The Implementation of SETS (Science, Environment, Technology, and Society) Approach Through Flood Natural Disaster Mitigation

Muslimin, Sugeng; Sugiarti, Iis; Febianti, Yopi Nisa; Putri, Dian Permana

doi:10.30560/ier.v2n1p6

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…One representation of the science components of each episode is shown in Figure 2. This is in line with research conducted by (Muslimin, Sugiarti, Febianti, & Putri, 2019) which states that the material taught using SETS can be easily absorbed and understood by students. This is in line with the results of (Affeldt, Meinhart, & Eilks, 2018) research which states that comics are seen as a more open force.…”

Section: Sciencesupporting

confidence: 89%

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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Section: Sciencesupporting

confidence: 89%

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

Widyawati

Listiyani

Kuncoro

2020

TIJES

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“…Beberapa penelitian terdahulu mengenai pembelajaran SETS, kurang melibatkan teknologi sebagai alat pendukung eksplorasi siswa dalam membuat keputusan. Pembelajaran yang diterapkan hanya mengintegrasikan teknologi berupa media presentasi, video studi kasus, gambar, dan eksplorasi mandiri melalui internet (Fatchan el al., 2014;Imam 2016;Muslimin et al, 2019). ).…”

Section: Pendahuluanunclassified

Model pembelajaran Science, Environment, Technology, Society (SETS) terintegrasi google earth untuk meningkatkan kemampuan memecahkan masalah siswa SMA

Khoirunnisaa’

Purwanto

Bachri

et al. 2022

JIHI3S

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The ability to solve problems as one of the fundamental skills in learning geography today. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aims to determine the significance of the effect of the Google Earth integrated SETS learning model on the problem-solving ability of high school students. The research was a quasi-experimental type with the research subjects consisting of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the problem-solving ability of students in the experimental class increased significantly compared to the control class. However, Google Earth-integrated SETS learning still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth. Kemampuan memecahkan masalah sebagai salah satu keterampilan fundamental dalam pembelajaran Geografi saat ini. Model pembelajaran SETS (Science, Environment, Technology, Society) terintegrasi Google Earth mempermudah siswa dalam memanfaatkan ilmu pengetahuan dan literasi teknologi sebagai alat menentukan tindakan dalam memecahkan permasalahan. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh model pembelajaran SETS terintegrasi Google Earth terhadap kemampuan memecahkan masalah siswa SMA. Penelitian berjenis quasy experiment dengan subyek penelitian terdiri dari 70 siswa (35 siswa kelas eksperimen dan 35 siswa kelas kontrol). Hasil penelitian menunjukkan bahwa kemampuan memecahkan masalah oleh siswa pada kelas eksperimen meningkat secara signifikan dibandingkan kelas kontrol. Namun, pembelajaran SETS terintegrasi Google Earth masih perlu dipahami lebih lanjut oleh siswa. Maka, dalam pelaksanaanya perlu diberikan instruksi awal secara detail kepada siswa tentang tahapan pembelajaran dan penggunaan Google Earth.

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“…Several previous studies regarding SETS learning did not involve technology as a tool to support student exploration in making decisions. The learning applied only integrates technology in the form of presentation media, case study videos, pictures, and independent exploration via the internet (Fatchan, et al, 2014;Imam, 2016;Muslimin, et al, 2019). In fact, the use of more complex technologies such as geospatial technology has a positive impact in constructing students' spatial thinking and problem-solving abilities (MaKinster, et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Improving Problem-Solving Student Ability: Integrating Google Earth with SETS Model Learning for Effective Solutions

Khoirunnisaa'

Fahmi

2023

Abjada

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The ability to solve problems is one of the fundamental skills in learning geography in this era. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aimed to determine the effect of the SETS learning model integrated with Google Earth on the problem-solving ability of high school students. The method used is a quasi-experiment with a pretest-posttest control group research design. The research subjects consisted of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the increasement in problem-solving skills by students in the experimental class was higher than the control class. This research proves that the SETS learning model assisted by Google Earth has a positive effect on students' problem-solving abilities. However, SETS learning model integrated with Google Earth still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth.

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The Implementation of SETS (Science, Environment, Technology, and Society) Approach Through Flood Natural Disaster Mitigation

Cited by 4 publications

References 1 publication

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

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

Model pembelajaran Science, Environment, Technology, Society (SETS) terintegrasi google earth untuk meningkatkan kemampuan memecahkan masalah siswa SMA

Improving Problem-Solving Student Ability: Integrating Google Earth with SETS Model Learning for Effective Solutions

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