Year: 2025 | Month: January | Volume: 12 | Issue: 1 | Pages: 55-65
DOI: https://doi.org/10.52403/ijrr.20250109
Development of IPAS Teaching Modules Using the SETS Approach (Science, Environment, Technology, and Society) to Enhance Cognitive Learning Outcomes of Fourth Grade Elementary School Students
Tania Puji Lestari1, Erni Suharini2, Farid Ahmadi3
1Basic Education, 2,3Postgraduate Semarang State University, Semarang, Indonesia
Corresponding Author: Tania Puji Lestari
ABSTRACT
Natural and Social Science (IPAS) learning at the elementary school level plays a vital role in shaping students' scientific understanding and environmental awareness. However, conventional teaching methods often fail to integrate science, technology, environment, and society contextually, resulting in less meaningful learning experiences. This study aims to develop a SETS (Science, Environmental, Technology, and Society)-based teaching module to enhance the cognitive learning outcomes of fourth-grade elementary students. The study employed the ADDIE development model with a quantitative pre-experimental approach, involving fourth-grade students from SD Negeri 1 Ngawen. The module was validated by content, media, and language experts, achieving high validity scores (92%-95%). The module’s effectiveness was evidenced by an increase in pretest scores (65.8) to posttest scores (85.4). Furthermore, teacher and student responses demonstrated the module's practicality, appeal, and high engagement levels, at 100% and 92%, respectively. The findings indicate that the SETS-based module is effective and practical for use as an innovative teaching aid aligned with the Independent Curriculum, with the potential to foster critical thinking and environmental awareness
Keywords: SETS Approach, Teaching Modules, Cognitive Learning Outcomes, Independent Curriculum, IPAS
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