Science Technology Society Research Articles

Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses

The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process

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.

Pengaruh Model Pembelajaran Sains Teknologi Masyarakat dalam Meningkatkan Motivasi Belajar Kimia pada Materi Koloid

This research was instigated with the low of student chemistry learning motivation. It aimed at finding out whether there was a difference of chemistry learning motivation between students taught by using Science Technology Society learning model and those who were not taught by using Science Technology Society learning model. It was quantitative research with quasi-experiment method. The samples of this research were the eleventh-grade students of MIA 2 and 4, and they were 72 students. Questionnaire and documentation were used to collect data. Independent sample t-test was the technique of analyzing data. Based on data analysis results, there was a difference of chemistry learning motivation between students taught by using Science Technology Society learning model and those who were taught by using conventional learning model on Colloid lesson at State Islamic Senior High School 3 Pekanbaru. It was proven with the score of tobserved higher than ttable at 5% significant level (4.587>1.994). Based on the result of effect size test by using Cohen’s formula, the score of d 2.59 was lower than 1, and it meant that Science Technology Society learning model affected student chemistry learning motivation significantly.

The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science

AbstractFor many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in the construction of science. So, aspects of a non-epistemic (i.e., non-rational, contextual, or extra-scientific) nature have been practically neglected in these predominant proposals for teaching NOS. However, those of us who advocate a more holistic NOS teaching, with a balanced integration of both epistemic and non-epistemic aspects of NOS, have reason to celebrate. The development of the family resemblance approach (FRA) to NOS, initially proposed by Irzik and Nola (2011, 2014), and then suitably adapted by Erduran and Dagher (2014) for science education, has cemented such a purpose in the current literature on NOS teaching research. But, like all scientific milestones, there are antecedents that, in some way, have also contributed to building the path that has brought us to this point. Therefore, it is fair to acknowledge them. Thus, the aim of this article is to provide a critical discussion of all of this and to make an explicit acknowledgement of some of these antecedents, such as the framework of the science-technology-society (STS) tradition, among others, without undermining the important role of the FRA in achieving the current predominant vision of holistic NOS teaching.

Penerapan Model Sains Teknologi Masyarakat (STM) Berbasis Produk Pada Materi Fungi Untuk Meningkatkan Pemahaman Konsep Siswa

Understanding the concept plays a very important role in learning, so that it becomes the basis for achieving learning outcomes. Choosing the right learning model can affect students' understanding of a concept. The product-based Science Technology Society (STS) learning model is likely to improve students' conceptual understanding. This study is a qualitative study with a pre-experimental method and a pre- and post-test using a single-group design. An observation point and a test device were used as research tools. The results showed that students' understanding of the concepts improved significantly with the implementation of the product-based Science Technology Society (STS) model. This is taken into account by the T-test results where the t-table results are less than the t-number. Therefore, it can be concluded that the use of product-based models of science technology and society (STS) significantly affects students' understanding of concepts.

The Possible Uses of Foldscopes as a Form of Frugal Science in the Biology Classroom As Well As in Out-of-School Science Activities

This article explores the possibilities of a cheap one-dollar microscope, the Foldscope, for enhancing out-of-school science education. Developed by Manu Prakash and Jim Cybulski from Stanford University, these origami-type paper microscopes make it possible to provide all students with their own microscopes, due to the low cost. This provides students the opportunity to engage in science outside of the classroom, as amateur sleuths engaged in environmental inquiries, e.g., determining the levels of pollution of local water resources. In this article the authors share two sets of research data: an activity where school students engaged in authentic problem-based learning using the Foldscopes, as well as student teachers’ experiences of engaging with Foldscope microscopes. The outcomes of the first research project indicate that affective outcomes and cognitive gains were achieved. Responses in the second research project included five categories: preparation and presentation; potential of the Foldscope; use of slideshow; energy/complements; and limitations. The conclusion reached was that Foldscopes hold possibilities for enhancing STS (science-technology-society) approaches inside and outside the classroom. One recommendation is that such frugal-science approaches are emphasized more in both pre-and in-service teacher education.

