Science Process Skill Achievement Research Articles

The Effectiveness of the POGIL Learning Model on Simple Harmonic Motion Topic to Enhance Students' Science Process Skills

The lack of training in students' science process skills indicators in physics subjects has resulted in a majority of students in one of the high schools in Banjarmasin, grade X MIPA, having relatively low science process skills. This study aims to describe the effectiveness of the POGIL learning model and assess the achievement of students' science process skills. This study used a one-group pretest-posttest design. The results showed that using the POGIL model based on the n-gain calculation had a high effectiveness category with a value of 0.73 and trained students' science process skills, as indicated by an increase in the achievement of science process skills, which had a very good category. Based on these results, using the POGIL model can provide benefits in practicing students' science process skills.

Development of a science process skills-based interactive website ‘bioenial’ on environmental pollution material

This study aims to develop an interactive website based on the science process skill ‘Bioenial’ on Environmental Pollution material for grade X SMA/MA and identify the achievement of science process skills in the use of the 'Bioenial' website. This study was designed based on the Research & Development design from the Thiagarajan 4D development model (Define, Design, Develop and Disseminate). The instruments used in this study were media and material expert validation sheets, student worksheets, and student and teacher response sheets. The analysis technique used the Rasch analysis. The results showed that (1) the Feasibility of the 'Bioenial' website, the average percentage score of validity obtained from the three media experts was 97,4% that within the "Very Eligible" category, and the percentage score from the material experts was 76.6% or within the "Eligible" category. The 'Bioenial' website was tested in a class of 32 students and on two biology teachers. The results of student responses according to the person measure obtained a mean of 85.5, meaning that the website is "Eligible" to use. The results of the teacher's response show that the Bioenial website is "Appropriate" for learning. (2) Science process skills can be developed on environmental pollution materials with the 'Bioenial' website observing, classifying, predicting, communicating, designing, and conducting experiments. Assessment of the skills of conducting experiments is unlikely during the distance learning period due to the difficulty to provide evaluations. Based on the study results, further research is needed to determine the effectiveness of the 'Bioenial' website in improving students' cognitive learning outcomes.

ANALYSIS OF ACHIEVEMENT OF STUDENT SCIENCE PROCESS SKILLS THROUGH SAINTIFIC-BASED LKPD USING VIDEO CASE MEDIA IN IMPULS AND MOMENTUM MATERIALS

The purpose of the study was to analyze the achievement of science process skills of students through scientific-based LKPD using video case media on material. This type of research is experimental research. The research subjects were class X MIA in Madrasah Aliyah Negeri 1 Medan class X MIA 4. The research instrument used was a science process skills assessment sheet. Data analysis techniques using normalized N-gain equations to determine the achievement of students' science process skills. The results of research on the achievement of science process skills of students through scientific based LKPD using video case media on momentum material with an average percentage of mastery of PPP in LKPD is 78.9%. The LKPD that is used is quite effective to improve the mastery of science process skills of students who are characterized by a nationalized average N-Gain score which is 0.54 which has a medium criteria.

The Effectiveness of Using Learning Models P-O-E (Predict, Observe, Explain) Against Science Process Skills for Class VIII Junior High School Students

This study aims to identify the effectiveness of the use of POE learning model to the science process skill of grade VIII SMP students. The research design used in this research is pre experiment with one group pretest posttest design. Sampling was done using a random cluster sampling technique. In this research is also used descriptive method that describes the results of the study. The research instrument used is a test of science process skill in essay form. Prior to the question of science process skill used on the students, the content validation and construct validation were first done, and 16 science test of science process skills were obtained. Student learning outcomes after being given learning by using the model of learning POE in class VIII in SMPN 1 Tarik the results of the achievement of science process skills increased and it can be concluded that the use of effective learning model of POE to the skills of science process students of grade VIII SMP.

