Science Technology Society Approach Research Articles

The influence of blended learning using the science technology society approach on learning independence

Independent learning facilitates students in improving their competencies according to the challenges of the current era. However, learning in schools often does not empower students to become independent learners. This research aims to find out whether the application of blended learning with the Science Technology Society (STS) approach can increase student independence in learning or not. This research is quantitative. The sample for this research was students from the informatics engineering and communication science study program at Dr Soetomo University. The instrument used in this research was a questionnaire. Questionnaires are used to find out information about independence. Data analysis involved conducting normality and homogeneity tests, followed by an independent sample test. The results of the analysis suggest an influence of blended learning with an STS approach on learning independence in higher education (t = 21.246, p < 0.001), implying the potential effectiveness of integrating STS principles into educational practices to foster greater autonomy among students.

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

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.

Science Technology Society (STS) Learning Through The Utilization of Potato Skin Waste on Students' Science Literacy

Soil damage due to excessive use of chemical fertilizers on potato vegetable crops is a real problem that must be solved. Through science learning with the Science Technology Society (STS) approach through the use of potato skins as organic fertilizer, it has helped reduce the use of chemical fertilizers. This study aims to foster scientific literacy in the area of awareness and concern for the environment. The research was conducted in class VII MTs Ma'arif Kejajar Wonosobo. This type of quantitative research with a true experimental approach pre-test-post-test control design. For data collection techniques with a questionnaire to see the attitude of awareness and concern for the environment. Data analysis was performed by t test. The results of the study showed that the t-test = 2.6> t table = 1.7. Science learning with the STS approach has a significant effect on scientific literacy in the area of awareness and concern for the environment.

The Impact of Science Teaching based on Science-Technology-Society (STS) Approach to Elementary School Students

The aim of this study is to find out effects of science teaching through Science-Technology-Society [STT] approach on elementary school students’ creative thinking skills, attitudes towards science lesson, and academic success. To this end, a quasi-experimental pretest-posttest design without the control group was used among quantitative research models. The study particiants were composed of 6 classroom teachers who had previously taken in-service training [IST] on STS approach and their students (N=273) selected through random sampling. Study data were collected by using the Creative Thinking Skills Scale (CTSS), Science and Technology Course Attitude Survey [STCAS], and Academic Achievement Test [AAT]. The data were analyzed by conducting one-way ANOVA test with SPSS. The results showed that the students in STT classes could improve their creative thinking skills, attitudes towards science course, and academic achievement compared to their peers in the classes. It can thus be useful to encourage teachers to perform teaching based on approaches addressing science-tehcnology-society relation. As another recommendation, it is suggested to prepare professional development programs.

Developing online learning video based on the science technology society (STS) to improve biology learning outcomes

This research aims to determine the validity of online learning video based on the Science Technology Society (STS) and its effect on biology learning outcomes at SMA Negeri 1 Labuapi. The type of research is research and development with the ADDIE model. The research sample was class X students at SMA Negeri 1 Labuapi with as many as 12 students for the control class and 15 students for the experimental class. Research data obtained from learning outcomes tests (post-test scores) on environmental change material. The results of data analysis showed that the level of validity of the developed video obtained a percentage of 84% in terms of media which include very valid criteria and 86% in terms of material which include very valid criteria. The results of data analysis of learning outcomes data showed that there was a difference in the average post-test score between the experimental class through the application of learning using video which combined with the STS approach and the control class through the application of conventional learning. The average score of the post-test in the experimental class was 84.23, while the average score of the post-test in the control class was 67.17. The significance value of two independent sample t-test obtained is 0.002, the significance value obtained is smaller than 0.05 (p-value < 0.05), so Ho is rejected. The conclusion of this research that the video developed has very valid criteria and the application of learning using video based on the science technology society (STS) approach has a significant effect on improving biology learning outcomes at SMA Negeri 1 Labuapi.

