The Effectiveness of the ERP (Engage, Research, Present) Learning Model Using the SETS Approach in Improving Junior High School Student’s Science Problem-Solving Skills

In science education, problem-solving skills are a key competency that students must master. However in practice, junior high school students still face difficulties in understanding problems, determining solution strategies, and evaluating the results obtained. This study aims to determine the effectiveness of the SETS-based ERP learning model in improving science problem-solving skills on the topic of “The Impact of Human Activities on Ecosystems and Biodiversity Conservation.” Using a quantitative approach, this study employs a quasi-experimental design, specifically a nonequivalent control group design. Conducted at SMPN 13 Magelang, this study involved 27 students from class VIIC as the experimental group and 27 students from class VIID as the control group. Data were collected using a problem-solving skills test that met validity and reliability criteria. The data were analyzed using the Mann-Whitney U test and the N-Gain test. The test results showed a significant difference between the experimental and control classes (p < .001), with the experimental group recording a mean N-Gain of 0.71, high category, compared to 0.41, moderate category, in the control group. These findings indicate that the ERP learning model with the SETS approach is more effective in improving students’ problem-solving skills than the Discovery Learning model.