THE EFFECT OF LEARNING SCIENCE, ENVIRONMENT, TECHNOLOGY AND SOCIETY (SETS) AND SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) TO CRITICAL THINKING ABILITY IN THE ENVIRONMENT CONCEPT Suci Siti Lathifah, Raden Eka Indra Mulyana, Bibin Rubini
Universitas Pakuan
Abstract
This research is an experimental quantitative research, located at SMAN 3 Bogor with the research time from February to July 2019. The sampling technique was using purposive sampling technique. The research subjects of class X MIPA 3 were given the SETS approach treatment with a total of 37 students and class X MIPA 4 were given the STEM approach treatment with a total of 37 students. This study aims to describe the differences in students critical thinking skills with the SETS and STEM class groups. The average result of the NGain value for the SETS class group was 44, while the STEM value was 29. Based on the t test results at the significant. Based on the results of the research that has been done, it can be concluded that there are differences in students critical thinking skills between groups of students who use the SETS and STEM approaches in environmental material. Students critical thinking skills using the SETS approach are better than the STEM approach.
