Abstract
The purpose of this study was to determine the contribution of epistemic curiosity (EC) to the science process skills (SPS) of prospective biology teachers. Ex post facto research design with research subjects 32 students of the third-semester biology education study program at the Mandalika University of Education. Samples were taken using the purposive sampling method. The instruments used were the State Curiosity Scale (SCS) to collect epistemic curiosity data, Student Worksheets, and the Science Process Skills rubric to collect SPS. The results showed that the magnitude of the correlation value or R relationship was 0.600. From the output, the coefficient of determination (R Square) was 0.359, this shows that EC is correlated with SPS. Meanwhile, in terms of the results of simple regression analysis, it was found that the variable X (EC) obtained the value of t-count = 4.103 > 1.697 t-table and sig. = 0.000 < 5%. This means that the EC variable contributes significantly to the SPS variable. The results obtained have not been able to describe the contribution of EC to each SPS indicator, so further research needs to analyze the contribution of EC to each SPS indicator
Highlights
Curiosity is an individual's desire to know everything in depth through observation, observation, and study
Based on the description that has been presented, the purpose of this study is to describe the contribution of epistemic curiosity to its relevance to students' science process skills
This study aims to describe the contribution of Epistemic Curiosity its relevance to Science Process Skills in a descriptive analysis using a simple linear regression test
Summary
Curiosity is an individual's desire to know everything in depth through observation, observation, and study. Curiosity is important to develop because; 1) The reasoning power of students becomes active so that it is beneficial for themselves and others, 2) Students become active observers, 3) what is observed and studied always has interesting challenges for them to learn, and 4) Curiosity will eliminate student boredom to continue learning (Jannah et al, 2021). Curiosity is an important character to be developed in learning and learning (Rowson et al, 2012). The character of curiosity is an attitude and action that always seeks to know more deeply and broadly from something that is learned, seen, and heard (Kemdiknas, 2010). The character of curiosity is an attitude and action that always seeks to know more deeply and broadly from something that is learned, seen, and heard (Kemdiknas, 2010). (Hong et al, 2016) The individual's attitude towards an object of study is influenced by a sense of belief and evaluation of the object.
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