Abstract
This study aims to determine the effect of the Science, Environment, Technology, and Society (SETS) approach assisted by visual media on critical thinking abilities and scientific attitudes of students on biology subjects on the classification of living things. The research method used a quasi-experimental research sample of 2 classes determined by random sampling. Class VII1 as many as 32 students were taught with the approach of Science, Environment, Technology, and Society (SETS) assisted by visual media and class VII2 as many as 32 students were taught with conventional learning. The research instrument tests the form of critical thinking Cornell X which is based on Ennis and was independently developed by researchers and scientific attitude observation sheets. The data analysis technique used partial hypothesis testing at a significant level ∝ = 0.05. The results showed 1) There was a significant influence of the approach of Science, Environment, Technology, and Society (SETS) assisted by visual media on students' critical thinking skills (tcount = 2.37; ttable (0.05.62) = 1.66). 2) There is a significant influence of the Science, Environment, Technology, and Society (SETS) approach assisted by visual media on scientific attitudes (tcount = 3.88; table (0.05.62) = 1.66). The results showed that the level of thinking ability using the SETS approach assisted by visual media ((X) ̅ = 82.38) was higher than conventional learning ((X) 49 = 49.00). The results of the study also showed better scientific attitudes in the classroom the SETS approach assisted by visual media ((X) ̅ = 74.63) is better than conventional learning ((X) ̅ = 43.02). Thus, learning science with the SETS approach must continue to be developed because implementing SETS learning can improve students' critical thinking skills and scientific attitudes. Keywords: guided inquiry, dynamic fluid, learning outcomes
Highlights
The Organization for Economic Cooperation and Development (OECD) informed that the results of the Program for International Student Assessment (PISA) in 2012 ranked Indonesia 64th out of 65 participating countries
At the first meeting a pretest was conducted to determine the students' critical thinking skills, the learning implementation was carried out 3 times each meeting in the SETS class assisted by visual and conventional media
Based on the results of the analysis and discussion carried out in the previous chapter, several conclusions can be drawn as follows: 1. There is a significant influence on the use of the Science, Environment, Technology, and Society (SETS) approach assisted by visual media on the ability to think critically on the classification of living things in Class VII students of SMP N 5 Fifty academic year 2018/2019
Summary
The Organization for Economic Cooperation and Development (OECD) informed that the results of the Program for International Student Assessment (PISA) in 2012 ranked Indonesia 64th out of 65 participating countries. While the 2015 survey results, Indonesia ranked 69 out of 76 countries (OECD, 2016). Based on observations, during the learning process there are still students who are lazy in following the lessons, there are those who talk to other friends and when given the opportunity to ask questions, no students ask questions, even when there is discussion, not all students participate actively in his group. Students tend to be passive in learning and have not actively built their own knowledge. It is necessary to have a comprehensive learning process in order to create the expected results
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