Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach


  • Ni Luh Gede Karang Widiastuti Dwijendra University
  • I Putu Edy Purnawijaya Dwijendra University



SETS Approach, Science Learning Outcomes


Science learning packaging still focuses on conventional learning. This causes students to feel bored in learning and have difficulty understanding the material taught by the teacher. This problem affects the students' low science learning outcomes. This study aims to analyze the significant differences in science learning outcomes for groups of students who are taught through the application of the SETS approach and students who are taught through conventional learning. This type of research is a quasi-experimental research design with nonequivalent control group design. The population and sample in this study were all students in grades IIIa and IIIb, totaling 61 people. The data collection technique in this research is a test. The technique used to analyze the data is using t-test statistical analysis. The results showed that there was a significant difference in science learning outcomes between the experimental and control groups as seen from the value of tcount = 5.862 > ttable = 2,000. Based on the results of the study, it can be concluded that the SETS approach has an effect on students' science learning outcomes. This research implies that the SETS approach can assist teachers in developing the learning process.


Adadan, E., & Oner, D. (2018). Examining preservice teachers’ reflective thinking skills in the context of web-based portfolios: the role of metacognitive awareness. Australian Journal of Teacher Education, 43(11), 26–50.

Anif, S., Sutopo, A., & Prayitno, H. J. (2020). Lesson study validation: Model for social and natural sciences teacher development in the implementation of national curriculum in Muhammadiyah schools, Indonesia. Universal Journal of Educational Research, 8(1), 253–259.

Arnó-Macià, E., & Rueda-Ramos, C. (2011). Promoting reflection on science, technology, and society among engineering students through an EAP online learning environment. Journal of English for Academic Purposes, 10(1).

Bettencourt, C., Velho, J. L., & Almeida, P. A. (2011). Biology teachers’ perceptions about Science-Technology-Society (STS) education. Procedia - Social and Behavioral Sciences, 15.

Century, J., Ferris, K. A., & Zuo, H. (2020). Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach. International Journal of STEM Education, 7(1).

Desnita, D., & Susanti, D. (2017). Science Process Skills-Based Integrated Instructional Materials to Improve Student Competence Physics Education Prepares Learning Plans on Teaching Skills Lectures. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(1), 35.

Fartina, Hizbi, T., & Syahidi, K. (2019). Development of Interactive Physics Learning Media Macromedia Flash 8 Based on Straight Motion Material. Journal of Physics: Conference Series, 1539(1).

Firdaus. (2017). Pengembangan Media Pembelajaran Bervisi Sets Berbantuan Komputer Untuk Meningkatkan Keterampilan Pemecahan Masalah. Indonesian Journal of Science and Education, 1(1), 17–29.

Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers and Education, 119(July 2017), 129–143.

Fukuda, K. (2020). Science, technology and innovation ecosystem transformation toward society 5.0. International Journal of Production Economics, 220.

Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209–215.

Haryono, H. E. (2020). The Influence of Cooperative Learning Model Type Group Investigation Toward Results of Learning Science Materials of Students. Jurnal Ilmiah Pendidikan Fisika, 4(1), 1.

Ho, L., & Ismawan Prasetia Devi. (2020). A New trend in understanding students’ interest in learning science: microetnography. Integrated Science Education Journal (ISEJ), 1(2), 62–66.

Hu, X., & Rousseau, R. (2018). A new approach to explore the knowledge transition path in the evolution of science & technology: From the biology of restriction enzymes to their application in biotechnology. Journal of Informetrics, 12(3).

Huang, S.-Y., Kuo, Y.-H., & Chen, H.-C. (2020). Applying Digital Escape Rooms Infused with Science Teaching in Elementary School: Learning Performance, Learning Motivation, and Problem-Solving Ability. Journal Pre-Proof, 1–46.

Komariah, S., Azmi, N., & Gloria, R. Y. (2015). Penerapan Pendekatan Sets (Science, Environment, Technology, Society) Dalam Pembelajaran Biologi Berbasis IMTAQ Untuk Meningkatkan Hasil Belajar Siswa Pada Konsep Pencemaran Lingkungan Di Sma Negeri 8 Kota Cirebon. Scientiae Educatia: Jurnal Pendidikan Sains, 4(1).

Kumala, F. N., Setiawan, D. A., & Shaleha, P. R. (2020). Contextual-Based Animal Encyclopedia: HOTS on Elementary School’s Students. 2nd International Conference on Education and Social Science Research (ICESRE 2019) Contextual-Based, 417(Icesre 2019), 132–137.

Kurniawati, M. W., Anitah, S., & Suharno, S. (2017). Developing Learning Science Teaching Materials Based on Scientific to Improve Student Learning Outcome in Elementary School. European Journal of Education Studies, 20, 319–330.

Lacka, E., Wong, T. C., & Haddoud, M. Y. (2021). Can digital technologies improve students’ efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Computers & Education, 163.

Lai, A. F., Chen, C. H., & Lee, G. Y. (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232–247.

Lo, J.-H., Lai, Y.-F., & Hsu, T.-L. (2021). The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development. Sustainability, 13(3).

