Development Of Science Process Skills Research Articles

Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children

The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners.

The effect of guided inquiry-based virtual and physical laboratories on science learning outcomes

ABSTRACT Background Developments in technology have rapidly advanced the variety, features, and applications of virtual labs (VL) in teaching. However, it is debated whether VL can be used instead of physical labs (PL) because more is needed to address the tactile and sensory senses and to gain motor skills that PL has. While many studies have compared VL and PL, few have examined the impact of these laboratories using contemporary learning methods. Purpose This study aims to comparatively examine the effects of guided inquiry-based learning of electrical circuits and Ohm’s law in VL and PL on the conceptual understanding, science process skills, problem-solving, and views of pre-service science teachers (PST). Sample The study was carried out with 26 PSTs studying in the first year of a science teaching program at a state university in Türkiye. Design and Methods The study is in a true experimental design with the pretest-posttest control group. The matched pairs of PSTs were randomly assigned to the VL (n = 13) and PL (n = 13). Three-tier simple electrical circuits concept test, science process skill test in multiple formats, problem-solving inventory, and open-ended questionnaire were used for completing the data collection process. Results Results revealed that guided inquiry-based VL and PL were equally effective in increasing PSTs’ conceptual understanding. While VL is more effective in completing knowledge gaps, PL is more effective in developing science process skills. Neither has a significant effect on problem-solving. Conclusions Both VL and PL have advantages and disadvantages in terms of the types of learning outcomes. Consequently, guided inquiry-based VL and PL are recommended to use in science teaching as complements to each other.

The Analysis of PLOICE Model Application to Develop Science Process Skills: On the Coffee Learning Process

The STEM approach is a learning approach that is in line with learning needs to face the challenges of the 21st century. Then, the use of the STEM approach is highly recommended. It is needed an innovation to facilitate the application of the STEM approach such as integrating the STEM approach with the learning model. So, an integration of the PBL model and the STEM approach is created and then arranged which is known as the PLOICE learning model. The PLOICE learning model is a learning model that has the following syntax: Problematize, Learn, Organize, Investigate, Create, and Evaluate. In this research, students will be involved in scientific investigations on the management of shade-grown coffee to increase coffee production. Student participation in determining the management of shade-grown coffee can help develop students' science process skills. The research implemented a quasi-experiment where two classes received different treatments, namely the experimental and control classes. The experimental class received treatment using PLOICE and control using conventional treatment. In the results that the application of the PLOICE model had a significant effect on the development of students' science process skills. In implementing the PLOICE model, students are more active in discussions and questions and answers.

Training to Develop Science Process Skills of Students of SMA 6 Padang Pelawi, Seluma Regency Through Physics Ethnoscience Learning

This community service project focuses on enhancing students' Science Process Skills (SPS) through the implementation of ethnoscience-based physics learning. The activity was conducted on August 1, 2024, at SMA Negeri 6 Padang Pelawi, Seluma Regency. The method of implementation included presentations, discussions, and hands-on practice with students. After applying the ethnoscience-based learning concept, there was a noticeable improvement in students' science process skills, both in observation and experimentation. Additionally, the effectiveness of the Discovery Learning and Problem-Based Learning (PBL) models was evident in improving students' science process skills through collaboration and problem-solving. Ethnoscience-based learning not only enhanced science process skills but also deepened students' appreciation of local culture. Through ethnoscience learning training at SMA Negeri 6 Padang Pelawi, Seluma Regency, it is hoped that the learning process can leverage local cultural diversity. This approach not only develops students' scientific skills but also strengthens the connection between physics concepts and local wisdom. This culturally-based learning provides relevant context, deepens students' understanding, and makes the learning process more meaningful.

Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.

Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the NeuroNotebook intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the NeuroNotebook can be an effective alternative to a "wet-lab" experience.

Science process skills and biology learning outcomes of high school students through the application of the guided inquiry learning model

Science process skills are important skills to develop when studying biology. Science process skills can positively contribute to students' biology learning outcomes. The right learning model can develop science process skills and student learning outcomes. This study aims to determine the effect of implementing the guided inquiry learning model on students' science process skills and biology learning outcomes. This quasi-experimental study was conducted at SMA Al Islam Surakarta. The research design used was a posttest-only control group design. The sample in this study consisted of 2 classes, namely one class as a control class and one class as an experimental class. Sampling was carried out using cluster random sampling. The research instruments were post-test questions and observation sheets. Learning outcome data were obtained from the posttest results, while science process skills data were obtained from observation results. Data analysis was carried out quantitatively using the Mann-Whitney U test. The results showed that the guided inquiry learning model affected students' science process skills and biology learning outcomes by being able to improve both aspects (sig<0.05). The study concludes that the inquiry learning model affects science process skills and learning outcomes. It is recommended in biology learning to use a guided inquiry learning model.