KEEFEKTIFAN PEMBELAJARAN KIMIA BERBASIS ETNOSAINS TERHADAP KETERAMPILAN PROSES SAINS SISWA SMK NEGERI TUGUMULYO

The research aims to determine (1) the effectiveness of the ethnoscience model and conventional model in terms of students' science process skills, (2) the differences in the use of ethnoscience models and conventional models in terms of increasing students' mastery of chemistry material, (3) more effective learning models among learning chemistry ethnoscience models and conventional models in terms of science process skills and increasing students' mastery of chemistry. The design of this research is Quasi Experiment. The subjects of this study were students of class X 1 and X 2 SMK Negeri Tugumulyo. The data obtained in this study were the students' science process skills based on the students' scientific process skills observation sheets and the students' mastery of the material based on the students' pre-test and post-test results. The learning instruments used are lesson plans, LKPD, and student practicum report sheets. The data analysis technique used to test the hypotheses in the study used the independent sample t-test. The results of this study are (1) there are differences in the achievement of science process skills of students who follow the ethnoscience model learning and the conventional model with a significance value of p(sig(2-tailed) is 0.035, (2) there are differences in the increase in mastery of the material of students who take part in the learning process. the ethnoscience model and the conventional model with a significance value of p(sig(2-tailed) is 0.0003, (3) the ethnoscience model of chemistry learning is more effective than the conventional model in terms of science process skills and increasing student material mastery.

Developing high school physics teaching materials through 7E learning cycle model

Research has been conducted which aims to describe the feasibility of high school physics teaching materials through the 7E learning cycle model. The feasibility of teaching materials is evaluated from the validity of teaching materials, the practicality of teaching materials, the effectiveness of teaching materials, and the achievement of science process skills. This research is a research and development based on the Dick & Carey development model. The subjects of this research are 30 students of science class in one of the high schools in Banjarmasin. The instruments of this study are; the validation sheet of teaching materials, the implementation sheet of the lesson plan, the science process skill observation sheet, and the student learning outcomes test. The results showed that the teaching materials are categorized as good, the practicality of the teaching materials categorized as very practical, the effectiveness of the teaching materials included in the medium category, and the achievement of science process skills categorized as quite good. It was concluded that the high school physics teaching material on straight motion material through the 7E learning cycle model model developed is suitable to use in learning.The first section in your paper

GUIDED INQUIRY MODEL THROUGH VIRTUAL LABORATORY TO ENHANCE STUDENTS' SCIENCE PROCESS SKILLS ON HEAT CONCEPT

Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.

The Effect of Scaffolding Approach Assisted by PhET Simulation on the Achievement of Science Process Skills in Physics

This paper studies the effect of scaffolding approach assisted by PhET simulation on the achievement of science process skills in physics. This paper used pre-experimental design with a one-shot case study. The sample of this study was students of class XI MIPA MAN 1 Yogyakarta. The sample consisted of 2 classes with the total of 57 students from the whole 3 classes selected by purposive sampling technique. The scaffolding approach in this paper consists of three levels, those are environmental provision, reviewing and restructuring, and developing conceptual thinking. The data was collected through observation of science process skills by using a checklist sheet. Aspects of science process skills which was observed included observing, formulating hypotheses, conducting experiments, interpreting, concluding, and communicating. The data analysis used descriptive analysis, calculation of the percentage of achievement of each aspect of science process skills, and calculation of the percentage of categories of achievement of science process skills. The results of the study show that the scaffolding approach assisted by the PhET simulation has a very good effect in physics learning for the achievement of the science process skills in physics.

SSP Development with a Scaffolding Approach Assisted by PhET Simulation on Light Refraction to Improve Students’ Critical Thinking Skills and Achievement of Science Process Skills

This study aims to determine a) the feasibility of subject specific pedagogy (SSP) with a scaffolding approach assisted by a PhET simulation in physics learning, b) the effectiveness of SSP with a scaffolding approach assisted by PhET simulation developed in improving critical thinking skills and c) achievement of process skills high school students after using SSP with a scaffolding approach assisted by a PhET simulation. The development model used is the 4D model which is define, design, develop and disseminate. In this study, the stage of development only reaches the develop stage. The SSP was validated by two physics experts and through focus group discussion. The field test stage was conducted in MAN 1 Yogyakarta with 32 subjects of students in class XI MIPA 3. Subjects were chosen by purposive sampling technique. Data collection was done by observation, questionnaire, and tests. The results showed that a) the developed SSP was feasible to be used in learning in schools, (b) the SSP with the PhET assisted scaffolding approach could improve students’ critical thinking skills, and c) the SSP with the PhET assisted scaffolding approach had a good effect on science process skills namely achieving very high category.