Maison, M., Haryanto, H., Ernawati, M. D. W., Ningsih, Y., Jannah, N., Puspitasari, T. O., & Putra, D. S. (2020). Comparison of student attitudes towards natural sciences. International Journal of Evaluation and Research in Education, 9(1), 54–61.

Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement. International Journal of Instruction, 12(1), 737–750.

Masfuah, Rusilowati, A., & Rusilowati, A. (2011). Pembelajaran Kebencanaan Alam Dengan Model Bertukar Pasangan Bervisi Sets Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa. Pembelajaran Kebencanaan Alam Dengan Model Bertukar Pasangan Bervisi Sets Untuk Menumbuhkan Kemampuan Berpikir Kritis Siswa, 7(2), 115–120.

Miehe, R., Fischer, E., Berndt, D., Herzog, A., & Horbelt, J. (2019). Enabling bidirectional real time interaction between biological and technical systems: Structural basics of a control oriented modeling of biology-technology-interfaces. Procedia CIRP, 81.

Morrison. (2018). Science, Technology, and Society Studies. Encyclopedia of the Anthropocene, 4.

Muzari, I. (2017). Upaya Meningkatkan Hasil Belajar IPA Melalui Pendekatan SETS pada Siswa Kelas VII MTs Negeri 4 Gunungkidul Tahun Pelajaran 2016/2017. Jurnal Pendidikan Madrasah.

Nikshad, A., Aghlmandi, A., Safaralizadeh, R., Aghebati-Maleki, L., & Warkiani, M. E. (2021). Advances of microfluidic technology in reproductive biology. Life Sciences, 265.

Puspasari, A., Susilowati, I., Kurniawati, L., Utami, R. R., Gunawan, I., & Sayekti, I. C. (2020). Implementasi Etnosains dalam Pembelajaran IPA di SD Muhammadiyah Alam Surya Mentari Surakarta (Implementation of Ethnoscience in Science Learning at Elementary School of Muhammadiyah Alam Surya Mentari Surakarta). SEJ (Science Education Journal).

Rini, C. P. (2017). Pengaruh Pendekatan SETS (Science, Environment, Technology And Society) Terhadap Keterampilan Proses Sains Siswa Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar.

Rusli, R., Rahman, A., & Abdullah, H. (2020). Student perception data on online learning using heutagogy approach in the Faculty of Mathematics and Natural Sciences of Universitas Negeri Makassar, Indonesia. Data in Brief, 29, 105152.

Saripudin, E., Sari, I. J., & Mukhtar, M. (2018). Using Macro Flash Animation Media on Motion Material to Improve Learning Achievement for Learning Science in Junior High School. Jurnal Penelitian Dan Pembelajaran IPA, 4(1), 68–75.

Sert, N., & Boynueğri, E. (2017). Digital technology use by the students and english teachers and self-directed language learning. World Journal on Educational Technology: Current Issues, 9(1), 24.

Seruni, R., Munawaroh, S., Kurniadewi, F., & Nurjayadi, M. (2020). Implementation of e-module flip PDF professional to improve students’ critical thinking skills through problem based learning. Journal of Physics: Conference Series, 1521(4), 1–6.

Setiawan, Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The development of local wisdom-based natural science module to improve science literation of students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54.

Subali, B., Kumaidi, Aminah, N. S., & Sumintono, B. (2019). Student achievement based on the use of scientific method in the natural science subject in elementary school. Jurnal Pendidikan IPA Indonesia, 8(1), 39–51.

Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671–2675.

Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school sToma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultur. Research in Science and Technological Education, 37(4), 492–515.

Toma, Radu Bogdan, & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383–1395.

TucksanunKlahan, & Yuenyong, C. (2012). An Analysis of Grade 12 Students’ Technological Capability in Learning About Electromagnetics Through Science Technology and Society Approach (STS Approach). Procedia - Social and Behavioral Sciences, 46.

Ulfah, N., Ibrahim, & Vlorensius. (2020). Pengaruh Penerapan Pendekatan SETS ( Science , Environment , Technology And Society ) Pada Mata Pelajaran IPA Terhadap Literasi Sains Siswa Kelas VII Di SMP Negeri 2 Tarakan. Borneo Journal of Biology Education, 2(1), 24–32.

Widiantini, N. N. A. S., Putra, M., & Wiarta, I. W. (2017). Model Pembelajaran Sets (Science, Environment, Technology, Society) Berbantuan Virtual Lab Berpengaruh Terhadap Kompetensi Pengetahuan IPA. Journal of Education Technology.

Yulistiana, Y. (2015). Penelitian Pembelajaran Berbasis SETS (Science, Environment, Technology, And Society) dalam Pendidikan Sains. Formatif: Jurnal Ilmiah Pendidikan MIPA.

Yuniastuti, E. (2015). Pengaruh Model Pembelajaran SETS (Science, Environment, Technology and Society) Terhadap Hasil Belajar Biologi Siswa Kelas VII SMP Kartika V-1 Balikpapan Tahun Pelajaran 2015/2016. JST (Jurnal Sains Terapan).

Zoller, U. (2013). Science, Technology, Environment, Society (STES) Literacy for Sustainability: What Should it Take in Chem/Science Education? Educación Química, 24(2).