Basic science process skills of biology laboratory practice: improving through discovery learning

B Bahtiar,Nurhayati Dukomalamo

doi:10.21009/biosferjpb.v12n1.83-93

Abstract

Biology laboratory practice that applies the discovery learning model is expected to complement all necessary science process needed by the students during the learning activity. The research was an experiment of learning to find the differences in learning outcome in the form of students’ science process skills between discovery learning and the conventional model of biology laboratory practice. The research is conducted at the Public Junior High School 4, Ternate City for the 8th-grade students from October to December 2018. The research instrument used basic science process skills is observation sheet. The indicator of basic science process skills consists of observing, classifying, measuring, communicating, inferring, and predicting. The result of research data analysis shows that t count value was 4.261 with the significance of 0.000. The discovery learning model of biology laboratory practice is better in improving students’ basic science process skills than the learning model of conventional laboratory practice. According to the result, it was concluded that there were differences in students' basic science process skills between the discovery learning model and the conventional model of Biology laboratory practice. Discovery learning model of biology laboratory practice was better in improving the student's basic science skill than the conventional model.

Highlights

Process skills are obtained from various underlying mental, physical, and social skills training (Subali, 2011; Karacop., & Diken, 2017; Handayani, Adisyahputra, & Indrayanti, 2018)
Science process skills are formed from inter-related basic skills
Science process skills of junior high school students can be acquired through the laboratory practice activities in biology subject

Summary

INTRODUCTION

Process skills are obtained from various underlying mental, physical, and social skills training (Subali, 2011; Karacop., & Diken, 2017; Handayani, Adisyahputra, & Indrayanti, 2018). Science process skills of junior high school students can be acquired through the laboratory practice activities in biology subject. Laboratory practice is vital in biology learning because it can generate student motivation in education, develop basic skills in carrying out experiments, as a vehicle for learning scientific approaches and improve students' understanding of subject matter (Ernawati, Heryanti & mentari, 2017; Sholikah, Rahmawati & Prajoko, 2018). The discovery learning model of biology laboratory practice is expected to be a solution to improve the ability of the students' basic science processes (Sartono, Rusdi, & Handayani, 2017). Learning the structure and function of plant tissue needs to be done with a useful laboratory practice model The application of this learning model can improve students' science process abilities

Procedure

Predicting

AND DISCUSSION

Findings

CONCLUSION