Abstract
This study is a quantitative research conducted to analyze the integration of project activity to increase the scientific process skill and self-efficacy. While uncovering the effect of each indicator of every predictor, a descriptive qualitative analysis has been done. Respondents in this research were biology students in teacher. The sample of 30 respondents were taken by random sampling technique. Research instruments were in the form of scientific process skill test and self-efficacy inventory. The hypothesis was tested using Analysis of Variance (ANOVA). Integration of project activity has significant effect towards scientific skill process at 0.038 with F value of 4.524 and also have a significant effect for self effication at 0.018 with F value of 0.018. Based on results analysis, it is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers’ scientific process skill and self-efficacy, with significance level of 0.05.
Highlights
Teacher is one of main dynamic factor to clarify the educational quality
It is concluded that there was an effect of project activity integration in Zoology of Vertebrate teaching and learning on pre-service teachers’ scientific process skill and self-efficacy, with significance level of 0.05
The main purpose of this study is to describe the effectiveness of project activities in vertebrate zoology learning on science process skills and students self-efficacy
Summary
Teacher is one of main dynamic factor to clarify the educational quality. Teachers’ roles in educational system are very important so that in each reformation, teachers should review and document every problem with their solving strategy (Campbell, Zhang, & Neilson, 2011). The new paradigm in educational reform is to call for student preparation through innovative pedagogical strategies (Flores, 2015). To prepare to be an innovative teacher in conveying his learning experiences that impact on the students, transformational candidates are required (Calik, 2013). More aspects are needed to develop the skills that students need. Teachers that are able to assist students in understanding and exploring scientific phenomena, scientific discussions, cognitive structural constructions, skills development and problem-solving improvement are needed (Duran & Dokme, 2016)
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