ISSN: 2276-7789 ICV 2012: 6.

05

Developing Module of
Practical Chemistry
Physics SETS Vision
Activity to Increase
Science Process Skills
of Student Teacher
By

Sri Susilogati
Achmad Binadja
Fitria Fatichatul Hidayah
Greener Journal of Educational Research ISSN: 2276-7789 ICV 2012: 6.05 Vol. 4 (2), pp. 030-035, April 2014.

Research Article

Developing Module of Practical Chemistry Physics

SETS Vision Activity to Increase Science Process
Skills of Student Teacher
*1Sri Susilogati, 1Achmad Binadja, 2Fitria Fatichatul Hidayah
1
Lecturer of Post-graduate Program Semarang State University, Indonesia.
2
Graduated Student of Semarang State University, Indonesia.

*Corresponding Authors Email: [email protected]

ABSTRACT

Competencies required for prospective chemistry teachers include enhancer chemistry learning in the laboratory
and field, designing experiment for learning or research, and carrying out experiments in the right method. For the
time being, the implementation of Physical Chemistry lab work in Chemical Education Departmen of IAIN Walisongo
was conducted through recipes models. Practical guidance and instrument have been provided by laboratory. The
model therefore fosters less spirit in searching knowledge. To achieve competency of prospective chemistry
teachers, the researcher has developed laboratorium guideline that feature SETS vision. The purpose of this study
was to obtain a valid and effective guideline that feature SETS vision, which can be used as a reference in the
laboratory work through R & D study. The learning materials which are practiced in the studies were electro-
chemistry which includes: Nernst equation; electrolysis; electroplating. Based on the final analysis, the guidelines
has an average score of 4 (Very Valid) from expert validators. 16 out of 21 students scored 70. It indicates that
SETS can improve students Science processing skills with N-gain of 0.6 (medium). The performances, preparation
of reports, SETS discussions, and classroom presentation have high criteria. The developed guideline received high
positive responses from students.

Keywords: Development, Activity Guidelines, SETS, Science processing skills, electrochemistry.

INTRODUCTION

Teacher education institution is an institution that plays an important role in improving the Human Resources
(HR) in chemistry education sector. Workforce Education Institutions (LPTK) as the producer of chemistry
teacher candidates must train them according to Teacher Competency Standards (SKG) which includes mastery
in the application of the laws of chemistry related to chemical technology in daily life, using measuring tools,
props, count tools to enhance learning in the chemistry laboratory and the field, designing experiments for
chemistry teaching or research purposes, carrying out chemical experiments in the right way (Hamalik, 2009).
An approach that can be used to achieve the Teacher Competency Standards in applying the law - the
laws of chemistry with technology in daily life is SETS (Science, Environment, Technology, and Society). SETS
approach is expected to facilitate students in understanding the subject matter, so that the student can achieve a
competent understanding, helping students to have the ability to look at something integratively to the four
elements of SETS (Binadja, 2002b). The role of the student in learning SETS including: trying to always have
SETS conception in learning, thinking and acting; participating actively in the activities that based on SETS
conception; thinking about how to use knowledge gained through SETS; always have alternative thoughts,
productive and have a SETS conception; willing to accept positive input to improve the quality of teaching and
coaching career related to the field being studied. Research conducted by Yoruk (2009) concluded that SETS
visionary chemistry approach will direct the students to choose a future career field and give effect to the learning
results of students. In addition, visionary SETS approach use learning evaluation instruments such as writing
papers, articles, science proposal, experiments and concept development activities in simple technology. The
aassessment according to Binadja (2006c) is based on the clear linkages between the information on each SETS
elements developed by students.
Binadja (1999a) states that teaching SETS (Science, Environment, Technology, and Society) could
encourage students to make investigations to gain knowledge related to science, environment, technology, and
integrated society. Laboratory activities can arouse interest in learning and provide evidence for the theory or
concepts that students learned, so that the theory or concept becoming something meaningful to the students'
cognitive structures. In addition, the laboratory activity is a tool to develop and apply science- processing skills.
Science processing skills are skills in science learning including: observing, interpreting, predicting, using
tools and materials, applying the concept, planning experiments and communicating the results of the experiment

