Universal Journal of Educational Research 8(12): 6919-6924, 2020
DOI: 10.13189/ujer.2020.081258
http://www.hrpub.org
SETS (Science, Environment, Technology, and Society)
Vision Thematic Learning Model in Improving Disaster
Material Understanding of Elementary School Students
Setyo Eko Atmojo1,*, Taufik Muhtarom2, Beny Dwi Lukitoaji1
1
Department of Elementary School Teacher Education, Universitas PGRI Yogyakarta, Indonesia
2
National Dong Hwa University, Taiwan
Received July 21, 2020; Revised October 28, 2020; Accepted November 11, 2020
Cite This Paper in the following Citation Styles
(a): [1] Setyo Eko Atmojo, Taufik Muhtarom, Beny Dwi Lukitoaji , "SETS (Science, Environment, Technology, and
Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School
Students," Universal Journal of Educational Research, Vol. 8, No. 12, pp. 6919 - 6924, 2020. DOI:
10.13189/ujer.2020.081258.
(b): Setyo Eko Atmojo, Taufik Muhtarom, Beny Dwi Lukitoaji (2020). SETS (Science, Environment, Technology, and
Society) Vision Thematic Learning Model in Improving Disaster Material Understanding of Elementary School Students.
Universal Journal of Educational Research, 8(12), 6919 - 6924. DOI: 10.13189/ujer.2020.081258.
Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract The purpose of this research is to determine
the effect of the thematic learning model with SETS
(Science, Environment, Technology, and Society) vision
on the understanding of disaster material in elementary
school students. This type of research is a
quasi-experimental design. The sample was obtained using
a purposive sampling technique, namely four elementary
schools prone to earthquake disasters in the Bantul
Regency area of Yogyakarta, Indonesia. Two schools (SD
Piyungan and SD Tulung) as the experimental group and
two schools (SD Karanggayam and SD Segoroyoso) as the
control group. Based on the results of the t-test, post-test
data obtained a t-value of 5.781> t table of 1.998, which
means that there are differences in understanding students'
disasters between the experimental group and the control
group. The results of the calculation of the gain score
indicate that the experimental group had an increased score
at a high level (g> 70) while the control group increased at
a moderate level (0.3 ≤ 𝑔 ≤ 0.7). This study concludes
that the application of the thematic learning model with the
SETS (Science, Environment, Technology, and Society)
vision has a practical effect on improving the
understanding of disaster material for elementary school
students.
Keywords
Learning Model, Thematic Learning,
SETS Vision, Disaster Learning Material
1. Introduction
Natural conditions in the last ten years continue to
decline. The decline in natural conditions is caused by two
factors, namely factors originating from humans and
factors originating from the universe itself. Humans are the
main actors responsible for the destruction of the universe.
Human activities that tend to dominate and take the benefit
as much as possible from nature have caused various
changes and damage to nature in the past decade. The
impact of human activities that are not environmentally
friendly, one of which is an increase in the earth's surface
temperature or better known as global warming.
The Indonesian archipelago's geographical position is
unique, making Indonesia one of the areas most vulnerable
to disasters. Indonesia, which consists of islands, has a very
high potential for disasters and also varies significantly
from the aspect of disaster types [1]; [2]. Application of
plate tectonic theory to the Indonesian archipelago explains
that an Indonesian archipelago is a place of collision with
the crust of the earth. It is the collision of the Eurasian /
Southeast Asian Plate, the Pacific, and the Dutch East
Indies. Besides, the complexity of demographic, social,
and economic conditions in Indonesia contributes to the
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SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model
in Improving Disaster Material Understanding of Elementary School Students
high level of community vulnerability to the threat of
disasters and the lack of community capacity to handle
disasters, resulting in a high risk of disasters in Indonesia.
