaran Discovery Based Unity of Science (DBUS) dengan Pendekatan SETS: Pengaruh Terhadap Kemampuan Berpikir Kritis Pada Masa Pandemi Covid-19

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