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Influence of SETS Science Learning Program Towards Scientific Literacy Improvement

Journal of Primary Education · Vol. 8 No. 1 (2018) · hlm. 59–66

DOI
10.15294/jpe.v8i1.25230
ISSN
2502-4515, 2252-6404
Terbit
2018-08-28
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The purpose of this study was to determine the effect of SETS visionary science learning program in improving the students' scientific literacy in their energy material and changes. SETS visionary science learning program, students are expected to be able to integrate concepts that are being learned with everyday life, then applied in real life. This type of research is the Quasy Experimental Design research with nonequivalent control group design research design. This research was conducted in class III SDN 1 Kalikoa. The sample consisted of 72 students, the research sample was divided into two groups: the experimental class and the control class. Both groups were given a pretest to find out the students' initial abilities. The experimental class was treated with SETS visionary science learning programs and the control class was treated with conventional learning. After giving the treatment the two groups were given posttest. Data analysis techniques using independent sample t-test and N-gain. Based on the analysis test obtained the average difference for the control class is 70.86 and the experimental class 80.64. The results of this study are that there is a significant influence of SETS visionary science learning programs on improving the scientific literacy of students. The average increase in scientific literacy is 0.48 (medium category). The students' response to the learning is very good so that the SETS vision learning can be recommended to be applied in elementary schools.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Ellianawati EllianawatiState University of Semarang11
Aditya MariantiState University of Semarang6
Ani RusilowatiState University of Semarang6
Ian YuliantiAfiliasi tidak diketahui5
Tri Joko RaharjoAfiliasi tidak diketahui4
Saiful RidloState University of Semarang4
Sigit SaptonoState University of Semarang3
Sarwi SarwiAfiliasi tidak diketahui3
Susilo SusiloState University of Semarang3
Arif WidiyatmokoState University of Semarang3
P. PujiasihState University of Semarang2
Listiyanto ListiyantoAfiliasi tidak diketahui2
Fitri NurdianaAfiliasi tidak diketahui2
Diah Nur FitriasariAfiliasi tidak diketahui2
Rahayu PangestutiAfiliasi tidak diketahui2
Suraji SurajiAfiliasi tidak diketahui2
Roudloh Muna LiaState University of Semarang2
Harianingsih HarianingsihAfiliasi tidak diketahui2
Aditya MariantiState University of Semarang2
Imam SumponoAfiliasi tidak diketahui2
Ari YuniastutiState University of Semarang2
Sri Mulyani Endang SusilowatiState University of Semarang2
Diana Putri RistianafiState University of Semarang2
Nur Rahayu UtamiAfiliasi tidak diketahui2
Alvian AlvianAfiliasi tidak diketahui2
Putut MarwotoState University of Semarang2
Endang SusilaningsihState University of Semarang2
Andreas Priyono Budi PrasetyoState University of Semarang2
Suharto LinuwihAfiliasi tidak diketahui2
Sri SukaesihState University of Semarang1
Novi Ratna DewiState University of Semarang1
A. KurniawatiState University of Semarang1
Y. A. SujatmikoState University of Semarang1
Nurbaya NurbayaAfiliasi tidak diketahui1
Hanida ListianiAfiliasi tidak diketahui1
Fidia FibrianaState University of Semarang1
Dyah Rini IndriyantiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/jpe/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Influence of SETS Science Learning Program Towards Scientific Literacy Improvement</dc:title>
	<dc:creator>Nurkaenah, Nurkaenah</dc:creator>
	<dc:creator>Isnaeni, Wiwi</dc:creator>
	<dc:creator>Subali, Bambang</dc:creator>
	<dc:description xml:lang="en-US">The purpose of this study was to determine the effect of SETS visionary science learning program in improving the students' scientific literacy in their energy material and changes. SETS visionary science learning program, students are expected to be able to integrate concepts that are being learned with everyday life, then applied in real life. This type of research is the Quasy Experimental Design research with nonequivalent control group design research design. This research was conducted in class III SDN 1 Kalikoa. The sample consisted of 72 students, the research sample was divided into two groups: the experimental class and the control class. Both groups were given a pretest to find out the students' initial abilities. The experimental class was treated with SETS visionary science learning programs and the control class was treated with conventional learning. After giving the treatment the two groups were given posttest. Data analysis techniques using independent sample t-test and N-gain. Based on the analysis test obtained the average difference for the control class is 70.86 and the experimental class 80.64. The results of this study are that there is a significant influence of SETS visionary science learning programs on improving the scientific literacy of students. The average increase in scientific literacy is 0.48 (medium category). The students' response to the learning is very good so that the SETS vision learning can be recommended to be applied in elementary schools.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-08-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/jpe/article/view/25230</dc:identifier>
	<dc:identifier>10.15294/jpe.v8i1.25230</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Primary Education; Vol 8 No 1 (2019): January 2019; 59-66</dc:source>
	<dc:source>2502-4515</dc:source>
	<dc:source>2252-6404</dc:source>
	<dc:source>10.15294/jpe.v8i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/jpe/article/view/25230/11317</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Journal of Primary Education</dc:rights>
</oai_dc:dc>