The effectiveness of SETS-based Science Texbook in the Topic of Environmental Pollution for Improving Students^ Achievement Parno(a*), Anita Dwi Suprapty(b), Nuris Afisah(b), Novida Pratiwi(b), Marlina Ali(c)
a)Physics Education, Universitas Negeri Malang, Indonesia
*parno.fmipa[at]um.ac.id
b)Science Education, Universitas Negeri Malang, Indonesia
c)School Education, Universiti Teknologi Malaysia, Malaysia
Abstract
Environmental pollution is closely related to the problems of daily life, but students^ achievement is not yet optimal. Meanwhile, the SETS-based science texbook resources on this topic are still rarely used in the learning process. This study aims to develop SETS-based science texbook in the topic of environmental pollution that are valid, feasible, and effective in improving students^ achievement. This research with a four-D research and development design used a validation questionnaire and an environmental pollution achievement test with a Cronbach alpha reliability of 0.945. In the effectiveness test, the experimental class uses a science textbook and the control class does not, but both classes are taught using the same model, namely SETS learning. The results of the content validation, which is conducted by a science lecturer, and the science texbook readability, which is conducted by two science teachers and twenty eight grade of junior high school students, showed that this science texbook was valid and feasible to be used to improve students^ achievement. The results of the effectiveness test in seventh grade students showed that the experimental class students used SETS-based science texbook had significantly better achievement than the control class. In addition, the increasing of N-gain in experimental class students (0.506 medium category) was higher than control class students (0.367 medium category), and this study had a field practical implementation effect in the 0.57 (medium category). Thus, the SETS-based science texbook on the topic of environmental pollution are effective in improving students^ achievement. The recommendation for future research is that the SETS learning model is integrated with the STEM approach with formative assessment to build students^ achievement.