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(Wartono, 1999; Akinbobola and Folashade, 2010). Science processing skills and knowledge are prominent and
necessary to teach science milestone. Students need the processing skills to conduct scientific research and also
during their learning process (Taconis et al., 2000 in Karsli, 2009).
Science processing skills are tool to understand and master the science knowledge, they are considered
to have the primary goal for science education and laboratory settings. Pre-lab activity is essential to prepare the
student's ability to understand the concepts of science and practice science- processing skills for the
advancement of science education (Rezba et al., 2002 in El-Sabagh, 2011).
Accordingly, Physical Chemistry Laboratory activities are expected to improve students' understanding of
the concepts of Chemical Physics and mastery of Science processing skills that can be a provision for students
during the implementation of laboratory for research purposes. In this course, students are given the opportunity
to perform their own experiments in the laboratory so that it would be associated with psychomotor aspects.
According to Dahniar (2006), motor skills are associated with limb or actions that require coordination between
nerves and muscles so they could improve Science processing skills.
Based on the result of field study during September-October 2012 to students majoring in Chemistry of
Tadris IAIN Walisongo, practical guide which are used is a kind of food recipes. Students conducted lab work
without good preparation, in the form of knowledge of theory or concepts. Lab results were made in a report but
not discussed, this does not give the opportunity to students to communicate and discuss what is gained through
practicum. Each experiment begins with a pretest and reporting activities, but students did not know the practical
truth that had been implemented since there is no evaluation after the practicum. In addition, the practical guide
used did not contain scientific concepts associated with problems in the environment using the technology
created to give benefit to the community.
One of the strategies used to improve Science processing skills is the SETS visionary experimental
method. SETS visionary activities guidelines in practicum courses in the Department of Chemical Physics
Chemistry Tadris IAIN Walisongo can help students carry out practical work by involving students directly in
formulating the problem, making a hypothesis, designing experiments, collecting and analyzing data and
integrating the science, the environment, technology, and society. One of the efforts to increase student
competence can be done with the consummation of Chemical Physics practical implementation, which uses
SETS-based activities by measuring Science processing skills and science products.
The objective of this study is to obtain a valid and effective guideline that feature SETS vision, which can
be used as a reference in the laboratory work through R & D study. While the benefits from this study are (1)
provide information about: the validity and effectiveness of SETS visionary activity guidelines, effect of SETS
visionary activity guidelines on Science processing skills of students and high student response to them, (2)
SETS visionary activity guidelines activities can associate or connect between science, environment, technology
and society, so that students will achieve active thought patterns, integrated, critical, creative and caring attitude
towards the environment, (3) contribute to the experimental model and college student.

RESEARCH METHODS

The method used is the research and development. The development of SETS visionary activity guidelines were
developed using a model of Borg and Gall which includes several stages: research and data collection; planning;
development; trials; limited trial; extensive trials; revision extensive trials. The study design used is one-group
pretest-post-test design, where research results seen from the difference of pretest and post-test.
The subjects of the test were students of fourth semester practicum courses in the Department of
Chemical Physics Chemistry Tadris IAIN Walisongo. Instruments used include a test of mastery of concepts
about integrated science processing skills and non-test instruments such as quality assessment of activity
guidelines questionnaire, validation of guidelines for activity sheets, sheet of validation problem, sheet of student
performance observation, student presentation observation sheets, observation sheets discussion SETS
expansion, assessment form and report writing student questionnaire responses.

