Pengembangan Media Pembelajaran E-Learning IPA Berbasis Pendekatan SETS (Science, Environment, Technology, and Society) untuk Melatih Kepedulian Lingkungan Siswa di SMP - Niken Indrata Marselina; Yusli Kamila; M. Rahmad; Roza Linda (INKUIRI: Jurnal Pendidikan IPA, 2026)
Penelitian ini bertujuan untuk mengembangkan media pembelajaran IPA berbasis e-learning dengan pendekatan SETS (Sains, Lingkungan, Teknologi dan Masyarakat) bertujuan melatih kepedulian lingkungan siswa SMP, serta menilai kelayakan (validitas) dan kepraktisannya. Metode yang digunakan adalah Research and Development (R&D) dengan model ADDIE, namun dibatasi sampai tahap pengembangan (development). Penelitian dilaksanakan di UPT SMP Negeri 3 Siak Hulu pada semster ganjil tahun pelajaran 2025/2026 dengan subjek pakar ahli (materi, pedagogi, dan media), 3 guru, dan 30 murid kelas IX. Data dihimpun melalui angket dan dianalisis secara deskriptif kuantitatif. Hasil validasi menunjukkan kategori sangat valid: materi 100%, media 96,00%, dan pedagogik 98,00% (rata-rata 98,00%). Uji praktikalitas juga pada kategori sangat praktis, ditunjukkan oleh respons guru 97,62% dan respons siswa 88,12% (rata-rata 92,87%). Dengan demikian, e-learning IPA berbasis SETS ini dinilai layak dan praktis untuk digunakan, serta berpotensi mendukung pembelajaran kontekstual yang mengaitkan sains, tekhnologi, lingkungan, dan masyarkat dalam melatih kepedulian lingkungan siswa.This study aims to develop e-learning-based science learning media with the SETS (Science, Environment, Technology and Society) approach aimed at training junior high school students' environmental awareness, as well as assessing its feasibility (validity) and practicality. The method used is Research and Development (R&D) with the ADDIE model, but limited to the development stage. The study was conducted at the UPT SMP Negeri 3 Siak Hulu in the odd semester of the 2025/2026 academic year with expert subjects (material, pedagogy, and media), 3 teachers, and 30 ninth-grade students. Data were collected through questionnaires and analyzed descriptively quantitatively. The validation results showed a very valid category: material 100%, media 96.00%, and pedagogy 98.00% (average 98.00%). The practicality test was also in the very practical category, indicated by teacher responses of 97.62% and student responses of 88.12% (average 92.87%). Thus, this SETS-based science e-learning is deemed feasible and practical to use, and has the potential to support contextual learning that connects science, technology, the environment, and society to foster students' environmental awareness.