Last modified: 2019-10-10
Abstract
The SETS approach is a combination of components of science, environment, technology and society. In learning based on the SETS approach, it is expected that students can develop their knowledge to analyze various problems existing in the community so that a solution is expected to be created in the form of a technological product that still considers its impact on the environment and society. In integrating complex SETS components, a high order thinking skill (HOTS) is needed. It is expected that through learning based on the SETS approach high-level thinking skills of students can be developed. Indicators of high order thinking skills include problem solving skill, creative thinking, critical thinking, and decision making. This indicators can be explored through activities or questions at the C4-C6 cognitive level,include activities of analyzing, evaluating, and creating.
This study aims to describe the practicality and effectiveness of SETS-based learning materials for high-level thinking skills of 1st grade of junior high school students in science subjects. The learning materials developed namely are lesson plan design, learning book, student worksheet, question test. In detail, the objectives of this study include: (1) describing the implementation of learning, (2) describing student responses to learning, and (3) describing high order thinking skills of students.
The research method used is included the observation method of learning implementation, the distributing methode of questionnaire responses, and the test method before and after learning (pre-test and post-test). The research instruments used were learning implementation observation sheets, student response questionnaire sheets, and high order thinking skills test sheets.
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Table 1. Implementation of Learning Based on the SETS Approach
No.
Learning Activities
Observer 1
Observer 2
1.
Prelimiary activities
Open learning
4
4
2.
Deliver purpose of learning
4
4
3.
Apperception
4
4
4.
Classify students and share teaching materials
3,5
3,5
1.
Primary activities
Invitation
4
4
2.
Exploration
3,75
3,75
3.
Solution
3,75
3,75
4.
Application
4
4
5.
Presentation
3,5
3,5
6.
Evaluation
3,5
3,5
1.
Closing activities
Conclude
4
4
2.
Give homework
4
4
3.
Give regards
3,75
3,75
4.
motivate
3,75
3,75
Average
95,53%
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Table 2. Positive Responses of Students to Learning Based on The SETS Approach
No
Aspects of assessment
Positive resonse (%)
Category
1
Interest in learning activities
100
Very good
2
Interest in textbooks
100
Very good
3
Interest in student worksheet
100
Very good
4
Effect of tests on thinking ability
100
Very good
5
Knowledge acquisition
100
Very good
6
Application of knowledge in technology
85
Very good
7
Environmental based problems
100
Very good
8
Benefits for the community
100
Very good
9
Benefits for the environment
100
Very good
10
Cause the environment care
85
Very good
11
Cause actively solving problems
98,75
Very good
Average
97,27
Very good
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Table 3. High Order Thinking Skills of Students in Pre-Test and Post-Test
Cognitive domain
Pre-test score
Post-test score
N-gain score
Category
C4 (analize)
55,0
86,3
0,69
Moderate
C5 (evaluate)
59,6
87,8
0,70
High
C6 (create)
34,6
77,9
0,66
Moderate
Average
49,7
84,0
0,68
Moderate
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The results of the study showed that (1) learning based on the SETS approach was conducted very well with an average of 95.53% (Table 1); (2) student responses to learning are very positive at 97.27% (Table 2); and (3) high order thinking skills of students have increased after SETS-based learning materials have been applied (Table 3). This shows that SETS learning materials are stated to be practical and effective to be used in learning to practice high-level thinking skills of middle school students.