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.

Efektivitas Science Technology Society Disertai Permainan Imajinatif terhadap Sikap Peduli Lingkungan Siswa Sekolah Dasar pada Mata Pelajaran IPA

This study aims to determine the effectiveness of Science Technology Society accompanied the caring attitude of imaginative play environment of elementary school students on IPA. This research included ine population were all students of SDN Langsa Lama. The sampling technique used was cluster random sampling, in order to obtain class 3A as an experimental group and class 3B as the control group. Data collection techniques use essay teScience Technology Society, observation sheets, as well as their academic papers. Hypothesis testing is done by using test-t. this research concluded that the integration of Science Technology Society accompanied the Effective imaginative play environment caring attitude of elementary school students in science subjects

Design and Practice of Physical Chemistry STS (Science, Technology, Society) Exercises to Cultivate Higher-Order Thinking Skills: “Fundamental Laws of Thermodynamics” as an Example

Design and Practice of Physical Chemistry STS (Science, Technology, Society) Exercises to Cultivate Higher-Order Thinking Skills: “Fundamental Laws of Thermodynamics” as an Example

Teacher's Perception of the Integration of Science Technology Society (STS) into Learning at Elementary School

The Science Technology Society (STS) is an integrated and holistic approach between science, technology, and societal issues. This study aims to determine teachers’ perceptions of integrating science, technology, and society into learning at elementary schools. This study uses a qualitative approach. The respondents of this study were twelve elementary school teachers in the city of Surabaya. The results of this study indicate that teachers respond positively to the Science Technology Society (STS) because it provides an understanding of the relationship between science and technology and society and trains judgment sensitivity.
 Keywords: Teacher’s Perception, Science Technology Society (STS), Elementary School

Comparative Study of Teachers and Students Perceptions towards Science Technology Society and Environment (STSE) Approach

The main aim of this study was to compare the perceptions of secondary school science teachers and students towards Science, Technology, Society and Environment (STSE) approach. Quantitative survey design was used to investigate the problem. The population of the study consisted of all Government secondary school science teachers and students in the tehsil Adenzai. By using stratified sampling technique 90 science teachers and 737 science students were randomly selected for this study. A self-developed questionnaire consisted of multiple scales were used to collect data from the respondents. The study results show significant differences between the perceptions of science teachers and students regarding the concept of STSE approach, required training skills, social context of science, and usefulness of STSE approach for teaching of science. Rank order, frequency and percentage scores showed no difference between the perceptions of science teachers and students regarding aim of science education, hindering challenges in STSE approach and suggestions and recommendations for the implementation of STSE approach. It was recommended that science curriculum may be developed on the basis of STSE approach and science teachers may properly be trained to implement this approach in classroom for teaching science subjects

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.

THEMATIC INVESTIGATION AS CURRICULAR DYNAMICS: DEVELOPING THE PROPOSAL IN THE CLASSROOM

This is a qualitative study, based on the theoretical perspective by Paulo Freire and the assumptions of the Science-Technology-Society (STS) approach and the Latin American Thought in Science, Technology and Society (LAT-STS), considering the perspective of the social context of students as a starting point for their learning. From this perspective, we investigate how a curricular configuration based on Freirean assumptions and CTS/PLACTS productions may contribute to the knowledge building by students in the school environment from an effective work in the classroom. The objective of this investigation is to get a better contextualize the knowledge, involving students in order to promote their critical positioning and the creation of a more democratic society, in which students can express themselves in view of the advances in Science-Technology (ST), regarding issues that imply changes in their world. Thus, we addressed the theme of the implementation and operation of a Hydroelectric Power Plant. Therefore, we investigated an effective classroom practice, which involved teachers of Science and Geography and 9th-grade students from a municipal public school in the same location as the power plant. The corpus for analysis consists of journals kept by the students and the researcher used during practice. Methodologically, we adopt the Discursive Textual Analysis. The results are presented in three categories: Resignifying knowledge through 'demystification'; The critical social-environmental development of students in relation to the theme: from limit situations to untested feasibility; Learning assessment: the understanding and lines of thought from the perspective of students. Hence, connecting the critical-reflective classroom practice to curricular development.

