ABSTRACT
The aims of the research are to know the effect of implementation of SETS
approach, using guided inquiry and project methods, students scientific attitude,
creativity and its interaction toward student achievement.
This research used a quasi-experimental method, and was conducted from
June 2012 - February 2013. The population was all of students in grade VII
SMPN I Balong Ponorogo academic year 2012/2013. The samples were taken
using cluster random sampling consisted of two classes, VII A and VII C learnt
using guided inquiry and VII B, VII D learnt using project. The data was collected
using test for cognitive and affective achievement, questionnaires for affective,
scientific attitude and creativity, and observation sheets for psychomotor. Data
was analyzed using Anova with 2x2x2 factorial design.
The result of this research can be concluded that: 1) there was an effect
SETS approach with guided inquiry and project methods toward achievement of
cognitive, affective and psychomotor 2) there was an effect of scientific attitude
toward achievement of cognitive, affective and psychomotor, 3) there was an
effect of high scientific attitude and low scientific attitude toward achievement of
cognitive, affective and psychomotor, 4) there was interaction between learning
with SETS approach guided inquiry methods and projects with a scientific attitude
toward achievement cognitive, affective, 5) there was interaction between learning
with SETS approach through guided inquiry methods and student projects with
creativity psychomotor aspects of learning achievement, 6) there was no
interaction between the scientific attitude and creativity of students on student
achievement, 7) there was no interaction between learning with SETS approach
through guided inquiry methods and projects with a scientific attitude and
creativity on student achievement.
Key words: SETS, guided inquiry, projects, scientific attitude and creativity,
student achievement
