ABSTRAKPenelitian ini bertujuan (1) mendeskripsikan karakteristik modul IPATerpadu berbasis SETS pada tema makanan sehat dan tubuhku untukmeningkatkan hasil belajar; (2) mengetahui kelayakan modul IPA Terpaduberbasis SETS pada tema makanan sehat dan tubuhku untuk meningkatkan hasilbelajar; (3) mengetahui efektivitas modul IPA Terpadu berbasis SETS pada temamakanan sehat dan tubuhku untuk meningkatkan hasil belajar.Penelitian ini mengacu pada model pengembangan oleh Borg and Gallyang direduksi menjadi 9 tahap: 1) analisis kebutuhan, 2) perencanaan, 3)pengembangan produk, 4) uji lapangan awal, 5) revisi produk awal, 6) ujilapangan utama, 7) revisi produk utama, 8) uji lapangan operasional, 9) revisiproduksi operasional. Subyek pengembangan untuk kelayakan modul divalidasioleh ahli media, ahli materi, ahli bahasa dan guru IPA (praktisi). Pengumpulandata dilakukan dengan angket, lembar observasi, wawancara. Jenis data yangdiperoleh adalah data kualitatif dan data kuantitatif. Data kualitatif adalah datatentang hasil observasi, wawancara, serta saran saat validasi dan uji lapanganterhadap kelayakan modul IPA Terpadu berbasis SETS hasil pengembangan.Sedangkan data kuantitatif diperoleh dari penilaian hasil validasi modul, penilaianangket pada uji lapangan awal, uji lapangan utama, uji lapangan operasional, danhasil belajar. Efektivitas modul diperoleh dengan menggunakan gain scoreternormalisasi untuk pretest-postest. Sedangkan untuk sikap dan keterampilanproses dengan membandingkan hasil setiap kegiatan belajar.Hasil penelitian ini adalah: (1) karakteristik produk modul IPA Terpaduberbasis SETS sebagai berikut: a) berbentuk modul cetak IPA terpadu berbasisSETS dengan tema makanan sehat dan tubuhku untuk guru dan untuk siswa; b)materi yang disajikan dikaitkan dengan masalah di sekitar kehidupan siswa yangsering dijumpai dalam kehidupan, sehingga siswa lebih mudah memahami materitersebut; c) penyusunan modul mengacu pada alur pembelajaran SETS; d) modulberisi keterkaitan unsur SETS yang tertuang dalam bagan-bagan SETS; e) moduldapat digunakan dalam pembelajaran di kelas dan belajar mandiri bagi siswa dirumah; (2) Kelayakan modul IPA Terpadu berbasis SETS pada tema makanansehat dan tubuhku berdasarkan penilaian ahli, praktisi, respon guru dan siswamemberikan kategori sangat baik dan layak digunakan; (3) produk ini efektifdalam meningkatkan pengetahuan (gain score = 0,344), sikap (18%) danketerampilan (14%).Kata Kunci: Modul, IPA Terpadu, SETS, Hasil belajar.ABSTRACTThe objectives of this research are: (1) to describe the characteristics of SETSbasedIntegrated Natural Science module on the theme of Healthy Food and My Body toimprove the achievement; (2) to investigate the feasibility of SETS-based IntegratedNatural Science module on the theme of Healthy Food and My Body to improve theacievement; and (3) to investigate the effectiveness of SETS-based Integrated NaturalScience module on the theme of Healthy Food and My Body to improve the achievement.This research used the research and development (R&D) method which referredto the model claimed by Borg and Gall with some reductions into nine phases, namely:(1) need analysis, (2) planning, (3) development of product, (4) preliminary field testing,(5) revision of preliminary product, (6) primary field testing, 7) revision of main product,(8) operational field testing, and (9) revision of operational product. The subject ofdevelopment for the module feasibility was validated by a learning media expert, alearning material expert, a language expert, and two practitioners (Natural Scienceteachers). The data of research were collected through questionnaire, observation sheet,and in-depth interview. The data obtained were qualitative and quantitative ones. Theformer were those of the results of observation, in-depth interview, and suggestion duringthe validation and field testing of the feasibility of the developed SETS-based IntegratedNatural Science module, and the latter were obtained from the evaluation of the results ofmodule validation, the evaluation of questionnaire during the preliminary field testing,main field testing, and operational field testing, and learning result.. The effectiveness ofthe module on the achievement was analyzed by using the normalized N-gain score forpretest post test, and that of attitudes and skills of process was obtained by comparing theachievement in each activity.The results of research are as follows: 1) The characteristics of SETS-basedIntegrated Natural Science module on the theme of Healthy Food and My Body includethe following: (a) the developed SETS-based Integrated Natural Science module on thetheme of Healthy Food and My Body is in the printed form; (b) the learning materialspresented are related to the problems surrounding the students’ life so that they caneasily understand them; (c) the module preparation refers to the SETS learningprocedure; (d) the module contains the interrelation of elements of SETS as presented inthe diagrams of SETS; and (e) the developed module can be used for learning activities inthe class and for independent learning at home by the students. 2) In term of feasibility,the developed SETS-based Integrated Natural Science Module on the theme of HealthyFood and My Body according to the judgment of the experts and practitioners and theresponse of teachers and students belongs to the very good category and is feasible to beused. 3) The developed product is effective to improve the knowledge as indicated by thenormalized N-gain score of 0.344, attitudes (18%), and skills (14%).Keywords: Module, integrate Natural Science, SETS, and achievement.