Implementasi Pendekatan Stse-Ir Pada Perkuliahan Kimia Pangan Topik Karbohidrat Untuk Melatihkan Keterampilan Berpikir Evaluatif

The purpose of this study is to describe the implementation of the Science Technology Society Environment approach and reflective inquiry strategy (STSE-IR) in Food Chemistry on carbohydrate topics to practice Evaluative Thinking skills. This research was conducted at the Chemistry Education Study Program in one of the state universities in South Sumatra. The research subjects were students who took the Food Chemistry course in the odd semester of 2018/2019. Research data collection was carried out in August-November 2019. The type of research used was descriptive research. Researchers Obtain information from the implementation of chemistry lectures through observations and Student Work Sheets. The instruments used are observation sheets and Work Sheets Students. Data collection techniques through observation and analysis of Work Sheets documents. The results of the study are as follows. The steps for lectures on Carbohydrates by Lecturers who were observed by observers have been carried out according to the STSE-IR approach stage. The results of the student Work Sheets assessment showed that the average implementation of the STSE-IR approach was 86.15%. Carbohydrates Lecture using the STSE-IR Approach has trained students' evaluative thinking skills. The STSE-IR approach can be used on other topics in food chemistry and other interdisciplinary courses and other thinking skills. Keywords . STSE-IR Approach, Carbohydrates in Food Chemistry, Evaluative Thinking Skills

Upaya Meningkatkan Prestasi Belajar IPS dengan Model Science Technology Society Peserta Didik Kelas VIII B SMP Trisula Ngluwar Kabupaten Magelang

This study aims to improve social studies learning achievement with the Science Technology Society model for Class VIII B students at Trisula Ngluwar Middle School, Magelang Regency. This research is a classroom action research with the research subjects are students of class VIII B SMP Trisula Ngluwar totaling 22 students consisting of 14 male students and 8 female students. This research was conducted in two cycles, the first cycle consisted of two meetings and the second cycle consisted of two meetings. At the end of each cycle an evaluation is carried out. Data collection techniques using observation, evaluation of learning achievement results and documentation. The data analysis technique in this research is quantitative descriptive analysis. The results showed that the learning achievement of class VIII B SMP Trisula Ngluwar in social studies learning could be improved by using the Science Technology Society model. Social studies learning achievement during the pre-cycle students obtained an average of 53.11 with a percentage of 36.36% as many as 8 students got the minimum KKM score and 14 students still did not reach the KKM. It increased in the first cycle of student achievement to an average of 70.13 with a percentage of 59.09% as many as 13 students got the minimum KKM score and 9 children still did not reach the KKM. Increased in the second cycle of student achievement to an average of 78.13 with a percentage of 86.36% as many as 19 students get a minimum score of KKM and 3 students who have not reached the KKM.

Implementasi STS Berbasis Collaborative dengan Media Mind Mapping untuk Meningkatkan Berpikir Kreatif Siswa pada Hidrokarbon

This study goals to determine the implementation of science-technology-society (STS) based on collaborative with mind mapping media to improve students' creative thinking on hidrocarbon material. The sampling technique used was using Pre-experimental Design (Nondesign) in the form of a one-group pre-test-post-test design in class XI MIPA 1 as an experimental class taught using a collaborative-based learning model using a mind map. media. The analysis technique used is the average difference test, the percentage increase in learning outcomes, normality test, and hypothesis testing. The results obtained from the average value of the pretest data before the treatment is given in the experimental class is 49.83 while post-test data after treatment in the experimental class is 77.66, the gain results also show a value of 0.543 which means it can meet the standard of determination value with creative abilities. developed are 2 indicators. students) was 69%.

