Science, Environment, Technology, and Society Learning Methods on Critical Thinking and Problem-Solving Skills

Abstract

The objectives of this study are analyzed efficacy of SETS learning methods on improving students' critical thinking and social problem-solving skills, and the partial and simultaneous effects of the SETS learning model on problem-solving and social critical thinking skills. Type of research Quasi-Experimental Research. The research was conducted in Tangerang Regency Banten, by selecting stratified schools according to accreditation, each school determined the experimental and control classes. Schools were randomly selected one school each, namely SMPN 1 Curug Accreditation A, SMPN 4 Curug Accreditation B, and SMPN 5 Curug Accreditation C. The research was conducted in class 7 (seven) purposively selected using a pseudo-experimental design Nonequivalent Control Group Design. Data on the process of applying the SETS learning model was collected using observation techniques, and data on problem-solving and critical thinking skills were used using the essay test method. Data analysis was carried out with descriptive gain score techniques and inferential statistics (Manova). The process of applying the SETS learning model was carried out in a good category looks average value of the Experiment class using the SETS learning model is higher than the conventional class. The effectiveness of learning method for improving problem-solving and critical thinking is quite effective. The SETS learning model has a statistically significant and statistically smaller-than-0.05 significance value when it comes to both problem-solving and critical thinking skills (104,931). The SETS learning model also has a partial impact on problem-solving skills with F statistical findings and critical thinking skills with 191.886 statistical results with a significance value of 0.000 or less than 0.05 and on the ability to solve problems with F statistical results of 40.700 with significance is 0.000 or less than 0.05.