Based on data obtained from interviews, observations, and
distribution of questionnaires in schools and communities
in earthquake-prone areas, it is known that one of the areas
that have a high level of vulnerability to earthquakes is in
Bantul Regency, Yogyakarta. Tectonically, the area of
Yogyakarta and its surroundings is an area with a relatively
high level of seismic activity in Indonesia. This condition is
caused by the area adjacent to the plate collision zone in the
Indonesian Ocean. Besides being very prone to
earthquakes due to tectonic plate collision activity, the
Yogyakarta area is also prone to earthquakes due to local
fault activities on land. Such tectonic conditions make the
area of Yogyakarta and its surroundings an active and
involved seismic area.
Based on these conditions, it is necessary to understand
good disaster material for the community and students in
this disaster-prone region. One effort that can be done is
through learning in schools. The school that has the most
population and has resistance in a long time is the primary
school. One of the lessons that can be used to improve
students' understanding of material disaster is thematic
learning with the SETS vision (Science, Environment,
Technology, and Society). SETS visual learning combines
the elements of science, environment, technology, and
society in learning so that it can be used to improve
understanding of disaster material for elementary school
students.
2. Methods
This research is experimental research with a
quasi-experimental design type. The sample stabilization
technique used was purposive sampling by taking four
schools in disaster-prone areas of Bantul Regency,
Yogyakarta, Indonesia. This research was conducted in
January 2020 until March 2020. The complete research
design can be seen in Table 1.
Table1. Research Design
Class
Pre Test
Treatment
Post Test
SD Piyungan
E1
x
E3
SD Tulung
E2
x
E4
SD Karanggayam
K1
o
K3
SD Segoroyoso
K2
o
K4
Information:
K1 and K2: Pre Test on Control Group
E1 and E2: Pre Test on Experiment Group
o: Control Group Learning (Regular Thematic)
x: Experimental Group Learning (Themed Vision SETS)
K3 and K4: Control Group’s Post Test
E3 and E4: Experiment Group’s Post Test
The data collected in this study are data about
elementary school students' understanding of natural
disaster material. Indicators of understanding of disaster
material for elementary school students and data collection
methods can be seen in Table 2.
Table 2. Indicators of Understanding Elementary School Students'
Disaster Material and Data Collection Techniques.
Indicator
Shows the
distribution of
the disaster area
Identify the
characteristics
of the disaster
Responsive
when disaster
strikes
Skilled in
finding a way
out of the
classroom when
a disaster occurs
Skilled in
finding safer
shelter when a
disaster occurs
Collection
Technique
Instrument
Analysis
Technique
Observation
Observation
sheet
Descriptive
percentage
Observation
Observation
sheet
Descriptive
percentage
Observation
Observation
sheet
Descriptive
percentage
Observation
Observation
sheet
Descriptive
percentage
Observation
Observation
sheet
Descriptive
percentage
3. Results and Discussion
The SETS visionary thematic learning model refers to
the 2013 curriculum and is also a part of the 2013
curriculum. It has a position as a complement to the
competencies. It also already exists in the Core
Competencies and Basic Competencies in the 2013
curriculum. Competencies that complement the Core
Competencies and Basic competence in the 2013
curriculum in this learning model understand competencies
related to understanding disaster material in this study
divided into three competencies, namely mitigation,
adaptation, and responsibility competencies towards
natural disasters. The SETS visionary thematic learning
model is implemented in class V in learning on theme nine
sub-theme 2.
The SETS visionary thematic learning model
emphasizes the steps that must be taken in classroom
learning activities. In implementing the thematic learning
model SETS vision, there is a learning syntax that must be
done. The thematic learning syntax with SETS vision
consists of six stages of activities. The first stage is the
organization and orientation. The second stage is concept
formation. The third stage is the application and
strengthening of concepts, the fourth stage is adapting
concepts, the fifth stage is Planning and making decisions,
and the sixth stage is SETS-based Evaluation. The thematic
Learning Activities Phase of the SETS vision can be seen
in Table 3.
Universal Journal of Educational Research 8(12): 6919-6924, 2020
Table 3.
