BAB I PENDAHULUAN
1.1 Latar Belakang
Perkembangan dunia yang semakin pesat dalam dunia pendidikan menuntut peran guru/pendidik dalam melaksanakan proses pemblajaran yang efektif dan meningkatkan segala potensi diri siswa, tidak hanya pemahaman konsep namun unggul juga dalam keterampilan skil siswa dalam blajar, kemampuan penalaran yang baik dan dapat memahami proses demi proses dalam diri siswa untuk meningkatkan kemampuannya. Kemampuan belajar dari diri siswa untuk mendaptkan tujuan pembelajaran yang baik salah satunya satun ya adalah kegiatan proses pembelajaran itu sendiri yang dijalankan oleh siswa dan pendidik dalam suatu pertemuan pembelajaran. Hal yang dimaksud adalah suasana belajar yang menyenangkan, efektif, menantang, membuat siswa termotivasi dalam berkolaborasi mencari jawaban atas permasalahan yang timbul dalam suasana belajar mereka. Hal ini menyebabkan pemahaman siswa bisa lebih ditingkatkan dan memulai pengembangan diri siswa untuk lebih cerdas dalam melaksanakan suatu kegiatan pembelajaran yang baik. Proses pembelajaran yang dilaksanakan sendiri merupakan pembelajaran yang dirancang sedemikian rupa oleh guru untuk membawa siswa mengalami secara langsung makna belajar yang mereka alami dengan cara siswa terlibat langsung serta aktif dalam melaksanakan dan mencari solusi dari permasalahan yang didapat. Untuk implementasi Kurikulum 2013 yang mensyaratkan siswa untuk terlibat langsung dalam
proses
belajar,
membuat
contoh
kasus,
mencari
permasalahan
dan
memecahkannya, mengobservasi, serta mampu menampilkan hasil belajar yang terbaik dengan cara mengkomunikasikan hal tersebut kepada orang lain. Untuk mendukung proses pembelajaran pada kurikulum 2013 yang memusatkan kegiatan semua pada siswa maka perlu untuk memahami pendekatan-pendekatan pembelajaran yang efektif dan mendukung kerja siswa dalam mendapatkan informasi untuk memecahkan masalah.
1
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Pembelajaran yang terkait dengan implementasi kurikulum 2013 diantaranya adalah pendekatan saintifik dimana siswa awalnya melakukan suatu observasi untuk terjun langsung sebagai seorang peneliti dalam kasus pemberian masalah, siswa tersebut mengelolah dan membuat suatu bahan temuan yang secara ilmiah telah dibuat berdasarkan kemampuan yang dimilikinya dan akhirnya sampai siswa tersebut mampu memecahkannya dan menyampaikan temuannya kepada teman lain. Pendekatan metode pembelajaran berikut adalah SETS (Science Environment Technology and Society) Society) dimaknakan sebagai sains, lingkungan, teknologi, dan masyarakat, merupakan satu kesatuan yang dalam konsep pendidikan mempunyai implementasi agar anak didik mempunyai kemampuan berpikir tingkat tinggi (higher order thinking). thinking). Pendekatan selanjutnya dalam implementasi pembelajaran dalam kurikulum 2013 adalah STEM yang merupakan suatu pembelajaran secara terintegrasi antara sains, teknologi, teknik dan matematika untuk mengembangkan kreativitas siswa melalui proses pemecahan masalah dalam kehidupan sehari-hari. Pengetahuan, sikap, dan keterampilan untuk mengidentifikasi pertanyaan dan masalah dalam situasi untuk menjelaskan fenomena alam, mendesain, serta menarik kesimpulan berdasar bukti mengenai isu-isu terkait STEM. Berdasarkan latar belakang di atas, menjadi alasan penulis terdorong mendeskripsikan
makalah
dengan
judul
“Pendekatan “Pendekatan
Saintifik,
Pendekatan
Lingkungan (SETS) dan STEM ” 1.2 Masalah/Topik Bahasan
1. Apa dan bagaimana pengertian dari pendekatan saintifik, hakikat dan karakteristik, pembelajaran yang terkait serta langkah-langkah pendekatan saintifik ? 2. Apa dan bagaimana pengertian dari pendekatan SETS, hakikat dan karakteristik, pembelajaran yang terkait serta langkah-langkah pendekatan SETS ?
