This research aimed to improve student mastery of chemistry learning of the colloidal system by integrating Science Technology Society (STS). A pretest-posttest control group design was used which involved three year XI secondary school classes. The students engaged with different issues using STS principles. They used different sources from the environment which linked with the Colloid concept. A concept map was used as the research instrument along with multiple-choice test items. The results show that (1) there are three fundamental concepts in the Colloidal Systems in the curricula consisting of 12,50% abstract concepts with concrete examples, 4,17% of concepts that state the nature of properties, and 70,83% concepts that describe the process; (2) the comparison of the highest mean of posttest score of 93,89 for the experimental class with the Tyndall effect concept, meanwhile, for the control class with a score of 82 in Colloid concept. The lowest score for the experimental class was 68,89 in the Liofil Sol concept while in the control class it was 24,58 in the Gel Concept; (3) the comparison of the average score of N-gain for increasing mastery of the concept by the experimental class students was higher than for the control class with an average score of N-Gain 0,78> 0,53 which entered the high category for the experimental class while the control class in the category of being; (4) The model of science learning technology communityimproved students' mastery of the concept for high ability groups with th 63> 2,91, the ability of being with th 37,15> 1,72, low ability to th 9,8> 6,3 on the subject of Colloid Systems, which was reinforced by the results of different test t 'intergroup ability of students showed no difference, with t' high ability and being t'h 0,259<1,753,high and low ability t'h0,270 <6,313 and the low-skilled and t'h0,342 <6,313; (5) the response of students qualify as well to the application of science learning model community technology with a percentage of 77,9% while the response of students qualify as sufficient to direct learning model with a percentage of 36,84%.