Pengaruh Kegiatan Berkebun terhadap Keterampilan Proses Sains pada Anak Usia 5-6 Tahun di TK Santo Fransiskus Asisi Percut

The aim of this research is to find out how gardening activities influence the science process skills of students aged 5 to 6 years at the Santo Fransiskus Asisi Percut Kindergarten. The research method used was pre-experimental with a One Group Pretest-Posttest Design. The population of this study consisted of 22 children from group B. Using the saturated sampling method, the sample for this study consisted of 22 children. Data was collected using a structured science process skills observation sheet, then the data was analyzed using the Wilcoxon test. This research found that children at the Santo Fransiskus Assisi Percut Kindergarten, aged between 5 and 6 years, gained significant benefits from gardening activities in developing their science process skills. Based on the results of this research, it is recommended that teachers use gardening activities to further develop science process skills.

EXPLORING THE IMPACT OF HISTORY OF SCIENCE TEACHING ON SCIENCE PROCESS SKILLS, KNOWLEDGE OF SCIENCE CONCEPTS, AND ATTITUDES TOWARD SCIENCE

Although integrating the history of science (HOS) into teaching has long been recommended in science education research, studies have revealed conflicting results on its effectiveness. These are mainly due to the need for more studies in this context. Therefore, this research aimed to explore the impact of HOS teaching on science process skills, knowledge of science concepts, and attitudes toward science. In this research, a quasi-experimental research design was employed. The HOS was contextualized into the topic of the circulatory system. Two intact classes were chosen as the experimental group (EG) and the two others as the control group (CG). The EG students were involved in HOS activities during the treatment, while the CG students followed the curriculum-driven activities. The findings indicated that the impact of HOS education was evident, as students in the EG outperformed those in the CG in retaining knowledge of science concepts and demonstrating positive attitudes towards science. However, HOS education and curriculum-driven instruction have similarly impacted the development of science process skills. These results support the conceptual premise that HOS teaching is an alternative and a worthy way of supporting students’ scientific literacy. Keywords: attitudes toward science, experimental research, history of science teaching, science education, subject matter knowledge

Development of an Integrated Project-Based Learning Module Based on Black Soybean Ethnoscience to Improve Students' Science Process Skills

Science process skills are one of the 21st-century skills that are important to optimize to train students to be skilled in solving problems. However, facts in the field show that science process skills are still relatively low because teachers do not yet understand how to develop science process skills, and there is a lack of teaching materials based on a scientific approach to developing science process skills. This research aims to develop an integrated Project-based Learning (PjBL) module for black soybean ethnoscience that is valid, practical, and effective for improving students' science process skills. The model for product development is ADDIE. The product's effectiveness was tested using a quasi-experiment with research subjects consisting of 91 students (46 experimental and 45 control group students). The results of the module developed meet valid and practical criteria. The results of product effectiveness tested using quasi-experiments show that the integrated PjBL module of black soybean ethnoscience effectively improves science process skills. They are increasing students' science process skills due to using contextual phenomena in learning.

Hybrid Android Interface Practicum Mode to Develop Students' Science Process Skills

Science Process Skills are abilities that students must possess because they are applicable not only to science learning but also to daily life. To be familiar with scientific method activities, students must have direct experience in order to be trained in Science Process Skills. This study aims to enhance students' Science Process Skills through hybrid android interface mode practicum learning. The research data was collected using description questions previously validated by subject matter experts. This study conducted quasi-experiments using the Nonquivalent (pretest-posttest) Control Group Design method. The research participants included control and experimental groups. The research results show an increase in Science Process Skills in the experiment class as evidenced by the achievement of aspects of observation 71.25%, interpretation 78.25%, classification 86.12%, prediction 84.45%, conducting experiments or investigations 83.34%, communicating 63.33%, hypothesizing 79.63%, applying concepts 88.34%, and asking questions 82.43%. It shows that the practicum mode of the hybrid Android interface can develop Science Process Skills

Enhancing Science Process Skills and Academic Performance in Biology: The Impact of Practical Work

Purpose of the study: This study aims to determine whether the use of practical work can enhance General Science students’ science process skills acquisition and academic performance students in biology at Juaben Senior High School in Ghana. The study sought to answer two research questions and test one hypothesis at a 0.05 significance level. 
 Methodology: The study used action research, and the sample consisted of 45 students, selected through convenience sampling. The study used various instruments, including pre- and post-tests, weekly intervention exercises, and scoring rubrics, to collect data. The analysis of the gathered data employed descriptive statistics and a paired sample t-test to reveal and solidify the findings of the study.
 Main Findings: According to the study’s results, the use of practical work resulted in a steady increase in students’ acquisition of science process skills in each cycle, and all students were able to demonstrate some degree of required science process skills at the post-test level in contrast to the pre-test level. Furthermore, the pre- and post-test outcomes of a paired sample t-test analysis with a 95% confidence level showed a significant improvement in the academic performance of the students, attributed to practical work.
 Novelty/Originality of this study: This research update confirms the need for practical work in biology education and shows that incorporating it into biology lessons enhances students’ acquisition and development of science process skills, which in turn enhances their academic performance.

