The Influence of Science, Technology and Society Learning Models on Value-Natured Energy Concepts on Student Learning Outcomes

Abstract

Science education has become very important in the development of science and technology. In the modern era, integration between science, technology and society has become indispensable. Learning models oriented towards the relationship between science, technology and society, such as the Science, Technology and Society (STM) learning model, have emerged as a holistic approach to presenting energy concepts. In this approach, energy is not only seen from the technical aspect, but also from its impact on society and its values. Thus, students can understand energy as part of their daily lives and contribute to the development of technologies that are more beneficial to society (Ayu Made et al., 2017; Lestari et al., 2017; Mustofa, 2022).

This study aims to determine the effect of student learning outcomes through science technology and society learning models on the concept of energy with value nuances. The research used a quasi-experimental method (quasy experiment). The research design used in this study was one group pre posttest.  

In terms of students' responses to value-based energy concepts taught with the STM model, most respondents received a score of 40%. This shows that the highest indicator is related to students' response to STM learning on the value-nuanced energy concept, and the lowest indicator shows students' interest in physical learning. This indicates that students responded well when the STM model on value-nuanced energy ideas was applied.  

Learning will be more interesting if it is presented with a variety of methods so it is better to use a variety of appropriate methods, for example, a variation between the discussion method and the field observation method.