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1.3 Tujuan
1. Untuk mengetahui pengertian dari pendekatan saintifik, hakikat dan karakteristik, pembelajaran yang terkait serta langkah-langkah pendekatan saintifik. 2. Untuk
mengetahui
pengertian
dari
pendekatan
SETS,
hakikat
dan
karakteristik, pembelajaran yang terkait serta langkah-langkah pendekatan SETS 3. Untuk mengetahui pengertian, konsep, urgensi STEM di Indosensia, pembelajaran sains berbasis STEM, dan langkah-langkah STEM
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BAB II KAJIAN PUSTAKA
2.1 Pendekatan Saintifik 2.1.1 Pengertian Pendekatan Saintifik
Pembelajaran dengan pendekatan saintifik adalah pembelajaran yang terdiri atas kegiatan mengamati (untuk mengidentifikasi hal-hal yang ingin diketahui), merumuskan pertanyaan (dan merumuskan hipotesis), mencoba/mengumpulkan data (informasi) dengan berbagai teknik, mengasosiasi/ menganalisis/mengolah data (informasi) dan menarik kesimpulan serta mengkomunikasikan hasil yang terdiri dari kesimpulan untuk memperoleh pengetahuan, keterampilan dan sikap. Pendekatan saintifik berkaitan erat dengan metode saintifik. Metode saintifik (ilmiah) pada umumnya melibatkan kegiatan pengamatan ataupun observasi yng dibutuhkan dalam perumusan suatu hipotesis atau untuk mengumpulkan suatu data. Metode ilmiah umumnya dilandasi dengan pemaparan suatu data yang diperoleh melaui suatu pengamatan maupun percobaan yang dilakukan. Oleh karena itu, kegiatan ke giatan percobaan dapat diganti dengan kegiatan memperoleh suatu informasi dari berbagai sumber yang ada. Aktivitas yang dilakukan dalam kegiatan ilmiah pada umumnya adalah sebagai berikut. (Ridwan S. 2014)
Teori dan Model
Teori dan Model
Teori dan Model
Teori dan Model
Teori dan Model
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Gambar 1. Komponen Aktivitas Ilmiah
Pembelajaran dengan integrasi kegiatan ilmiah pada umumnya merupakan kegiatan inkuiri. Inkuiri adalah proses berpikir untuk memahami tentang sesuatu dengan mengajukan pertanyaan. Galileo Educational Network (2004) memberikan definisi yang lebih luas tentang ikuiri, yaitu : “inquiry “inquiry is the dynamic process of being open to wonder puzzlements and coming to know and understand the world ”. Inkuiri ”. Inkuiri dapat dijadikan sebagai pendekatan pembelajaran, strategi pembelajara, atau metode pembelajaran. Inkuiri sendiri yaitu dapat ditinjau dari peran guru dan siswa dalam mengajukan pertanyaan, memilih metode dan meneukan solusi dari suatu permasalahan. Kegiatan belajar secara inkuiri dapat dilakukan melaui pembelajaran berbasis inkuiri, pembelajaran menemukan (discovery), discovery), studi kasus (case (case study), study), pembelajaran berbasis masalah ( problem problem based learing ), ), pembelajaran berbasis proyek ( project project based learning ) dan pembelajaran yang lainnya. Aktivitas belajar inkuiri tidak terlepas dari pengajuan pertanyaan yang terkait dengan permasalahan yang sedang dikaji. Perumusan hipotesis (jika ada) terkait dengan pertanyaan yang diperlukan untuk melakukan percobaan dalam upaya menjawab pertanyaan yang diajukan. Upaya mengolah data yang diperoleh membutuhkan penalaran berdasarkan konsep yang ada. Perolehan data, pengolahan data, dan penyampaian informasi juga membutuhkan kerja sama, baik sesame anggota kelompok belajar maupun dengan anggota masyarakat. Aktivitas utama tersebut merupakan ciri pembelajaran saintifik dan dapat digunakan untuk membentuk keterampilan inovatif yang dikemukakan oleh Dyer dkk, (dalam Ridwan S, 2014) yakni : Observasi, bertanya, melakukan percobaan, Asosiasi (menghubingkan/menalar), membngun jaringan (networking (networking ). ). Menurut Dyer dkk (dalam Ridwan S. 2014) seorang inovator adalah pengamat yang baik dan selalu mempertanyakan suatu kondisi yang ada dengan mengajukan ide baru. Innovator mengamati lingkungan sekitarnya untuk memperoleh ide dalam