Process Skills and Attitude towards Science as the Contributing Factors in Cognitive Performance among Special Science Class Students: A Quantitative Study

This study dealt with the influence of process skills and attitude towards Science as contributing factors to cognitive performance among Special Science Class students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of process skills, attitude towards Science, and cognitive performance in terms of their respective indicators, the significant difference between process skills and cognitive performance, attitude towards Science and cognitive performance, and what domains of process skills and attitude towards Science substantially influenced cognitive performance. Also, this study utilized a quantitative, non-experimental design with 166 respondents among Special Science Class students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson r, and multiple regression analysis were the statistical tools used in this study. The study concluded that the level of process skills was high, which meant that process skills among Special Science Class students were often manifested; the level of attitude towards Science was also high, except for the family model indicator, which was observed to sometimes manifest; and the level of cognitive performance was also high, which meant that it was often manifested by Special Science Class students. Moreover, there was a significant relationship and high correlation between process skills and cognitive performance, and the same was true of attitudes towards Science and cognitive performance. For regression analysis, in Science process skills, there were six domains that influenced cognitive performance: observing, measuring, and using numbers; making inferences; predicting; communicating; and using time-space relationships. In attitude towards Science, all domains were influenced by cognitive performance, namely, Science is fun, classroom teacher, self-directed efforts, and family model. However, there was only one indicator in Science process skills that did not influence cognitive performance, and this was the classifying. Furthermore, the overall level of process skills and attitude towards Science as contributing factors to cognitive performance among Special Science Class students in Lorenzo S. Sarmiento Sr. National High School was high. Thus, teachers should implement strong, diverse teaching methods that cater to various learning styles, and parents should help them in their Science-related work. With this, Special Science Classes could create a conducive environment that nurtures the development of Science process skills and fosters a positive attitude towards Science, ultimately enhancing students’ cognitive performance in the discipline.

Development of the Wimshurst Machine as a Learning Media on Static Electricity Material for Junior High Schools

This research aims to produce a learning media development product in the form of a Wimhurst machine teaching aid that can be used by teachers and students in the physics learning process. This media is expected to improve the knowledge and scientific thinking skills of grade 8 junior high school students in physics lessons on static electricity. This research was conducted in March-June 2014 at the Physics Department Laboratory, FMIPA-UNJ. The research carried out is research and development. This machine (the media) can show electric charge jumps directly from the friction between aluminum foil (sector) and brass as a rake. The results of the Wimhurst machine are learning media in the form of teaching aids that can help teachers in conveying material and can develop science process skills. The results of testing the Wimhurst machine teaching aids can attract students' interest in studying static electricity, so that students can easily understand the concept of static electricity.

Desain Lembar Kerja Praktikum Berbasis Masalah untuk Menunjang Keterampilan Proses Sains (KPS) pada Materi Kualitas Perairan

Industrial activities can increase waste discharge which has an impact on reducing water quality. Decreasing water quality requires methods for solving problems. The development of problem solving abilities can be improved in practical activities. In practical learning, students are expected to be able to reconstruct concepts through solving problems, so they can develop science process skills. These practical activities can be facilitated using problem-based practical worksheets. The aim of this research is to design problem-based practicum worksheets to support students' science process skills related to preliminary studies, product development design, validity testing, and student responses to small-scale testing. The type of research used is development research using the Borg & Gall model to small scale trials. This research was carried out from July to August 2023. The data collection techniques used in this research were interviews and giving questionnaires. The instruments used in this research were an interview guide sheet, a questionnaire sheet for product validation, and a student response questionnaire sheet. Next, the data was analyzed descriptively. Based on the research results, it can be seen that the practicum worksheet that was developed began with a preliminary study regarding the need for problem-based practicum worksheets on water quality material. The design developed is based on problem-based practical worksheet components that have been validated by two experts. Furthermore, a small-scale trial was carried out which showed that the material aspects were categorized as very good, the graphics were categorized as good, and the language was categorized as very good. Thus, the results of this development can be continued in large-scale tests and can be implemented in the practical learning process.

Case Study in West Nusa Tenggara for Automated Feedback of Performance Assessment on Science Practicum to Measure Science Process Skills in University

This study examines respondent and university type responses to science process skills instruments integrated with automated feedback on science practicum performance assessments at 2 state college and 2 private college in West Nusa Tenggara Province. A Kruskal-Wallis test was performed utilizing case study and cluster random sampling. Data was collected using online survey, interviews, and direct observations. Three hundred seventy-six university students and teachers from four universities were studied. Since there was no standard instrument, science process skills performance was not assessed. The assessment results show no statistically significant difference (p > 0.05) between state and private college in measuring science process skills integrated with real-time feedback on science practicum. This suggests that neither university has conducted such an assessment. No significant difference in responses between university students and lecturers regarding the measurement of science process skills on performance assessments integrated with real-time feedback in science practicum (p > 0.05), implying that university students and lecturers have the same experience. This study advises developing science process skills measurement on performance assessment for real-time science practicum feedback.