PROFIL PENCAPAIAN KETERAMPILAN PROSES SAINS DAN PENINGKATAN KEMAMPUANKOGNITIF SISWA KELAS X DALAM PEMBELAJARAN FISIKA DENGAN BANTUAN LKS INQUIRY ACTIVITY BERBASIS MODEL PEMBELAJARAN CURIOUS NOTE PROGRAM (CNP)

This study aims to determine the profile of achievement of students 'science process skills and students' cognitive abilities improvement in physics learning with the help of LKS Inquiry Activity based on CNP learning model. The study design used was a One Group Pretest-Posttest Design. The subject of this research is students of class X SMA Negeri 7 Yogyakarta amounting to 32 students. The data were collected by using test instruments in the form of pretest-posttest, LKS Inquiry Activity based on CNP learning model, and student response questionnaire. The profile of students 'science skill achievement can be determined from the scores criteria scores 5. The results obtained after using LKS Inquiry Activity based on CNP learning model that is the achievement profile of students' science process skill in Finding Out Question, Discussion, And Determination And Study Related Theory is included in the good category with a score of 4.00, 4.11 and 3.53, respectively. For the Inquiry Activity skill, it is categorized as excellent with a score of 4.50. Meanwhile, students' cognitive abilities increased with an average score of 4.32 with a good category. Students' responses to LKS Inquiry Activity based on the CNP learning model earned a grade of 3.57 in either category. It indicates that LKS Inquiry Activity based on CNP learning model can know the profile of the achievement of science process skill.

EFFECTS OF INVESTIGATIVE LABORATORY INSTRUCTION ON CONTENT KNOWLEDGE AND SCIENCE PROCESS SKILL ACHIEVEMENT ACROSS LEARNING STYLES

The purpose of this study was to determine the effect of investigative laboratory integration on student content knowledge and science process skill achievement across learning styles. Treatment groups utilized one of three levels of treatment: subject matter approach without laboratory experimentation, subject matter approach with prescriptive laboratory experimentation, and subject matter approach with investigative laboratory experimentation. A nonequivalent control group quasi-experimental design was used. A purposively selected sample based upon the ability of the teacher to effectively deliver the treatments was selected from the population of students enrolled in an introductory agriscience course. Using regression analyses it was determined that learning style, teaching method, ethnicity, content knowledge pretest scores, and science process skill pretest scores accounted for 33% of the variance in content knowledge gain score. Learning style, gender, teaching method, science process skill pretest scores, and content knowledge pretest scores accounted for 36% of the variance in science process skill gain score. Students taught using the subject matter approach or the investigative laboratory approach were reported as having higher content knowledge and science process skill gain scores than students taught using the prescriptive laboratory approach.

Effect of four instructional strategies on integrated science process skill achievement of preservice elementary teachers having different cognitive development levels

Two instructors with 7 classes and 165 students were in this study. The purpose of the study was to examine the effect of cooperative learning techniques and instruction with microcomputer-based laboratories on the achievement of preservice elementary teachers (with different operational levels of cognitive development) in acquiring integrated science process skills and enhancing formal thinking abilities. Cooperative learning is an environment in which students work in small, mixed-ability groups toward the same objectives. All students were pre and post-tested with two instruments: The Test of Integrated Process Skills (TIPS & TIPS II) and the Test of Logical Thinking (TOLT). Results showed that greater differences in the achievement on the TIPS test occurred in the setting where cooperative learning and MBLs were used. Test score gains on the TOLT test were similar across the four groups. Students with formal operational levels scored similar gains on the TIPS and TOLT tests as students of non-formal operational levels of development.

Systematic modeling versus the learning cycle: Comparative effects on integrated science process skill achievement

This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.

The effects of testing on science process skill achievement

AbstractThe purpose of this study was to examine the effects of testing on the achievement of students using self‐instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.

The effects of instruction on integrated science process skill achievement

AbstractWhile the philosophical importance of the integrated science process skills is often unchallenged, there is a lack of research with middle and secondary school students to indicate when or how these skills might best be taught. In this study different patterns and amounts of instruction on planning experiments were used with sixth‐ and eighth‐grade students. A model for generating integrated process skill lessons was used to produce all lessons. Treatment One involved a two‐week introductory unit on integrated process skills, followed by one period‐long process skill activity per week for 14 weeks. Treatment Two involved only the same two‐week introductory unit. Treatment Three was a contrast group which received only content oriented instruction. Results showed that both sixth‐ and eighth‐grade students can learn to use certain integrated process skills; growth was apparent in identifying variables and stating hypotheses. Differences generally favored treatment one over treatment three. No differences favoring any treatment were found for formal operational ability outcomes.