Pengaruh Model Science Environment Technology and Society (SETS) Berdiferensiasi Terhadap Keterampilan Proses Sains IPAS Peserta Didik

Andini Dwi Ambarwati, Idam Ragil Widianto Atmojo, Matsuri Matsuri

Abstract

Science process skills are very important for elementary school students. Science process skills can optimize critical thinking and scientific reasoning in students. In addition, science process skills can also train students to solve problems they encounter in daily life. However, many elementary school students have not yet mastered these science process skills. Therefore, a learning model is needed to optimize science process skills. One learning model that can be used to optimize basic science process skills in elementary school students is the Science, Environment, Technology, and Society (SETS) model. The purpose of this study is to analyze the effect of the SETS model through differentiated learning on the science process skills of elementary school students. This research is a quantitative experimental study with a posttest-only control group design, conducted by providing treatment to the students. Sampling was carried out using cluster random sampling. Data collection was conducted using performance tests. Data analysis was performed using an independent sample t-test and SmartPLS. The results of the independent t-test showed a significance value of less than 0.001, indicating that the model has a significant effect. Further SmartPLS analysis showed that the syntax of this research indicates that the use of the SETS model through differentiated learning has a positive impact on the science process skills of elementary school students. The results of this study are expected to provide a contribution as a consideration for educators in optimizing students' science process skills.

Keywords

SETS; Science Process Skills; differentiated learning; elementary school

References

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DOI: https://doi.org/10.20961/ddi.v15i1.126815

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