The Development of Science Process Skills and of Content Knowledge with Inquiry Boxes in Early Childhood Education

This paper aims to investigate the systematic use of an inquiry-based learning approach in science by using inquiry boxes for preschool children. We prepared four thematic inquiry boxes for the areas of magnetism and buoyancy, separation of substances, weighing objects, and the investigation of substances. The research sample consisted of twenty children aged four to five years. Ten children from the experimental group explored the material using the photo-type instructions on the instructional cards over a period of four weeks. Comparative test results for the control group children show that the experimental group children progressed both in content knowledge and in better-developed science process skills. We find that children develop autonomy in science process skills such as classifying, ordering, and weighing through prepared and guided inquiry with the help of the inquiry boxes. In doing so, children show increasing autonomy within each set of tasks that develop the chosen science process skill. In this manner, science practices with inquiry boxes allow children to build on science content knowledge. They can apply the skills they have learned through inquiry boxes to new knowledge instead of teaching science processes as isolated skills. This approach of individually guided inquiry by children using thematic inquiry boxes is therefore recommended as a proven didactic tool for developing science process skills and content knowledge.

Pengaruh Kegiatan Eco Enzyme Terhadap Keterampilan Proses Sains Anak Usia Dini Di Taman Kanak-Kanak Ananda Maek

The lack of science learning in an environment that supports the development of science process skills in early childhood is caused by a lack of teacher knowledge in introducing interesting science activities related to the environment. This study intends to demonstrate how eco enzyme activities at Ananda Maek Kindergarten affect young children's science process skills. In this study, a quantitative method and a quasi-experimental design are used. All pupils at Ananda Maek Kindergarten made up the study's population, and class B3 served as both the experimental group and class B4 served as the control group. Data analysis procedures employed normality tests, homogeneity tests, and hypothesis testing with the aid of the computerized SPSS 20. Data collection techniques used tests in the form of statements of 8 items. According to the study's findings, the pre-test sig (2-tailed) value was 0.118, and following treatment, there was a rise in both classes with a sig (2-tailed) of 0.000. However, the experimental class's average score was higher—28,400—than the control class's average of 25,80. Thus, it can be said that eco enzyme activities have a considerable impact on young children's science process skills at Ananda Maek Kindergarten.

Improving Biology Learning with the Use of Blended Learning

Blended learning is a learning strategy that combines two or more strategies or learning models to achieve expected student learning outcomes. This research aims to evaluate and improve the effectiveness of Biology learning through the application of the Blended Learning method. This research uses a descriptive approach with qualitative methods. The research results show that the application of Blended Learning in Biology learning has a positive impact on student engagement, understanding of Biology concepts, and development of science process skills. Students involved in Blended Learning demonstrate higher levels of participation through online discussions, collaborative projects, and use of online resources. Biology learning materials presented in the form of videos, simulations and virtual practicums increase students' accessibility and motivation for independent exploration. Additionally, the use of Blended Learning allows for a personalized approach tailored to individual students' needs, by monitoring their progress and adapting learning materials. Student communication and collaboration have also been shown to improve through discussion forums and online interactive activities, creating a dynamic and mutually supportive learning environment.

The Effectiveness of Computer-Based Simulations and Traditional Hands-on Activities on Secondary School Students’ Performance and Science Process Skills in Practical Chemistry

Practical activities are used as a catalyst in understanding chemistry concepts because it helps students to develop science process skills. However, research investigating the use of computer-based simulation practical activities to improve students’ science process skills is scarce. Hence, the study compared the mean gain of students’ performance and science process skills (SPS) using computer-based simulation and traditional hands-on instructional strategies. The study utilized a quasi-experimental design, using a pre-test, post-test, and control variable. The sample for the study was 92 senior secondary students, 48 for the computer-based simulation (experimental) and 44 for the traditional hands-on (control group) purposively selected. Two research instruments were used, a tagged science process skills rating scale (SPSRS) and a 20-item multiple choice question (MCQ). The findings showed that traditional hands-on activities had a higher mean gain on students’ performance while computer-based simulation improved students' science process skills more than traditional hands on. The study recommended that there is a need to blend traditional hands-on activities with updated and computer- based simulations to improve students’ science process skills and performance in science classrooms.

Development of Science Process Skills in Online Mode: A Lesson Study

Development of Science Process Skills in Online Mode: A Lesson Study