Exploring where science is made in an outdoor and digital museum in a Brazilian university

In conventional science museums, where collections are at the centre of activities, large financial contributions and staff are required, which results in their existence being unfeasible in many cases, especially in developing countries. We present an alternative proposal: a science centre called Knowledge Paths, which is, simultaneously, a virtual platform and an outdoor museum located on one of the campuses of the Federal University of São Carlos (UFSCar), Brazil. The project has a much lower cost than traditional institutions and presents itself as a possibility for mediation between different audiences and scientific knowledge. The approach used is supported by the theoretical framework from Educating Cities and science, technology, society (STS) education. The project proposes itineraries to be followed on campus, through signposts that, in addition to texts about great scientists and other thinkers, contain QR codes linking them to videos, other texts and supplementary materials related to the areas of knowledge associated with the marked places. The project also offers guided tours in which participants visit laboratories and other locations where science is made. The museum has two functioning itineraries: the Epistemological Trail, about history and the main characteristics of different areas of knowledge; and the Light Trail, which is aimed at children.

PENERAPAN STS DI DESA DAYA TARIK MUSIK KOTA AMBON MEMBERDAYAKAN GANDARIA ENDEMIK MALUKU

Application of science-technology-society (STS) in the village of Ambon City Music Attraction through empowerment of Gandaria (Bouea macrophylla) Maluku Endemic Plants. Community service is participatory in nature, namely the method of strengthening community capacity is not in the form of training but increases knowledge and skills that are normative. The service is carried out in Amahusu village as a tourist attraction village in Ambon city. The subjects in this service activity consisted of Mrs. PKK, and teenagers in Mahahusu village. The products produced include 6 snacks and beverages, namely: Yogurth, Nata, Wine, Dodol, Boble Tea, and Jelly drinks. Organoleptic test on color, aroma, texture, taste, and acceptability. This service program has changed the culture of the community into producing products. In addition to the ability of the program, it is hoped that the community will be more independent and just

Transmedia in Geosciences Education

This paper describes a research study related to the development (conception, production, implementation and evaluation) of a set of transmedia activities associated with the study of humans ‘use of rocks. To do so, a narrative was created to guide students through a set of tasks—namely, during and after a field trip. During this field trip, students had to macroscopically identify a rock sample and record its geographical location, as well as take pictures in six stations. According to the data collected, students would, after the field trip, share this knowledge in a digital learning environment and collect pieces of a puzzle and, in some cases, badges. These transmedia activities, in line with the STS (Science-Technology-Society) perspective, aimed at contributing to the diversification of educational resources for Geosciences education. The study, predominantly qualitative in nature, reached 104 students from the 7th and 5th grades in a Natural Sciences course and the analysis of data suggests that students showed some skills in areas such as “interpersonal relationships”, “scientific, technical, and technological knowledge” and “information and communication”, although in this case they can be considered rather limited.

Desain Media Pembelajaran Weblog Kimia Berbasis Sains Teknologi Masyarakat (STM) untuk Mendukung Literasi Sains Siswa

ABSTRACT This result aimed at developing a learning media design in the form of Science Technology Society (STS) based Chemistry Weblog learning media in supporting student scientific literacy on Crude Oil lesson. It was Research and Development (R&D) with Borg and Gall model that was limited to the fifth stage. The stages were collecting preliminary data, planning, developing the product, testing the product, and revising. The product of this research was validated by the experts of learning media and material, its practicality was tested Chemistry subject teachers, and student response was also tested at State Senior High School 1 Kampar. STS based Chemistry Weblog learning media in supporting student scientific literacy on Crude Oil lesson was stated proper based on the research findings. It was obtained that the assessment percentages of validation were 92.5% by the experts of material and 93.33% by the experts of media, and the assessment criteria were very valid. The assessment percentage on teacher practicality test was 93.33% with very practical assessment criterion, student response test was 80% and students supposed that the weblog was interesting. It was needed a further research to test the effectiveness of the product.