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inovator akan berpetualang ke tempat yang yang baru untuk mencoba ide inovatifnya. Penilaian otentik memiliki relevansi yang cukup kuat terhadap penekatan ilmiah/saintifik dalam suatu proses pembelajaran sesuai dengan tuntutan kurikulum 2013 yang mengutamakan adanya suatu proses ilmiah di dalam suatu proses pembelajaran yang dilaksanakan. Pengertian asesmen otentik merupakan suatu penilaian belajar yang merujuk pada situasi atau konteks dunia yang real serta membutuhkan berbagai macam pendekatan agar siswa mampu memecahkan suatu masalah yang diberikan (Muller dalam Abidin, 2012). Bentuk asesmen otentik yaitu a) sebagai unjuk kerja ( performance), performance), b) penugasan (proyek) kepada siswa, c) hasil kerja nyata ( product product ), ), d) tertulis ( paper ), ), e) prtofolio dan f) sikap dan diri ( self assessment ) (Brown dalam Taufina, 2009). 2.1.2 Hakikat dan Karakteristik Pendekatan Saintifik
Pendekatan saintifik merupakan sebuah pendekatan yang digunakan dalam suatu proses pembelajaran untuk mendapatkan hasil belajar yang baik pada siswa. Pendekatan ini dikembangkan dari Scientific Method (metode ilmiah) yang pada awalnya banyak digunakan dalam pembelajaran sains atau ilmu alam. Saat ini pendekatan saintifik dikembangkan untuk digunakan hampir pada semua mata pelajaran, khusus pada Kurikulum 2013 pendekatan saintifik pada mata pelajaran awalnya diterapkan pada mata pelajaran IPA, akan tetapi sekarang berkembang pada mata pelajaran lain, bahkan pada pembelajaran dengan tematik integrative. Bernard (dalam Keyes, 2012) menyatakan bahwa metode ilmiah berdasarkan pada tiga asumsi yaitu : a.
Kenyataan “di luar sana” untuk lebih diketahui
b.
Observasi langsung merupakan cara untuk mengatahui suatu permasalahan
c.
Penjelasan tentang suatu hal yang terjadi yang dapat diamati selalu mencukupi dan untuk penjelasan metafisik tidak pernah dibutuhkan. Suatu metode ilmiah membuat siswa
untuk dapat melakukan
berbagai
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pendidikan. Pembelajaran santifik dalam implementasi Kurikulum 2013 diharapkan untuk dapat mengarahkan peserta didik untuk dapat merumuskan masalah (dengan banyak bertanya), bukan hanya menyelesaikan masalah dengan menjawab saja. Proses pembelajaran yang dilakukan diharapkan untuk dapat melatih berpikir analitis (siswa dilatih untuk mengambil suatu keputusan), bukan berpikir mekanistis (rutin dengan hanya mendengarkan dan menghafal semata). Kurikulum 2013 mengamanatkan esensi dari suatu pendekatan ilmiah dalam pembelajaran yang dilakukan oleh pendidik kepada siswa. Pendekatan ilmiah diyakini sebagai titik emas sebuah perkembangan dan pengembangan sikap, keterampilan dan pengetahuan dari siswa. Dalam pendekatan saintifik lebig mengedepankan
penalaran dengan cara induktif daripada deduktif. Penalaran
induktif dengan fenomena atau situasi spesifik kemudian menarik kesimpulan secara keseluruhan. Proses pembelajaran pada Kurikulum 2013 untuk semua jenjang dilaksanakan
dengan
pembelajaran
harus
menggunakan menyentuh
tiga
metode ranah,
pendekatan yaitu
sikap,
saintifik.