Online Learning PBL Model with the STS Approach to Improve High School Students’ Critical Thinking Ability

The research aims to describe the effectiveness of online learning PBL ( Problem Based Learning)model with STS (Science Technology Society) approach to improve students’ critical thinking ability. Research is Pre experimental with pre-test and post-test design conducted at Labschool UNESA High School in the academic year 2020/2021. The research sample consisted of 56 students of eleventh grade Natural Science. Collecting data is done through pre-test, applying the model PBL with the STS approach through the Google meet, and the last is post-test. Analysis data using paired t-test, analysis of n-gain, and independent t-test. According to analysis data, students' critical thinking ability scores are suffering an increase that is significant at ? = 5% with an average n-gain in the medium category and consistent in both classes. The conclusion is that the online learning PBL model with the STS approach effectively improves the critical thinking ability of high school students.

Validity of Student Worksheets using Inquiry Based Learning Models with Science Technology Society Approach for Physics Learning

Physics learning aims to develop knowledge and train students' thinking skills. But in reality, students haven’t been able to develop because they are less trained to find concepts independently. Student worksheets includes teaching materials that can help students find concepts and apply these concepts. The purpose of this study was to produce student worksheets using the inquiry based learning model with the community technology science approach with criteria valid. Learning using a valid student worksheets can improved student’s competence. This type of research is R&D using the Plomp model. The validity assesment is carried out by expert reviews, then analyzed using Aiken’s V formula. The results of validity of student worksheets meet the valid criteria of 0.79. Based on the results of the study, it can be concluded that the student worksheets uses the inquiry based learning model with a science technology society approach valid for use in Physics learning.

DESIGNING OF LEARNING ACTIVITY FOR EXPLICATING NATURE OF SCIENCE

This study was aimed at clarifying the learning activities for explicit Nature of Science (NOS) which provide through context based STS (Science, Technology, Society) learning approach. The study followed the 4-D procedure but in this article only was presented up to the third step. These steps included define, design, and develop. The data were gathered through expert judgment by chemistry educator for product revision. The views of the chemistry teacher were explored through a closed-questionnaire that was analyzed by percentage. One of learning activity plan have arranged. The learning activity with context based STS approach consists of 5 stages including identification of social issues/history, identification of potential solution, need for knowledge, decision-making, and socialization and completion decision stage. Chemistry teachers’ view toward the feasibility of learning activity plan was good. The learning activity was developed with topic a history of the Father of Modern Chemistry for grade 10th. The findings show thatt his learning activity is able to help teacher for teaching NOS in classroom and foster students’ NOS through a historical story.

Impact of Problem-based Learning (PBL) model through Science Technology Society (STS) approach on students’ interest

This study examines the effects of PBL model through the STS approach to learning interest and students conceptual understanding of dynamic fluid material in Senior High School 1 Delima. The type of pre-experimental research with the form of one group pre-test and post-test. The research instruments consisted of interest questionnaires and conceptual understanding questions, interest data were analyzed by percentage formula and learning outcome data were analyzed by n-gain to determine the percentage effect of PBL model through the STS approach to students’ conceptual understanding. The results of the study show that learning using the PBL model through the STS approach can increase student learning interest about 45%.

Students’ Applying STEM Knowledge in Learning on the STS-STEM Education Wave Learning Unit

This study aims to explore Grade 11 activity of student on Science Technology Engineering Mathematics (STEM) with the integration of learning about wave based on Science Technology Society (STS) approach [8]. The participants were 50 students in Demonstration Secondary School, Khon Kaen University, Khon Kaen Province, Thailand. The methodology is in the respect of interpretive paradigm. The teaching and learning about wave through STS approach carried out over 5 weeks. The Wave unit through STS approach was developed based on framework that consists of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision making, and (5) socialization stage. To start with, the question “How to change wave energy to electricity” was challenged in the class in order to improve students to find the problem of how to design wave energy to electricity from Clean Energy form force wave. Students were accepted to apply scientific and other knowledge to design of wave energy to electricity. Activity of students on STEM were collected during their learning by participant’ observation and students’ tasks. Them did on STEM were classified when they applied their knowledge for designing the wave energy to electricity. The findings indicated that students cooperatively work to solve the problem when applying knowledge about the content of Science and Mathematics and processing skill of Technology and Engineering. It showed activity that students held the integration of science, technology, engineering and mathematics to design their possible solutions in learning about wave energy to electricity. The paper also discusses implications for science teaching and learning through STS in Thailand.