RESULTS AND DISCUSSION

Research Result

Research is divided into 3 stages, namely initial data collection phase, the planning phase, development phase.
Data collection phase, carried out literature studies and field studies. Field studies include direct observation,
interviews with lecturers of chemical physics course, the analysis of existing guidebooks or have been used in the
learning process, analysis of the material.
Direct observations are expected to directly discover the lab activities undertaken by the students. Direct
observations carried out with the observation sheets and questionnaires. Based on the results of preliminary
observations, concluded that students Science processing skills is very poor (the use of tools and materials , lab

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design, data interpretation, and understanding of the concept). According to the analysis of the questionnaire, the
ability of students in connecting science concepts with elements of the environment, technology, people and
applications in everyday life is also very poor. The ability of students to apply the concepts in solving problems in
electrochemical daily life is also very poor.
The analysis of chemistry learning process is carried out through interviews with the lecturer of Physical
Chemistry subject. Based on the results of the interviews, the physical chemistry lab learning has not SETS
vision and invited students to apply the concepts taught to solve problems in everyday life, practical methods
used are only verificative methods, and the activity guidelines used are still food recipes that do not encourage
students to apply the concepts in a real context.
The planning stage aims to prepare and produce a prototype SETS-based activity guideline as an effort
to improve student Science processing skills. SETS-based lab module characteristic developed include title and
purpose, the concept of exposure, exposure to practical benefits to the environment, the introduction of tools and
materials, materials science discussion and analysis of SETS. The design guidelines are not like the sequence of
activities in the lab guide normally. In addition to the essential materials, the guidelines equipped with material
activities related to daily life with pictures that support and emphasize material. Practicum conducted is an
electrochemistry concept application in daily life to grow the science processing skills of students.
The initial design made subsequently validated by experts. Validation was an early stage of
development. The third experts assessment of the quality of SETS visionary activity guidelines produced an
average score of 4 (very valid) and validation of integrated Science processing skills produced an average score
of 3 (valid) with a recommendation that it could be used with minor revisions.
In addition to validation by a team of experts, trials also conducted to test the mastery of the concept of
integrated Science processing skills in 8 students of Tadris chemistry faculty of Tarbiyah IAIN Walisongo. The
trial results were analyzed which included validity test, difficulty index question, power difference question, and
reliability question. Based on the results of the validation team of experts and analysis about the trials, the
researcher gained 20 questions of 25 questions which are proper to be used as post-test questions.
SETS-based activity guidelines which had been improved based on feedback from faculty experts, was
then applied to the learning activities of electrochemical materials. At the end of the learning process using
SETS-based activity guidelines, the final evaluation was conducted to determine the achievement of learning
objectives, including significance test, Ngain test, and science processing skills test.
Psychomotor aspects of assessment used to measure the Science processing skills were the skills of
direct observation. Affective assessment was conducted to determine the activities of students when learning
was taking place. Summary results of students psychomotor and affective aspects were presented in Table 1.

Table 1: Summary Results of the Students Psychomotor and Affective Aspects

Students Psychomotor and Affective Aspects Score Category
Students activity during experiments 24/35; 28/30; 20/20 Very High
Presentation and discussion capability 3 High
SETS analysis discussion capability 4 High
Report writing capability 3 High

Students questionnaire responses were given after the students had received learning materials using
electrochemical SETS-based activity guidelines.

DISCUSSION

Validity of SETS-Based Activity Guidelines

The results of the validity of SETS-Based Activity Guidelines met the criteria of BSNP (2007). To get decent
activity guidelines in the learning process, validity assessment of SETS-Based Activity Guidelines must meet
criteria in the four components, which are the feasibility components of the content, language, presentation and
graphic.
The validity result of SETS-Based Activity Guidelines by students included three aspects of quality
assessment activity guidelines which are presentation aspect, linguistic, and appropriateness of the content. The
average score of the three aspects has a validity response to the very high criteria. According to Trisnaningsih
(2009), development of teaching materials said to be good and high if the average of all indicators is at least in
the high category.
In this study, electrochemical materials lab activities using SETS-Based Activity Guidelines was
implemented through inquiry approaches with the lower portion of mentoring, SETS analysis discussion, and a
problem-solving discussion was implemented as well to improve Science processing skills. In addition, the
learning activities were always conditioned to motivate students active thinking, emphasize on student - centered

