Effect of science-technology-society approach on senior high school students’ scientific literacy and social skills

Hafsyah Siti  Zahara; Sri  Atun

doi:10.36681/

Authors

Hafsyah Siti Zahara Chemistry Education, Graduate Programe, Universitas Negeri Yogyakarta
Sri Atun Departemen Chemistry education Faculty Mathematic and Natural Science, Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.36681/

Keywords:

STS, Scientific Literacy, Social Skill

Abstract

This study aims to determine the effect of Science-Technology-Society (STS) approach on senior high school students’ scientific literacy and social skills. Within a quasi experimental research designed (with pre- and post-test control group), this research was carried out at Senior High School 2 Banguntapan, Bantul, Yogyakarta, Indonesia. The sample of the current study was randomly drawn from students, which attended to XI Science at Senior High School 2 Banguntapan in the 2016/2017 academic year. Data were collected via test, observation sheets and questionnaires and analyzed by MANOVA Test. The results showed that there were statistically significant effects of STS approach on senior high school students’ scientific literacy and social skills concerning the ‘rate of reaction’ subject (p<.001).

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