PENGARUH MODEL SCIENCE, ENVIRONMENT, TECHNOLOGY, SOCIETY TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPS KELAS V SD KELURAHAN KLENDER

Abstract

This study aims to examine the effect of implementing the Science, Environment, Technology, Society (SETS) learning model on critical thinking skills in social studies learning. This study is a quasi-experiment with a Pretest-Posttest Control Group Design. The population for this study was selected using cluster random sampling, namely all fifth-grade students at SDN Klender 10 Pagi, with a sample size of 50 students consisting of an experimental class and a control class. The experimental class received the SETS learning model treatment, while the control class received the STAD cooperative learning model treatment. The data collection technique used was a test in the form of 10 essay questions based on critical thinking skill indicators, with a scoring scale of 1-5 and a maximum score of 50. The test was administered twice, before the treatment (pretest) and after the treatment (posttest). Based on the results of descriptive data analysis, it was found that the average critical thinking skill score of the experimental class was 37.38, while that of the control class was 31.16. This means that social studies learning using the SETS model is better than the STAD model. Inferential analysis used a paired t-test to determine the difference between the pretest and posttest in the experimental and control classes. The calculation results showed that the t-value for the experimental class was greater than the t-value for the control class, i.e., 17.93 > 14.47. Therefore, it can be concluded that the SETS model has a more significant effect than the STAD cooperative model on critical thinking skills in social studies learning in fifth-grade elementary school.