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learning activities during the development of science processing skills and individual and group assignments to
improve students science processing skills.
Another characteristic of the SETS-based guidelines is that experiments seen in any lab experiments
which are being developed have always been associated with its application in real life and SETS elements.
Experiments were designed to improve science processing skills (introduction of tools and materials, the
determination of hypothesis, the determination of the variables, the application of the concept, as well as the
experimental design) developed for students. Each learning activity always has evaluation report writing,
discussion and analysis of SETS extension, and exercises to design lab experiments which improve students
science processing skills.
The differences between traditional experiment guidelines from activity guidelines were: a) Experiment
guidelines in this study included experimental purposes. However, the purpose of this experiment was adjusted
solely by the student based on the problems posed. b) Experiment instruction in this study did not include the
procedure. The procedure was compiled by the students based on the principle of trial and introduction of
experimental tools. c) Experiment guidelines in this study required students to define variables, create
hypothesis, as well as making a series of experiments and test it through an experiment.
In the lab activities using SETS guidelines, students were given the opportunity to design a lab
procedure, determine the tools and materials as well as a series of tools. According to Roestiyah (1985), the
experimental method trained students to experience for themselves, follow a process, observe an object,
analyze, and draw conclusions. In the experimental method, student could actively take part in doing for himself.
Thus, students are able to acquire the necessary skills needed and steps of scientific thinking.
SETS-Based Activity Guidelines contained several applications or electrochemical material benefits in
everyday life. Students were encouraged to seek further information about the application and issues of the
existing problems related to the material in the electrochemical environment. Thus, students should be more
active in gathering information and were required to think how to design or utilize technology to solve the
problems that exist in the environment. In addition, students were asked to elaborate, describe, identify
capabilities, and have the ability to infer the relationship of science, technology, society and the environment.

Effectiveness of SETS-Based Activity Guideline

Effectiveness Indicator of SETS-Based Activity Guidelines was seen from student responses to learning activities
and SETS-Based Activity Guidelines. It was also seen from the mastery of concepts integrated with science
processing skills on learning outcomes established, which 15 of the 21 students got Science processing skills
scores of 70.
In general, students respond very well to guidelines and learning activities using SETS-Based Activity
Guidelines. By looking at the results of the questionnaire, it was discovered that the students met the target
response study which catagorized as a high positive response. Students gave positive response both to the
learning process by using SETS-Based Activity Guidelines.
Participation of students in the group was also improved compared to the conventional learning. It was
because the learning activities using SETS-Based Activity Guidelines implemented through lower guiding portion
inquiry approach, as well as applicative discussions and practical activities undertaken by the students in groups.
In the portion of low guided inquiry activities, students were set to be independent to seek information from
outside and then approved by the lecturer. This independence made a strong solidarity with each division of
assignments respectively, which were a series of tools, and bill of materials and tools. In the discussion of
analytical approaches SETS, students were trained to share tasks with other group members in completing the
task group, helped other students difficulties in the completion of assignments, presented the results of the
discussion, and responded to questions submitted by students from other groups.
The results of the students performance in carrying out practical work were in very high category. It was
because the learning activities using SETS-Based Activity Guidelines trained students in the planning of research
to obtain evidence in responding to questions, conduct experiments, communicate scientific procedures and
explanations, make the relationship between variables, explain the causes of phenomenon, link the incident
around the student with the concept which has been accepted in the learning process, and make the experiment
results as a learning materials. This way, students became more accustomed in carrying out activities that train
the skills so that their science processing skills would be improved, and indirectly, the students learning outcomes
would be better.
Students are expected to like chemical physics by learning more, so the assumption that the chemical
physics was difficult and only related to formula could be erased. It was also consistent with Haryadi (2003) who
stated that SETS vision learning could improve achievement, interest and motivation to learn than in conventional
learning. According to Indihartati (2008) and Baiti (2010), the application of SETS vision student activity sheet
was shown to increase physical students activity and learning outcomes than that of the students taught with
conventional worksheet.

