Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes

Primastuti, Metridewi; Atun, Sri

doi:10.1088/1742-6596/1097/1/012062

Cited by 14 publications

(17 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some previous studies reported that STS learning significantly improved students' understanding of science concepts [6], [7] Students also mastered better the concept of chemical equilibrium [8]. After STS learning, student has more motivation to learn chemistry.…”

Section: Introductionmentioning

confidence: 86%

Science, Technology, and Society (STS) Learning in Senior High School Chemistry Class

Fartiwi¹,

Adlim²,

Nurmaliah³

2019

Proceedings of the Proceeding of the First International Graduate Conference (IGC) on Innovation, Creativity, Digital, &Amp; Te

View full text Add to dashboard Cite

This research is started by developed STS student-worksheet, validated and applied in senior high school chemistry class. The student worksheet was developed by using R & D with the ADDIE model following the STS syntaxes. The worksheet was designed based on popular issue in everyday life and provide solutions according to science and technology. The students were given a problem statement and asked to plan and to run experiments to solve the problem. They have to videotape their work and reported their finding to the teachers. The student worksheet was considered valid by the experts before being applied. The validation score was 93.90% with a very feasible and valid category. The score of student worksheet was 86.25% of expectation. The main students' score on students' activities in class 95.31. Teacher and students gave positive responses to STS learning as shown score of positive respond reaching nearly maximum (94.50%). Nearly all agree that the student worksheet can be used as teaching material in chemistry learning.

show abstract

Section: Introductionmentioning

confidence: 86%

Science, Technology, and Society (STS) Learning in Senior High School Chemistry Class

Fartiwi¹,

Adlim²,

Nurmaliah³

2019

Proceedings of the Proceeding of the First International Graduate Conference (IGC) on Innovation, Creativity, Digital, &Amp; Te

View full text Add to dashboard Cite

show abstract

“…For the students' perceptions of the STS approach, there are several studies show that this approach can have a positive impact on student achievement and strengthening the understanding of scientific concepts. STS teaching approach shows a better improvement in students' cognitive level compared to students who follow learning in the traditional method (Primastuti & Atun, 2018). In addition, this STS approach can also provide an opportunity for teachers to train students to improve their thinking skills as well as developing problem solving and decision-making skills.…”

Section: Perception On Science and Technology To The Societymentioning

confidence: 98%

Teachers’ Perceptions and Attitudes towards the Science, Technology and Society Approach in Science Teaching

Kamizi¹,

Iksan²

2021

View full text Add to dashboard Cite

The industrial revolution 4.0 has a positive impact on the world of education, especially from the aspect of teacher's pedagogy. The Science, Technology and Society (STS) approach is a more meaningful approach by involving students in solving daily life problems that is closely related to the concept of Science. The purpose of the study was to identify the perceptions and attitudes towards Science, Technology and Society (STS) approaches among science teachers. This study used survey method and a questionnaire as an instrument. It includes two parts, teachers' perceptions and attitudes towards STS approach in teaching Science with the Cronbach alpha reliability value of perception was α = 0.925 and attitude was α = 0.920. The study was conducted on 80 Science teachers respondents were selected using cluster and simple random sampling. The findings showed that teachers' perceptions of 1) science and technology (mean = 4.33, sd = 0.441), 2) science and community (mean = 4.06, sd = 0.343), 3) technology and community (mean = 4.26, sd = 0.443), 4) the role of teachers (mean = 4.15, sd = 0.384) and teachers' attitudes towards STS approach (mean = 4.20, sd = 0.367) were at a high level. The results of the inferential analysis showed that there were significant differences based on gender for the teachers' perceptions for technology and community. There was also a strong positive relationship between perceptions and teachers' attitudes towards the STS approach in Science teaching. The results of this study showed that the teachers had a positive perception and attitude towards the science teaching based on the use of technology and real problems. Teachers also agree that science teaching was more meaningful by using real-life examples that happened in everyday life. The implication of this study is to increase the number of courses and partnership activities among teachers to enable them to exchange opinions on the best methods of teaching science for students in accordance with online learning.

