INFLUENCE MODEL OF LEARNING SCIENCE, ENVIRONMENT, TECHNOLOGY, AND SOCIETY (SETS) ATTITUDE TOWARDS THE LEARNING ENVIRONMENT CONCERNED IPA CLASS IV (Experimental Study on Elementary School Fourth Grade Students Se-Sub Jebres Surakarta Academic Year 2016/201

Abstract

This study aimed to determine the effect of the use of the learning model Science, Environtment, Technology, and Society (SETS) caring attitude towards the environment Elementary School fourth grade students Jebres Se-village. This research is an experimental research in the form of Quasi Experimental Design Type Pretest Posttest Control Group Design using experimental group and control group. The experimental group was treated using SETS, while the control group used Direct Instruction. Variables of this research consist of independent variable that is SETS, and dependent variable that is environmental caring attitude. The population in this study is all students of class IV State Elementary School in Jebres Urban Village, amounting to 322 students. The sampling technique is done by cluster random sampling. Technique of data collection are questionnaires, interviews, and documentation. Data were analyzed using parametric statistical and inferential statistics using t-test (t-test) to test the hypothesis with the help of IBM SPSS Statistics 23. The results of this study indicate that there is a significant influence on the application of SETS learning model to the environmental caring attitude of fourth grade students at SD Negeri Se-Kelurahan Jebres. It is shown through the result of t-test (t-test) with significance value 0.00 < 0.05 (significance level) then Ho is rejected. Then it is supported with the result of mean value of posttest of experiment class which reach 112,34 and average value of posttest of control class which reach 104,66. The average value of the experimental class has a difference of 20.31 from the average value of pretest and the average value of the control class has a difference of 12.28 from the average value of the pretest. It shows that learning using SETS is better in developing an environmental caring attitude than direct learning.