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The Effect of Visionary Activity Guideline SETS Learning on Students Science processing skills

This study aimed to develop SETS-Based Activity Guidelines to improve students science processing skills.
SETS-Based Activity Guidelines integrated with aspects of science processing skills were designed to allow
students to work on independent experiment of the material being taught. Learning activities were directed to the
analysis of activities, synthesis, and evaluation, as well as to improve the ability of students to apply knowledge to
solve problems of everyday life (Dahniar, 2006). Significance test showed that the significance of learning
(Asymp Sig) is 0.0. Since the level of significance < 0.05 then H0 was rejected. So it could be concluded that
there were differences in the ability of Science processing skills improvement between before and after the
learning activities using SETS-Based Activity Guidelines. Based on the average (mean) it could be seen that the
average achievement scores after learning Science processing skills are higher. This might imply that SETS-
Based Activity Guidelines enhanced the ability of Science processing skills.
In a learning activity using SETS-Based Activity Guidelines, students were familiarized to work
collaboratively and actively. Authentic assessment was done, and learning resources could be greatly expanded.
It was in contrast with conventional lab experiment procedural which was familiar with procedural experiment
situation, assessment results was more dominant to result than process, and learning resources tend to stagnate.
The application of SETS-Based Activity Guidelines had shown that the approach was able to make the students
experience significant learning process. Learning was developed based on the constructivism. Students were
given the opportunity to explore their own reading material and information through the internet from various
sources and to design and carry out scientific experiments independently, make presentations to others,
communicate the results of the activity, work in groups, and provide ideas for others (Nurohman, 2008). As a
result, students learning outcomes were improved.
Science processing skills developed in this research were skills to design tool or experiment, direct
observation, interpret observations, use tools and materials, and to communicate. These skills were needed to be
developed since experimental design science processing skills and direct observations supported by the ability
interpreted the observations and presented a good observation, which made the students be able to accurately
observe the changes of natural phenomena and chemical reactions that occur, analyze, and draw conclusions on
the electrochemical phenomena. Application of the concept took a role in the birth of some laws of science. The
results of N-gain analysis showed that the concept mastery test integrated with science processing skills resulted
in an average of 0.6 which is categorized as medium. This result suggested that there was an increasing rate in
students science processing skills after learning by using SETS-Based Activity Guidelines. In addition, the
results of descriptive analysis aspects of psychomotor and affective aspects indicated that the average value of
the psychomotor and affective for the four categories of research activities achieved category.
Practical activities and discussion of applied science in the surrounding environment was an effort to
bring students on contextual learning, so that students could learn to live in the real world, and at the end were
able to produce a strong understanding of the concept. It was consistent with Morrison and Estes (2007) who
stated that the real-world application scenario was an effective strategy for teaching chemical science as a
process. Wright (2001) also revealed that the students would easily understand the material when they are doing
an activity to learn it. It would make the students enjoy the learning process and ultimately would produce good
science processing skills for the students.
Good science processing skills meant that the students had formed their own experiences through
activities to discover themselves (discovery learning) which was in accordance with the theory of Jerome Bruner.
Through the use of SETS-based activity guidelines that have the characteristics as proposed by Adisendjaja
(2009) which were the nature of how students learn and the nature of the material being taught, as well as
chemistry as product characteristics and process according to Nurohman (2008) could also be realized. It was
because learning was started from the formation of chemical understanding through solving real problems.

CONCLUSION AND RECOMMENDATIONS

Based on the results of this study, it can be concluded that; (1) SETS-Based Activity Guidelines has an average
validity score of 4 (very valid), (2) The use of SETS-Based Activity Guidelines was effective because 16 of the 21
students acquired Science processing skills score 70, (3) Visionary activity guidelines SETS could improve
Science processing skills with the average N-gain 0.6 (medium), whereas the performance, preparation of reports
and presentations, discussions and analysis in classical SETS got high criteria, (4) SETS-Based Activity
Guidelines activities received high positive response from the students.
Advice that could be given in this study are: (1) The use of SETS-Based Activity Guidelines should be
applied to other chemistry labs; (2) Application of psychomotor and affective aspects of the assessment should
be carried out in the discussion, presentation, and report writing; (3) The selection of material should be more
applicative and connected to SETS elements to make it more meaningful and efficient; (4) The description of the
image in visionary activity guidelines SETS impacted in different interpretations. It was because the students had
their own thoughts on these drawings.

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