show abstract

“…Selanjutnya, kesaling terkaitan antar unsur Sains, Lingkungan, Teknologi dan Masyarakat dalam proses perkembangannya dapat diketahui bahwa setiap unsur saling mempengaruhi. (Khasanah, 2015) Berdasarkan Penelitian yang dilakukan (Primastuti & Atun, 2018), peserta didik yang diajarkan dengan pendekatan STS pada kelas eksperimen mendapatkan nilai rata-rata yang lebih tinggi jika dibandingkan dengan kelas kontrol yang diajar dengan metode konvensional atau kelas yang dikontrol. Peserta didik dapat mengembangkan kemampuan kognitif, afektif, serta psikomotorik yang sepenuhnya terbentuk dalam diri peserta didik.…”

Section: Pendahuluanunclassified

Penerapan Pembelajaran SETS (Science, Environment, Technology and Society) untuk meningkatkan Pemahaman Kebencanaan Tsunami Peserta didik pada materi Gelombang Mekanik

Fitransyah¹,

Supardi²

2022

ipf

View full text Add to dashboard Cite

Melihat tingginya potensi yang dimiliki Indonesia dalam menghadapi tsunami maka diperlukannya sebuah upaya dalam memahami dan menyiapkan agar dapat mengantisipasi serta mengurangi dampak yang ditimbulkan dari bencana tersebut. Untuk memahami sebuah kebencanaan maka perlu dipelajari konsep dan dasar terkait kebencanaan yang meliputi proses secara Fisika hingga dapat yang ditimbulkan oleh bencana tersebut. Tujuan dari penelitian ini adalah (1) Menganalisis keterlaksanaan pembelajaran SETS Model untuk meningkatkan pemahaman terhadap kebencanaan dan (2) Menganalisis hasil pembelajaran SETS Model terhadap Pemahaman kebencanaan. Jenis penelitian ini adalah penelitian kuantitaf dengan menggunakan metode penelitian eksperimen. Penelitian ini menggunakan desain satu kelompok yaitu one-group pretest-posttest design. Penelitian ini dilakukan di SMA Kartika Wijaya pada kelas XI MIPA dengan jumlah peserta didik sebanyak 35 orang. Hasil menunjukan guru dapat melaksanakan pembelajaran SETS model dengan baik pada kedua pengamat yakni sebesar 71,87% menjadi 76,56% pada pengamat pertama dan 85.90% menjadi 87.50% pada pengamat kedua. Pembelajaran SETS Model pada materi gelombang mekanik dapat meningkatkan pemahaman kebencanaan. Hal tersebut dibuktikan dengan nilai N-gain yang didapatkan sebesar 0,73 yang dikategorikan tinggi. Temuan dari penelitian ini dapat digunakan sebagai awal dari penelitian untuk meneliti terkait pembelajaran SETS Model dengan memperhatikan dampak positif dari pembelajaran. Saran untuk peneliti selanjutnya adalah dapat menggunakan model pembelajaran lain untuk dapat meningkatkan pemahaman kebencanaan serta menggunakan contoh bencana alam selain tsunami Kata kunci : Pembelajaran SETS Model, Pemahaman Kebencanaan, Tsunami, Gelombang Mekanik

show abstract

Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes

Cited by 14 publications

References 5 publications

Science, Technology, and Society (STS) Learning in Senior High School Chemistry Class

Science, Technology, and Society (STS) Learning in Senior High School Chemistry Class

Teachers’ Perceptions and Attitudes towards the Science, Technology and Society Approach in Science Teaching

Penerapan Pembelajaran SETS (Science, Environment, Technology and Society) untuk meningkatkan Pemahaman Kebencanaan Tsunami Peserta didik pada materi Gelombang Mekanik

Contact Info

Product

Resources

About