The thematic Learning Activities Phase of the SETS vision
Stage 1: Organization and
Orientation
Associate
Observe
Stage 2: Concept Formation
Gathering Information
Ask
Stake 3: Application and Concept
Strengthening
Associate
Communicating
Stage 4: Concept Adaptation
Simulate Concepts
Stage 5: Planning and
Deciding
Plan an action
Practicing disaster based on
concept
Stake 6:Evaluation
Assess / Evaluate
understanding of concepts
Based on Table 3, it can be seen that in the six syntactic
activities, this learning model consists of ten phases or
steps in learning activities that can be called ten M.
The results of the thematic learning implementation of
SETS vision in the experimental group schools showed
positive results. It can be seen from the results of the t-test
post-test score where the t value was 5.781 greater than t
table 1.998, which means that there were differences in
understanding of disaster material between the
experimental groups with a control group. This difference
in results is due to the implementation of the SETS
visionary thematic learning. Where the thematic learning
SETS vision makes it easy for students to receive learning
material, this SETS visionary learning combines four
elements, namely science, environment, technology, and
society [3]; [4]; [5]; [6]. In this research, the thematic
learning with SETS vision has the element of science as the
main element in learning. This element of science serves to
equip students with sufficient knowledge about the
phenomenon of natural disasters that have occurred and
signs of natural change seen from the side of science. This
element of science is then followed by the environment,
which serves to show students to be able to adapt when
environmental conditions need to be watched out and
avoided if at any time a disaster occurs. The technology
element is given to students to provide provisions about
technologies that can be used to detect a disaster so that it
can bring the right response. The societal element plays a
role in giving students knowledge about how to adapt. It
can be as a response to the community before a disaster
occurs, when a disaster occurs and after a disaster.
SETS visionary learning is implemented in elementary
school students with features including syllabus, lesson
plans, teaching materials, Student Worksheets, media and
evaluation tools. The difference in learning that is
implemented with similar learning that already exists lies
in the integration of disaster material with themes and sub
themes that exist in primary schools. If learning is
developed by [7]; [8]; [9]; [10]; [11] teaches disaster in an
6921
integrated manner in the Natural Sciences material in
grades IV, V and VI of primary schools and grades VII, VII
and IX of junior high school and focuses on how teachers
teach integrated disaster. Then this implied learning will
complement existing learning of the same type by focusing
on the thematic integration of disasters. Integration is
carried out on the themes of Natural Sciences, Indonesian
Language, Social Sciences, Civics and Religion.
Based on the results of the increased test, it is known that
the experimental group had better improvement than the
control group. The gain score test results can be seen in
Table 4.
Table 4. Test Results for Improving Understanding of Elementary
School Student Disaster Materials
Group
Control 1 (SD
Karanggayam)
Control 2 (SD
Segoroyoso)
Experiment 1
(SD Piyungan)
Experiment 2
(SD Tulung
Pundong
Bantul)
Pre
Test
Post
Test
Gain
N
gain
Criterion
43,25
62,78
19,55
0,34
Medium
41,55
66,38
25,23
0,43
Medium
41,33
82,74
41,41
0,73
High
40,73
84,55
43,83
0,74
High
Based on Table 4, it can be seen that the experimental
group implementing thematic learning with SETS vision
has a high increase in understanding of disaster material.
While the control group implementing regular thematic
learning has an increased understanding of disaster
material at a moderate level. This difference is caused by
the thematic learning with SETS vision, making it easy for
students to organize disaster learning materials in class.
This better organization of material can be seen from the
teaching materials used in class. Teaching materials used to
integrate natural disaster material are seen from the
elements of science, environment, technology, and society.
Students can easily understand it because it has often been
found around them. Learning materials that are
contextually packed and close to students will be more
easily accepted by students [12]; [13]; [14]; [15]; [16]; [17];
[18]. This also happened to the implementation of the
thematic SETS vision learning where students were more
receptive to disaster material because it was packaged in an
organized and contextual manner to increase understanding
of disaster material higher than the control group.