The analysis of students worksheet development using inquiry based learning models with science technology society approach for physics learning of senior high school class XI

Learning Physics aims to develop knowledge and train students’ thinking skills. One of the things that can support that is when the teacher in the learning process actively involve learners. But in fact, teachers still dominate the learning activities by providing information directly consequently students be dependent. As we know, student worksheet has printed materials that help students learn independently, actively and creatively. Student worksheet can help students in finding a concept, apply and integrate it. The use of student worksheet is expected to help students in improving their knowledge and skills. The purpose of this study is to determine the analysis of developing student worksheet using inquiry based learning models (IBL) model with science technology society (STS) approach on Physics materials. Respondents selected in this study were students of class XI in SMAN 7 and 5 Padangs. Based on these observations, it is seen that the lack of interest of learners in studying physics and the lack of motivation of learners in physics learning. Accordingly to the result for the competence of the attitudes is good. Conversely, it needs an increase for the competence of knowledge and skills needs. The results of the analysis will be the reference for the development of student worksheet using the IBL model with the STS Approach for learning physics class XI.

Development of Grade 10 Students’ Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy

This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students’ scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students’ tasks, discourse and informal interview were collected and interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students’ scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study in designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation.

Enhancing Grade 12 Students’ Critical Thinking and Problem-Solving Ability in Learning of the STS Genetics and DNA Technology Unit

This study reported grade 12 students’ critical thinking and problem-solving ability in learning and innovation skills in genetics and DNA technology unit through science technology society (STS) approach. The participants were 43 grade 12 students in Maung, Khon Kaen, Thailand. The STS unit has been taught by the researcher for 3 weeks. The Genetics and DNA Technology unit were provided learning activities through STS approach in framework of Yuenyong (2006) based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge (4) decision-making, and (5) socialization stage. Students’ critical thinking and problem-solving ability was collected during their learning by participant observation, students’ discussion and questions, worksheets, students’ behaviour, and students’ performance. The findings revealed that the Genetics and DNA technology unit on the STS approach are promoted students’ critical thinking and problem-solving ability. Not only indicated that the solution raised from the problem that lead to solving through critical thinking and problem-solving but also could be mentioned that students developed their ability of critical thinking and problem-solving while they learned STS of GMO issue. These finding would be a good practices for teaching biology through STS approach to who may take further applications for science teaching and learning.

A Case Study of Helping In-Service Science Teacher to Teach with the Science-Technology-Society Approach and its Influence on Students’ Scientific Argumentation

This study aims to develop a training workshop to promote the in-service science teachers’ ability to teach the topic of Force and Motion to grade 10 students by using the Science-Technology-Society (STS) approach and explore its impacts on students’ scientific argumentation patterns. The research methodology was a case study with one participating science teacher, who fully attended the STS workshop designed by the authors. After finishing the workshop, the researchers followed up the teacher by observing his teaching and students’ learning with the STS approach and collected all related artefacts. The students’ scientific argumentation patterns were analyzed by using the Toulmin’s Argument Pattern (TAP) framework. The findings showed that the training workshop helped the participating teacher design the STS-based learning unit in Force and Motion. Also, most of the learning stages in the STS approach promoted the students to generate high quality of scientific argumentation. The study concludes by suggesting further methods of enhancing high quality scientific argumentation in a STS-based training workshop for in-service science teachers.

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

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.

Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.

Role-play and the Industrial Revolution: an STS approach to the teaching of steam engines

Role-play is an interesting, although underexplored, way of teaching physics in high school. This paper presents a science-technology-society (STS) approach to the teaching of heat engines based on a role-play of the Industrial Revolution. Enacting the role-play, students are presented not only to scientific concepts, but also to the social and technological controversies of industrial development.

