Abstract
The aim of this study was to examine the differences of students’ cognitive learning outcomes on chemical equilibrium topic through the Science Technology Society (STS) learning approach. Design of this study was quasi-experimental. Specifically, posttest only group design was adopted. The number of sample in this study are 60 students 11th grade. Selection of the sample conducted with a purposive sampling technique. The experimental group was taught by the STS approach, while the control group was scientific approach. The instrument for data collection was chemistry achievement multiple choice questions. Instrument test shows 23 out of 30 questions created were valid. The reliability value obtained was 0.73. Data was collected using the test in the form of score, and analyzed by the t-test. This research concluded that students who were taught Science Technology Society (STS) approaches have better cognitive learning outcomes than the control group. These results suggest the implication of the STS approach can be used as a learning approach to improve students’ cognitive learning outcomes.
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