Proses
pengetahuan
dan
keterampilan. Metode ilmiah ini memiliki karakteristik “doing science”. Metode ini memudahkan guru atau pengembang kurikulum untuk memperbaiki memperbaiki suatu proses pembelajaran, yaitu dengan memecah proses ke dalam langkah-langkah atau tahapantahapan secara terperinci yang memuat suatu instruksi untuk siswa dapat melaksanakan kegiatan pembelajaran. Karakteristik pendekatan saintifik adalah
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c. Meningkatkan motivasi belajar : motivasi belajar siswa akan tercipta dengan suasana pembelajaran yang memberi kesempatan kepada siswa untuk dapat berlaku seolah-olah sebagai saintis muda. Suatu fenomena alam al am dan sosial dalam materi maupun informasi belajar akan menarik perhatiannya untuk diamati, ditelaah, dan digeneralisasikan sehingga pertanyaan bisa terjawab apa dan mengapa fenomena tersebut. d. Mengembangkan sikap dan karakter siswa : sumber dan informasi belajar yang diamati dan dikenal akan mengubah sikap dan karakter siswa ke arah yang lebih baik. Perilaku dan kebiasaan yang buruk dari siswa akan merugikan diri sendiri dan orang lain. e. Meningkatkan kemampuan mengkomunikasikan hasil belajar : hasil temuan belajar sangat penting bagi siswa. Ini merupakan hal tersulit yang sering dijumpai/dialami pada diri siswa. Oleh sebab itu, pembiasaan dan latihan secara intensif dan berangsur-angsur perlu dilakukan oleh siswa melalui pendekatan sanitifik dalam melaksanakan pembelajaran. 2.1.3 Prinsip-prinsip Pendekatan Saintifik
Dalam pembelajaran dengan menggunakan pendekatan saintifik terdapat prinsip-prinsip yang harus dipahami, dimana siswa harus belajar, mengenal, mengelolah, memiliki dan mengkomunikasikan hasil belajar mereka. agar proses pembelajaran berjalan dengan baik dan sesuai dengan tujuan pembelajaran yang disepakati maka pendidik dan peserta didik harus berorientasi pada prinsip-prinsip
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g. Pembelajaran yang mengutamakan pembudayaan dan pemberdayaan peserta didik sebagai pembelajar sepanjang hayat. h. Suasana belajar menyenangkan dan menantang i.
Pemanfaatan teknologi informasi dan komunikasi untuk meningkatkan efisiensi dan efektivittas pembelajaran.
2.1.4 Langkah-langkah Pendekatan Saintifk
Berdasarkan teori Dyer tersebut,
dapat dikembangkan pendekatan saintifik
( scientific scientific approach) approach) dalam pembelajaran yang memiliki komponen proses pembelajaran
yang
antara
mencoba/mengumpulkan
lain
adalah
informasi,
4)
:
1) mengamati,
menalar/asosiasi,
2) menanya,
membentuk
3)
jejaring
(melakukan komunikasi). Tahapan aktivitas belajar yang dilakukan dengan pembelajaran saintifik tidak harus dilakukan mengikuti prosedur yang kaku, namun dapat disesuaikan dengan pengetahuan yang hendak dipelajari. Pada suatu pembelajaran mungkin dilakukan observasi terlebih dahulu sebelum memunculkan pertanyaan, namun pada pelajaran yang lain siswa mungkin mengajukan pertanyaan terlebih dahulu sebelum melaukan eksperimen dan observasi. Berikut ini dijabarkan masing-masing aktivitas
yang dilakukan dalam proses pembelajaran pendekatan
saintifik (Ridwan S. 2014) a. Melakukan Pengamatan/Observasi Observasi adalah menggunakan panc indra untuk mendapatkan informasi. Sebuah benda dapat diobservasi untuk mengetahui karakteristiknya , misalnya :
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b. Mengajukan Pertanyaan Siswa perlu dilatih untuk merumuskan pertanyaan terkait denga topik yang akan
dipelajari.
