Abstract
This study aims to determine the relationship between perception and basic science process skills through the use of the m-module in basic physics practicum II. This research is a quantitative study using correlational design. data collection instruments used in the form of perception questionnaire instruments and observation sheets to measure students' science process skills. This study used a sample of 36 physics students at Universitas Jambi. The results of the study will be analyzed using descriptive statistics and inferential statistics. The results of this study indicate that students give a good perception of the use of the m-module in basic physics practicum II. Flat mirror material is proven from the value of the perception of 63.9% in the good category according to a predetermined range. And the basic science process skills of students are in a good category with a percentage of 50.0%. Pearson correlation results show the number 0.756 and sig 0.05 which is 0.00, this shows that there is a strong relationship between perceptions and students' science process skills in using the m-module. This means that a high perception will result in high science process skills.
Highlights
Physics is learning that explains the knowledge of the universe that requires the ability to continue to be trained in order to increase the power of thought and the ability of reason (Astalini, Kurniawan, & Sumaryanti, 2018)
The design of the study was applied because it was in accordance with the objectives of the study, namely to find out the correlation between the perceptions of students with basic science process skills at Physics Education at the University of Jambi
This study aims to determine relationship between students' perceptions basic science perception data is at a score of 68.50
Summary
Physics is learning that explains the knowledge of the universe that requires the ability to continue to be trained in order to increase the power of thought and the ability of reason (Astalini, Kurniawan, & Sumaryanti, 2018). Physics is considered difficult by students because students are not interested in learning physics (Astalini, Kurniawan, Perdana, & Kurniasari, 2018). Learning physics has a good influence (Astalini, Kurniawan, Darmaji, Sholihah, & Perdana, 2019) for life because the discovery of physics provides many advantages and good effects. Practicum is learning that proves the principles and concepts of physics through experimental activities in the laboratory (Darmaji, Kurniwan, & Irdianti, 2019). Students are able to observe, plan experiments, interpret data, conduct experiments, and communicate data on the results of experiments. These activities are activities that can improve student science process skills (SPS). According to Rezba, et all (2007), the skills of basic science process skills include observing, communicating, classifying, inferring, and predicting while integrated science process skills include identifying variables, constructing a table of data, constructing a graph, describing relationships between variables, accounting and processing your own data, analyzing investigations, constructing hypotheses, defining variables operationally, designing experiments, and experimenting
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