Life skills and student learning interest through learning with the science, environment, technology, and society (SETS) approach

Abstract

This study aims to determine whether there are differences in the life skills and learning interests of students through the application of the SETS (Science, Environment, Technology, and Society) approach. The research instruments used were life skills observation sheets, learning interest observation sheets, learning interest questionnaires, and student response questionnaires to the application of the SETS learning approach. This research uses Quasi-Experimental Design Posttest Only with Nonequivalent Group Design. The results showed that: 1) there were significant differences in students 'life skills through the application of the SETS approach and 2) there were significant differences in students' interest in learning through the application of the SETS approach.