Aktivitas
belajar
ini
sangat
penting
untuk
meningkatkan
keingintahuan (curiosity (curiosity)) dalam diri siswa dan mengembangkan kemampuan mereka untuk belajar sepanjang hayat. Guru perlu mengajukan pertanyaan dalam upaya memotivasi siswa untuk mengajukan pertanyaan. Cara untuk melatih kemampuan bertanya siswa adalah dengan menggunakan me nggunakan metode inkuiri ink uiri Suchman. Metode inkuiri Suchman dapat dilakukan dengan menampilkan fenomena dan meminta siswa untuk mengajukan pertanyaan terkait dengan hal tersebut, sedangkan guru hanya menjawab : Ya atau Tidak. c. Melakukan Eksperimen/Percobaan atau Memperoleh Informasi Belajar dengan menggunakan pendekatan ilmiah akan melibatkan siswa dalam melakukan
aktivitas
menyelidiki
fenomena
dalam
upaya
menjawab
suatu
permasalahan. Guru juga dapat menugaskan siswa untuk mengumpulkan data atau informasi dari berbagai sumber. Guru perlu mengarahkan siswa dalam merecanakan aktivitas, melaksanakan aktivitas, dan melaporkan aktivitas yang telah dilakukan. Pada tahap persiapan pembelajaran, guru bertindak sebagai pengarah atau pengelola kegiatan dengan melakukan hal-hal berikut. 1. Mengembangkan keingintahuan dan minat siswa dalam mempelajari topik kajian. 2. Mengajukan pertanyaan atau membantu siswa mengembangkan pertanyaan
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Sebuah percobaan juga dapat dilakukan untuk memancing minat siswa menyelidiki fenomena alam yang diamati ketika melakukan percobaan, tanpa dimulai dengan pengajuan pertanyaan terlebih dahulu. Pertanyaan diajukan ketika percobaan sedang dilakukan. d. Mengasosiasikan/Menalar Kemampuan mengelolah informasi melaui penalaran dan berpikir rasional merupakan kompetensi penting yang harus dimiliki oleh siswa. Informasi yang diperoleh dari pengamatan atau percobaan yang dilakukan harus diproses untuk menemukan keterkaitan satu informasi dengan informasi lainnya, menemukan pola dari keterkaitan informasi, dan mengambil berbagai kesimpulan dari pola yang ditemukan. Pengolahan informasi membutuhkan kemampuan logika (ilmu menalar). Menalar adalah aktivitas mental khusus dalam melakukan inferensi. Inferensi adalah menarik kesimpulan berdasarkan pendapat (premis), data, fakta, atau informasi. Dasar pengolahan informasi berdasarkan metode ilmiah adalah melakukan penalaran secara empiris. Penalaran empiris didasarkan pada logika induktif, yaitu menalar dari hal khusus ke umum (general). Penalaran induktif menggunakan bukti khusus seperti fakta, data, informasi, maupaun pendapat dari pakar. Kesimpulan dibuat berdasarkan bukti-bukti empiris tersebut. Penalaran yang juga sering dilakukan adalah penalaran deduktif, yakni menggunakan logika maju berdasarkan observasi umum (premis mayor) ke observasi khusus atau pernyataan (premis minor) yang mengarahkan pada kesimpulan khusus. Upaya untuk melatih siswa dalam melakukan
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kenaikan suhu air dipanaskan dan kenaikan suhu minyak yang dipanaskan pada waktu yang sama. c. Melatih siswa untuk mencari hubungan antara dua data yang saling terkait d. Melatih siswa untuk melakukan interpretasi berdasarkan data yang telah diperoleh. e. Melatih siswa untuk dapat memberikan argumen yang utuh terhadap temuan atau data yang diperoleh, sesuai dengan permasalahan yang dikaji. f. Melatih siswa untuk menganalisis, mensintesis, menevaluasi, membuat generalisasi, dan menarik kesimpulan. g. Melatih siswa untuk dapat memberikan solusi atau menetapkan beberapa penyelesaian alternatif yang dapat dilakukan untuk menyelesaikan suatu permasalahan. e. Membangun atau Mengembangkan Jaringan dan Berkomunikasi Kemampuan untuk membangun jaringan dan berkomunikasi perlu dimiliki siswa karena kompetensi tersebut sama pentingnya dengan pengetahuan, keterampila
