Natural science modules with SETS approach to improve students’ critical thinking ability

budi, agustrarum pradiska; Sunarno, Widha; Sugiyarto,

doi:10.1088/1742-6596/1022/1/012015

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…The cover color is designed in full color with a yellowish orange base color for the front cover and light blue for the back cover. The module is a form of teaching material that is packed intact and semantic, containing a set of planned learning experiences designed to help learners understand specific learning objectives (Budi et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Development of Science Module based on Flipbook about Physics in the Respiratory System to Improve Students’ Learning Independence

Setianingrum

Ula

Pratiwi

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Learning is now gradually recovering from the effects of the COVID-19 pandemic with the start of limited face-to-face learning. This makes educators need to innovate so that students still have independent learning. Less than optimal online learning causes students to be too passive when learning offline. To overcome this, research was carried out through the development of science module based on flipbook about physics in the respiratory system. This study aims to determine the feasibility level of the module, to determine the responses of students, and to find out whether the module can increase students' independence in science learning. This study uses the Thiagarajan 4D (Four-D Model) development model, consisting of four stages, namely the definition stage, the design stage, and the development stage. The dissemination stage was not carried out, this research was only limited to product feasibility testing. This study uses a descriptive qualitative approach. The sample in this study is class VIII A totaling 10 people. The collection technique used is a questionnaire and documentation. The results showed that: (1) science module based on flipbook was feasible, judging from the percentage of the feasibility of the module 96.73% (very feasible), (2) student responses to the module were in the very good category, seen from the percentage of interest in the module 90.00% (very interested), and the students' independence in learning science using flipbook-assisted science modules were included in the high category, with a percentage of 86.25% (high science learning independence).

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Section: Resultsmentioning

confidence: 99%

Development of Science Module based on Flipbook about Physics in the Respiratory System to Improve Students’ Learning Independence

Setianingrum

Ula

Pratiwi

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

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“…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%

“…Visual-media was used by Astuti et al (2019) to support the SETS approach. Budi et al (2018) used the SETS approach in conjunction with modular instruction. Prasasti and Listiani (2019) implemented SETS-based guided experiment books.…”

Section: Sts Approach Variations and Additional Strategies Usedmentioning

confidence: 99%

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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“…The linkage of SETS elements in learning activities is a characteristic in understanding information so that students can benefit and make decisions in a problem faced (Binadja, 1996;Budi & Sunarno, 2018;Maimunah, 2017). Another benefit of the integrated SETS approach in learning is the transformation of science in the form of technology, science is not just a science but as one of the keys in the development and utilization of technology for the benefit of society, especially in solving practical problems, of economic value with environmentally friendly products (Imaduddin & Hidayah, 2019;Prasasti & Listiani, 2019).…”

Section: Introductionmentioning

confidence: 99%

Representation of Science, Environment, Technology, and Society in Science Comics for Junior High School

Widyawati

Listiyani

Kuncoro

2020

TIJES

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Advances in technology cause a lot of damage to the environment and cultural shifts in society. This condition requires learning to integrate technology with the environment and society. Society-based industrial era 4.0 towards 5.0 studying and technology must pay attention to the preservation of nature and culture in society. The approach that fits this mandate is SETS (science, environment, technology, and society). The SETS approach can be applied in various media, methods and learning models. One of them is a science comic for junior high school that has included the SETS component in its material. This research is a qualitative descriptive study about the relationship between SETS components in junior high school science comics. The instruments in this study were data cards and operational definitions. The data in this study are in the form of words, language, pictures, and behavior that show the representation of the SETS components. The analysis results show that all SETS components have been represented in the science comics. SETS which is integrated into the learning process is expected to improve the quality of students in facing an increasingly advanced industrial era but still environmentally friendly.

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Natural science modules with SETS approach to improve students’ critical thinking ability

Cited by 8 publications

References 6 publications

Development of Science Module based on Flipbook about Physics in the Respiratory System to Improve Students’ Learning Independence

Development of Science Module based on Flipbook about Physics in the Respiratory System to Improve Students’ Learning Independence

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

Representation of Science, Environment, Technology, and Society in Science Comics for Junior High School

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