Development Of Science Process Skills Research Articles

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

Science Process Skills in Implementation Food Test Practicum in Junior High School

Science process skills are one of the components of psychomotor competence, these skills can support student activities to acquire knowledge. In learning activities having science process skills is something that is very important for students. This study aims to measure and find out the concept of applying and understanding science process skills in the science learning process, especially in food testing practicum. This type of research on food test material is qualitative descriptive research. The research was conducted on class VIII students of SMP Muhammadiyah Al-Kautsar PK Kartasura Sukoharjo. In this study, there were two data that were examined, namely the first data from the results of student science process skills observations. The research was conducted through three stages, namely pre-survey, implementation, and drawing conclusions. The second data collection was based on the teacher's knowledge of science process skills and the approach to the science teaching process by using interview techniques with science subject teachers in schools. The data obtained from the research were analyzed using quantitative and qualitative methods. The data shows that the overall understanding and application of students' science process skills based on the results of observations shows a good category, namely 76.3%. The conclusion drawn is that the science process skills approach to SMP Muhammadiyah Al-Kautsar PK students is in a good category. Based on the results of interviews with science teachers, the results show that so far, the lecture method is the method most often encountered and implemented by teachers in learning science. In fact, the implementation of science practicum is very important. In the practicum method, it is hoped that students will be able to interact directly with objects as well as be able to empower various competencies, especially being able to develop science process skills

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Project HANDLE: Home-Based Activities Needed for Distance Learning Experiments and their Effect on the Development of Science Process Skills of Grade 7 Learners

Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers

Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers’ SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers’ SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers’ SPSs, and that all pre-service teachers prefer explicit teaching in the teaching or development of SPSs.

PENGARUH LITERASI DENGAN MODEL INQUIRI TERBIMBING DALAM MELATIHKAN KETERAMPILAN PROSES SAINS SISWA MI NURUL HUDA MOJOKERTO

This study aims to study the effect of literacy with a guided inquiry model on the Science Process Skills of MI Nurul Huda Students, Mojokerto Regency. This research uses quantitative research. The type of approach is descriptive quantitative research, namely research to provide an overview of the symptoms, phenomena, or facts studied by describing the values of independent variables, without intending to connect or compare. From the results of the study, the influence of literacy and guided inquiry on the development of students' science process skills has a value of 78.1%, thus the variable indicates a sufficient category. This means that literacy on the development of science process skills is quite influential for students at MI Nurul Huda

Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the topic of Safety in Our Environment

Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the topic of Safety in Our Environment

Efek Bahan Ajar Sains Berbasis Inkuiri Terbimbing Pada Keterampilan Proses Sains dan Hasil Belajar Peserta Didik: Suatu Meta Analisis

The learning orientation of the industrial era 4.0 is centered on collaboration between students and teachers. This orientation departs from the paradigm that students are active subjects both individually and collectively and must be under the guidance of the teacher. Teaching materials are essential and important learning resources needed to encourage teacher efficiency and improve student performance so that an ideal collaboration occurs between students and teachers. The guided inquiry learning model provides opportunities to build knowledge through discovery. The use of the guided inquiry learning model is very effective in developing science process skills and learning outcomes for school students. This research was conducted to see the effect of Guided Inquiry teaching materials in science learning on science process skills and student learning outcomes. This research method uses effect size analysis from 20 national-scale journals. The analysis is based on the category of education level, types of teaching materials and types of science subjects at school. The results showed that the use of guided inquiry teaching materials in learning had a significant effect on science process skills and student learning outcomes.

Student Perception of a Visual Novel for Fostering Science Process Skills

In undergraduate science education, emphasis is often placed on teaching subject matter rather than science process skills (e.g., critical thinking, problem solving). Although important to scientific training, these skills are often not taught because science educators do not feel equipped to teach them. We therefore present a case-scenario activity that aims to facilitate the development of science process skills. This activity, which takes the form of a visual novel, asks students to generate hypotheses for the seemingly odd events that are described in the story. We implemented this activity in a science-process-focused course. Upon completion of the activity, we asked students to submit a written response to the prompt: “What are you taking away from the activity?” In this exploratory study, we conducted a qualitative analysis of these written responses to ascertain whether meaningful codes and themes related to science process would arise from this open-ended prompt. Based on student responses, four main themes emerged: scientific inquiry, student satisfaction, flexibility, and collaboration. These results demonstrated the activity was both enjoyable, and it successfully enabled students to apply science process skills. We offer this activity in anticipation it will provide educators with a tool to include these skills in their classes.

Toward assessment for playful learning in early childhood: Influences on teachers' science assessment practices

AbstractIn many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. Consistent evidence since the introduction of national quality standards in Australia has identified a need to strengthen teacher capabilities in assessment. This research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the Northern Territory (NT), Australia. Teachers were introduced to the NT Preschool Science Games and were supported to apply an assessment tool designed for the observation and development of science process skills. Adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. Our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. Thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. Unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. To support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of Assessment for playful learning.

Pelatihan Pembuatan Insectarium bagi Guru Mts. Dharut Tayyibin Batu Jai Kabupaten Lombok Tengah

Efforts to improve the quality of science learning require various breakthroughs, both in curriculum development, learning innovation, learning media, and fulfilling educational facilities and infrastructure. To improve student achievement, teachers are required to make learning more innovative which encourages students to learn optimally both in independent learning and in classroom learning. In order for learning to be more optimal, it is also necessary that learning media must be effective and selective in accordance with the subjects taught in improving student achievement. Learning media is one of the important components in learning. Media is a tool to understand the concept or subject matter. Biology is a part of science which contains scientific concepts and develops science process skills. Science process skills can be possessed by students through direct observation of objects that involve various student activities in the classroom and outside the classroom. Today, the implementation of the science learning process, especially biology with the approach of science process skills and the use of learning media is still not optimal. There are still few teachers who want to develop science process skills in learning biology. Likewise, there are still teachers who are less creative in using learning media for various reasons, such as the availability of tools and practicum materials, limited funds, time and others. To find alternative solutions to the problem solving above, training on making an insectarium was held for Mts teachers. With the aim of training teachers to make a biology insectarium which is very important in supporting the implementation of biology practicum in schools. The target audience for this service are the teachers of Mts. Dharut Thayyibin Batu Jai, Central Lombok Regency. From the evaluation results, the results and benefits of this service activity include improving the skills of Mts teachers. in making a biology insectarium as a medium for learning biology. This service activity went smoothly, because of various supporters, especially the participation of participants who were quite enthusiastic and actively participated in this training activity. This training activity should be carried out on a broader target and the material can be developed in the manufacture of various types of Biological insectariums. Thus, it is hoped that in the future it will be able to help biology teachers in developing science learning media, so that the quality of science learning can be further improved.