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keterampilan
komunikasi,
keterampilan
negosiasi,
kohesi
sosial,
dan
kepemimpinan. c. keterampilan organisasional (sosial) : adalah kemampuan untuk berfungsi dalam struktur sosial organisasi atau sistem sosial. Seseorang yang memiliki keterampilan ini umumnya menunjukkan ciri-ciri antara lain, mendukung pencapian tujuan kelompok/organisasi, berpartisipasi aktif dalam kegiatan organisasi, mengetahui peran dan fungsinya dalam organisasi, bertindak secara efektif sebagai anggota organisasi, dan sebagaiya. Ketiga keterampilan ini merupakan softskill yang sangat dibutuhkan untuk membangun jaringan agar dapat sukses dalam mengembangkan diri. Seorang siswa yang memiliki softskill memiliki softskill yang yang baik akan dapat menjalin kerja sama, mampu mengambil inisiatif, berani mengambil keputusan, dan gigih dalam belajar. Ciri-ciri orang yang sukses dalam belajar dan bekerja adalah memiliki inisiatif, integritas, fleksibilitas, komitmen, mau belajar, semangat, antusias, kreatif, inovatif, mandiri, dapat diandalkan, mampu bekerja sama, memiliki kepemimpinan, dapat mengatasi tekanan,
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mungkin
tidak
membutuhkan
inovasi
yang
tinggi,
namum
membutuhkan
keterampilan berpikir kreatf. Oleh sebab itu, pengembangan kemampuan berpikir kreaif dan inovatif harus dilakukan sedini mungkin. Pertimbangan dalam memilih model atau metode pembelajaran yang sesuai untuk materi pelajaran tertentu juga terkait dengan karakteristik materi tersebut. Misalnya tentang mempelajari tentang prisma dalam pelajaran Fisika, sulit untuk menerapkan pembelajaran berbasis proyek dan pembelajaran berbasis masalah karena sukar untuk merumuskan permasalahan kontekstual yang relevan. Sementara itu, metode penemuan (discovery (discovery learning ) sangat cocok untuk diterapkan dalam mempelajari karakteristik prisma dan prisip prinsip fisika yang terkait. Pada umumnya siswa mengguakan keterampilan yang berbeda dalam model atau metode pembelajaran untuk PjBL, PBL dan penemuan (discovery (discovery). ). Pembelajaran berbasis proyek dan pembelajaran berbasis b erbasis masalah membutuhkan kemampuan untuk bertanya, mengobservasi, mengumpulkan informasi, mengolah informasi, dan membuat kesimpulan berdasarkan data/informasi sehingga dapat menemukan
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karya/produk terkait solusi permasalahn
2.2 Pendekatan SETS 2.2.1 Pengertian SETS
Dalam dunia pendidikan, mulai diintegrasikan pendidikan berwawasan lingkungan, misalnya Pendidikan bervisi SETS (Science Environment Technology and Society) Society) dimaknakan sebagai sains, lingkungan, teknologi, dan masyarakat, merupakan satu kesatuan yang dalam konsep pendidikan mempunyai implementasi agar anak didik mempunyai kemampuan berpikir tingkat tinggi (higher order thinking) (Khasanah, tanpa tahun). Literasi SETS membangun kemampuan siswa melalui keterampilan berpikir tingkat tinggi High Order Thinking Skills (HOCS) yang mendukung pengajaran, penilaian dan pembelajaran (Zoller, 2013). Science, Environment, Technology and Society (SETS) merupakan pendekatan
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masyarakat. Sains akan membimbing peserta didik berpikir secara global dan bertindak memecahkan masalah lokal lingkungan, hubungan lingkungan yang berkaitan dengan masyarakat, berperan serta dalam pemecahan masalah internasional. Pendekatan SETS lebih menekankan pada pemberian pada pengalaman langsung untuk mengembangkan potensi agar peserta didik mampu menjelajahi dan memahami alam sekitar secara alamiah. Pendekatan SETS diarahkan untuk mencari tahu dan berbuat sehingga dapat membantu peserta didik dalam memahami alam sekitar (Binadja, 1999).