The thematic learning model with SETS vision is
implemented in the experimental group while the control
group uses conventional thematic learning methods. From
the results of the implementation, it is known that the
mastery of the concept of disaster material in the
experimental group can be seen in Table 5.
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SETS (Science, Environment, Technology, and Society) Vision Thematic Learning Model
in Improving Disaster Material Understanding of Elementary School Students
Table 5. Mastery of Disaster Material Concepts
Meeting
Indicator
Total
M.1
M.2
M.3
M.4
M.5
Percentage
M.6
Shows the distribution of the disaster area
15
15
18
18
18
20
104
86,66
Identify the characteristics of the disaster
16
18
18
20
20
20
112
93,33
Responsive when disaster strikes
12
12
18
18
18
20
89
81,66
16
16
18
18
18
20
106
88,33
18
18
20
20
20
20
116
96,66
77
79
88
91
92
100
527
89,33
Skilled in finding a way out of the classroom when a
disaster occurs
Skilled in finding safer shelter when a disaster
occurs
Percentage Average
The results of the implementation of the thematic
learning model with SETS vision in the experimental group
in Table 5 show that the average percentage of students'
management of disaster material is 89.33%, which is in the
high category. Meanwhile, the average mastery of disaster
material in every aspect reaches more than 80%. The
lowest disaster material is responsive when a disaster
occurs at 81.33%. The low mastery of this aspect is due to
the students' lack of understanding on how the most
appropriate steps to deal with disasters during the initial
meeting of learning activities using thematic learning
models with SETS vision, namely in the first and second
lessons.
In addition to the syntax material organization, the
thematic learning model SETS vision also provides a real
learning experience better than regular thematic learning.
Real and good learning experiences can improve students’
understanding [19] [20]; [21]; [22]; [23]; [24]; [25]. In
implementing thematic learning with SETS vision,
students directly carry out the learning steps starting from
observing the environment to practicing rescue steps when
a disaster occurs. This has led to an increased
understanding of students in the higher experimental group.
This is in line with the opinion [26]; [27]; [28]; [29] which
states that learning by practicing will make it easier for
students to understand the material and remember it for a
longer time.
SETS vision gives color to a person's perspective in
seeing and understanding something, in which everything
is understood to have the SETS element, which has a
reciprocal effect as a whole, which can be seen compared
to if the same object was not observed with the SETS
vision [30]; [31]; [32]. The SETS visionary thematic
learning model is a thematic learning model that organizes
thematic material and discusses it from science, the
environment, technology, and society by integrating
disaster material in it. The implications of SETS based and
approached learning, if implemented thoughtfully, will
undoubtedly benefit various parties, the students
themselves, educators, and the community [33]; [34]; [35].
Furthermore, the SETS vision and approach enables the
maintenance of positive values of education, religion,
culture, and character [36]. Application of SETS-based
learning at the elementary school level and equivalent,
students whose ages range from 6-12 years (normal
conditions) have different abilities in capturing the visual
message. Therefore, educators are expected to use more
straightforward language when conveying the meaning of
this vision and when discussing its application in the
learning process with students according to the student's
age. Likewise, when taking examples to show how to use
the SETS vision, it should start from tangible objects that
are close to their daily lives. Examples of everyday life
around students will make it easier for students to
understand when it ultimately has to be related to the
concepts they want to be taught to students [37];[38].
4. Conclusions
Based on the test results, it can be concluded that the
implementation of the thematic SETS vision affects
improving the understanding of disaster material for
elementary school students. This can be seen from the
results of the t-test, which shows the value of t count =
5.781> t table = 1.998, which means that there is a
difference between the experimental group and the control
group. This result is supported by the results of the gain
score test, which shows that the N-gain score in the
experimental group (g> 0.70) increases the understanding
of disaster material in the high category. In comparison,
the control group has a score of N gain (0.3 ≤ 𝑔 ≤0.7),
which means an increase in understanding of disaster
material in the medium category.
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