PENGEMBANGAN MATERI AJAR EKOSISTEM UNTUK SMP MENGGUNAKAN PENDEKATAN SAINS TEKNOLOGI MASYARAKAT DAN TIM HIJAU SEKOLAH

This research was development of learning equipment research that have oriented at Kemp. It was implemented through Science Techonoloy Society Approach and School Green Team. The subject of this research were 39 students of SMP Negeri 3 Bontang assigned as One Group Pretest and Posttest Design. The research discovered the following findings: activity of Teacher’s School Green Team to guide student’s activity (25,31%), motivation (24,75%) and student activity observing (23,75%) with the degree of instrument reliability 87.70%. The rising of student’s activity indicated: observing (27,00%), sharing and discusion (25,23%) with the degree of instrument’s reliability average 98,47%. The completeness of student learning individually and classically were reached feasibility and the learning plan was in good category. Generally this research showed that learning by Science Technology Society Approach through School Green Team increased learning achievement.

The Outcomes of Workshop for Introduced View of Nature of Science to Vietnamese Science Teachers in Mekong Delta Region of Vietnam

We presented here our study on Vietnamese teachers and pre-service teachers’ view of nature of science (NOS) and some practical training activities that we used to develop their understanding of NOS. Results were taken from our workshop about nature of science (NOS) and science – technology – society (STS) approach at Can Tho University, Vietnam on 20 March 2013. Participants are around 30 Vietnamese lecturers and pre-service teachers of Can Tho university and 32 participants from Khon Kaen University. This workshop was funded by the project of KKU Science Education Mekong Technology Transfer that organized by science education program, Faculty of Education, Khon Kaen University. The purpose of the workshop was to introduce the recently focused education goal about the nature of science of science education worldwide and the STS approach to Vietnamese educators and teachers. This training workshop was conducted based on the constructivist lens where the prior knowledge and experience of the participants were employed to let them construct the concepts of nature of science by themselves through various activities. Reflections and discussion indicated that Vietnamese participants currently have some certain understanding as well as naive conceptions about the nature of science. Most of the misconceptions were successfully transformed to the informed ones through the workshop except the idea of ‘the function of, and relationship between theory and law’. We also reported here the ineffectiveness of the VNOS-C of Lederman et al. (2002) in collecting Vietnamese conceptions about NOS. We discussed some possible reasons for this unsuccessfulness. Several suggestions for future researches on Vietnamese teachers’ understanding and thinking and for the next training workshops or training programs in Vietnam were made. DOI: 10.5901/mjss.2015.v6n2p599

BIOTECHNOLOGICAL TEACHING LEARNING PROCESS WITH SCIENCE TECHNOLOGY SOCIETY APPROACH ERGONOMICS-BASED INCREASES LEARNING OUTCOME AND LEARNING ACHIEVEMENT STUDENTS OF IKIP SARASWATI TABANAN

ABSTRACTTo identifying whether biotechnological teaching learning with Science Technology Society approach Ergonomics-Based (STMBE) could improve the learning outcome and the students’ learning achievement. Methods: This is a randomized pre-and post-test control group design and involved 16 samples from the control group and another 16 samples from the experiment group. All data obtained was then statistically analyzed by employing t group test and Mann-Whitney at 5% significant levels. Results: The results showed that the biotechnological teaching learning using STMBE approach applied to the experimental group could increase the learning outcome viewed from the facts that the musculoskeletal complaint went down by 43.68% (p<0.05), that the exhaustion decreased by 34.90% (p<0.05), that boredom dropped by 22.64% (p<0.05), and that the learning activity went up by 42.72% (p<0.05), and that the students’ achievement rose by 43.56% (p<0.05). Conclusion: It could be concluded that the biotechnological teaching learning using STMBE approach could increase the learning outcome and the students’ learning achievement.