Science e, E nvi nvi ronm ronment, nt, Tech Techno nolo logy gy and Socie Societty (SETS) 2.2.2 Hakekat Scienc (SETS) Hakekat SETS yaitu harus mampu membuat peserta didik yang mempelajarinya baik siswa maupun warga masyarakat benar-benar benar -benar mengerti hubungan tiap-tiap elemen dalam SETS. Hubungan yang dimaksudkan adalah tidak terpisahkan antara sains, lingkungan, teknologi dan masyarakat merupakan hubungan timbal balik dua arah yang dapat dikaji manfaat-manfaat maupun kerugian-kerugian yang dihasilkan. Pada akhirnya peserta didik mampu menjawab dan mengatasi setiap masalah yang berkaitan dengan
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perkembangan sains dan teknologi. Menurut Raja (2009 dalam Anwar), keputusan yang dibuat oleh masyarakat biasanya memerlukan penggunaan teknologi untuk melaksanakannya. Bahkan, masyarakat dan ilmu pengetahuan menggunakan teknologi sebagai sarana untuk menyimpan informasi. Peranan penting yang dimiliki oleh teknologi dapat 16berfungsi sebagai sarana tindakan dan penyidikan dalam pendekatan SETS. Sains merupakan suatu tubuh pengetahuan (body of knowledge) dan proses penemuan pengetahuan. Teknologi merupakan suatu perangkat keras ataupun perangkat lunak yang digunakan untuk memecahkan masalah bagi pemenuhan
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Konteks, berkaitan dengan kepentingan sosial baik individu maupun masyarakat atau kepentingan-kepentingan lainnya yang berhubungan dengan perlunya pengembangan dan penyesuaian pendidikan sains untuk menghadapi tantangan kemajuan zaman. Benneth et. al. (2005) melaporkan, bahwa pendekatan SETS merupakan pendekatan berbasis konteks yang memiliki peranan yang sangat penting dalam memotivasi anak dan mengembangkan keaksaraan ilmiah mereka berdasarkan hasil penelitian yang dilakukan terhadap anak laki-laki dan perempuan yang berkemampuan rendah. Dengan demikian, tujuan pendekatan SETS adalah untuk membentuk individu yang memiliki literasi sains dan teknologi serta memiliki kepedulian terhadap masalah
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6. Isi dari pembelajaran bukan hanya konsep-konsep saja yang harus dikuasai siswa dalam kelas. 7. Penekanan pada keterampilan proses di mana siswa dapat menggunakan dalam memecahkan masalah. 8. Penekanan pada kesadaran karir yang berkaitan dengan sains dan teknologi. 9. Kesempatan bagi siswa untuk berperan sebagai warga negara yang baik untuk mengidentifikasi bagaimana sains dan teknologi berdampak di masa depan. 10. Kebebasan atau otonomi dalam proses belajar.
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setiap elemen dalam SETS semuanya menyatu, dan mengaplikasikan di alam proses berpikirnya dengan meninjau keterlibatan keempat elemen tersebut dari sisi positif maupun negative (Anwar, tanpa tahun). Pendidikan SETS bermaksud membawa peserta didik untuk mengkorelasikan antara sains, teknologi, lingkungan dan masyarakat. Contohnya, produk-produk teknologi yang mendukung sains. Dampak positif maupun negatif teknologi, sains terhadap masyarakat atau lingkungan. Keterlibatan masyarakat dalam pengembangan sains dan penciptaan teknologi serta perlakuannya terhadap lingkungan, kemampuan lingkungan dalam penyediaan kebutuhan masyarakat, penciptaan teknologi dan
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yang telah diketahui siswa sebelumnya dan ditekankan pada keadaan yang ditemui dalam kehidupan sehari-hari. b. Tahap Eksplorasi Pada tahap ini, guru dan siswa mengidentifikasi daerah kritis penyelidikan. Data-data dan informasi dapat dikumpulkan melalui pertanyaan-pertanyaan atau wawancara, kemudian menganalisis informasi tersebut. Data dan informasi dapat pula diperoleh melalui telekomunikasi, telekomunikasi, perpustakaan dan sumber-sumber dokumen dokumen publik lainnya. Dari sumber-sumber informasi, siswa dapat mengembangkan mengembangkan penyelidikan penyelidikan berbasis ilmu pengetahuan untuk menyelidiki isu-isu yang berkaitan
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setelah akhir analisis isu dan penyelesaian masalah, guru tetap harus melakukan pemantapan konsep melalui penekanan pada konsep-konsep kunci yang penting diketahui dalam bahan kajian tertentu. Hal ini dilakukan karena konsep – konsep – konsep konsep
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yang
dikehendaki,
memecahkan
masalah,
dan
memperjelas
pemahaman. c. Belajar
sains
memberi
kesempatan
siswa
mengembangkan
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2. Kurikulum 2013 merupakan sebuah kurikulum yang mengutamakan pemahaman, skill , dan pendidikan berkarakter, siswa dituntut untuk paham atas materi, aktif dalam berdiskusi dan presentasi serta memiliki sopan
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mengembangkan warga negara yang melek STEM, serta meningkatkan daya saing global AS dalam inovasi iptek (Hanover Research, 2011). Gerakan reformasi pendidikan STEM ini didorong oleh laporan-laporan laporan -laporan studi yang menunjukkan terjadi
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3.
Teknik adalah tubuh pengetahuan tentang desain dan penciptaan benda buatan manusia dan sebuah proses untuk memcahkan masalah. Teknik memanfaatkan konsep dalam sains, matematika dan alat-alat teknologi.
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