Development of a SETS-Based Creativity, Innovation, and Entrepreneurship Electronic Module to Improve Students' Critical Thinking Skills

Dhea Sarfita; Waspodo Tjipto Subroto; Norida Canda Sakti

doi:10.62794/je3s.v7i3.319

Authors

Dhea Sarfita Universitas Negeri Surabaya, Indonesia
Waspodo Tjipto Subroto Universitas Negeri Surabaya, Indonesia
Norida Canda Sakti Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.62794/je3s.v7i3.319

Keywords:

E-module, SETS, Critical Thinking, Entrepreneurship, Vocational High School

Abstract

This study aims to analyze the development process, feasibility, student responses, and effectiveness of the Creativity, Innovation, and Entrepreneurship (KIK) e-module based on the SETS (Science, Environment, Technology, Society) approach in improving critical thinking skills of eleventh-grade vocational high school (SMK) students in Surabaya. The research method used is Research and Development (R&D) by adopting the 4-D model (Define, Design, Develop, Disseminate) combined with True Experimental Design (Pretest-Posttest Control Group Design). The research subjects involved 232 students in five SMKs in Surabaya. Data were analyzed quantitatively through normality tests, paired sample t-tests, independent sample t-tests, and Cohen's d effect size calculations. The results of expert validation showed that the e-module was very feasible to use with a percentage of 97% from material experts, 95% from language experts, and 74% from graphic experts. Student responses confirmed high practicality with a score of 94%. An independent sample t-test showed a significant difference in critical thinking posttest scores between the experimental and control groups (p < 0.05). The average N-Gain score in the experimental class reached the "High" category (0.79–0.82), while the control class remained in the "Medium" category (0.52–0.71). Cohen's d analysis yielded a value of 1.42, indicating a strong effect size. The theoretical contribution and novelty of this study lies in the integration of the Science, Environment, Technology, and Society (SETS) approach into an interactive entrepreneurship e-module for vocational education, combined with experimental testing in various schools. This study demonstrates that SETS-based digital teaching materials can serve as an effective pedagogical innovation to support active, contextual, and critical learning in vocational entrepreneurship education.

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