Improve Science Process Skills Research Articles

Implementation of the science e-module based on guided inquiry with the flipped classroom strategy to improve students science process skills

This study aims to determine the influence of implementing a science e-module based on guided inquiry with the flipped classroom strategy to improve junior high school students' science process skills. The research used is pre-experimental with one group pretest-posttest research design to determine the improvement of students' science process skills in one group without any comparison group. The research sample is grade eight junior high school students at SMP Gresik, Indonesia, with a total of 30 students that consist of 15 males and 15 females. The research instruments used are tests (pretest-posttest), observation (students' activity sheets), and survey (students' response questionnaire). The data collection techniques used are written, observation, and survey methods. The results of the tests are analyzed using the N-Gain calculation, which obtained 0.66, which is included in the medium category. The result of the observational analysis towards the improvement of science process skills has a very good category with a percentage of 94.8%. Meanwhile, the student response survey analysis has an average presentation of 96.7% in the very good category. The results of this study indicate that implementing a science e-module based on guided inquiry with the flipped classroom strategy can effectively improve junior high school students' science process skills.

DEVELOPMENT OF CHEMICAL E-MODULES BASED ON PAPUA LOCAL WISDOM ON REDUCTION AND OXIDATION REACTION MATERIALS TO INCREASE STUDENT LEARNING OUTCOMES

This study aims to find out how to make chemical e-modules based on Papuan local wisdom, development of chemical e-modules based on Papuan local wisdom, feasibility of chemical e-modules based on Papuan local wisdom, improvement of science process skills (KPS) and student learning outcomes. class X science using e-module chemistry based on local Papuan wisdom on the material of reduction and oxidation reactions. The research method used is research and development (R and D). This research was conducted in class X IPA1 SMA YPPK Teruna Bakti Jayapura with a total sample of 28 students. E-chemistry module based on Papuan local wisdom on the material of reduction and oxidation reactions through the ADDIE stage arrangement with the use of the school environment can increase students' chemistry learning outcomes with the n-Gain test obtained an average of 0.74 with a high category.

Increasing science process skills using student worksheet guided inquiry-based learning on a simple plane of materials

The study aimed to describe the impact of guided inquiry-based student worksheets on improving the scientific process skills in simple machine materials. This research method uses pre-experimental with the design of one group pretest and posttest. The research targeted samples were students in grade eight junior high schools, 40 Surabaya, Indonesia. The data was obtained by experimental methods with an instrument learning plan, student worksheet, learning implementation sheet, pretest and posttest sheet, and student response questionnaire analyzed in quantitative descriptions. The study results showed that the implementation of learning during two meetings got an average of very good and practical criteria. The target skills are the science process involved in formulating problems, identifying variables, hypothesizing, experimenting, analyzing, concluding, and communicating data. An improvement occurs in professional, scientific process skills. The average N-Gain value obtained 0,75 from the pretest and posttest, categorized as high and effective. The students gave an 88.8% response which was categorized as very good. In conclusion, learning by using guided inquiry-based student works can improve science process skills on simple machine materials.

Overview of Student Skills in Phantom-Based Contraceptive Device Installation

Introduction: The laboratory is a very important element as a means in various scientific activities. The results of the study explain that practicum activities are one of the efforts that can be made to improve science process skills and students' critical thinking skills. Aim: This study aims to describe the skills of students in the installation of a phantom-based intrauterine device (IUD) in the practical course Women's Health and Family Planning. Method: This research is a descriptive observational study. The population in this study were all level 2 students of the D3 Midwifery study program. The sampling technique used a total sampling of 38 people. The instrument used in this study was a checklist for the installation of an intrauterine device. Result: The results showed that students who were able to install phantom-based intrauterine devices were more than 26 people (68.4%), while students who were proficient at installing phantom-based intrauterine devices were fewer, namely 12 people (31.6%). and students who need improvement in installing contraceptives in the womb are 0 people (0%). Conclusion: Overall, the description of students' skills in installing phantom-based intrauterine devices is in the capable category with a percentage of 68.4%. It is hoped that in the next practicum students will be proficient in installing phantom-based intrauterine devices.

The influence of guided inquiry learning models on science process skills and student learning outcomes on chemical equilibrium material

This study aims to determine the effect of the guided inquiry model on improving science process skills and learning outcomes of its correlation in chemistry. This research was conducted at SMA Negeri 1 Siantar Narumonda. The sample in this study consisted of two classes, each of which consisted of 30 students who were taught using guided and conventional inquiry learning models. The instruments used were multiple choice tests (Learning Outcomes), essay tests (Science Process Skills), student worksheets, and observation sheets on the implementation of science process skills. The results of the analysis obtained that the average gain of student learning outcomes who were taught using the guided inquiry learning model (0.789) was different from the conventional model (0.698) and the average gain of science process skills using the guided inquiry model (0.858) was different from the use of conventional learning models (0.789). Hypothesis testing using a two-party t-test for student learning outcomes and science process skills was obtained at 4.465 > 2.00172 and 7.051 > 2.0172. Thus, it was found that there was an influence of the guided inquiry learning model on student learning outcomes and science process skills. The correlation test showed that there was a correlation between learning outcomes and students' science process skills with an r count of 0.525 > 0.361 with a contribution of 27%.

Improving Student's Skills and Concept Understanding in Vibration and Waves with the Use of Visual Media Concepts on Students

This research was conducted to determine the effectiveness of the media in improving science process skills. The effectiveness of visual media was further investigated using the Quasi-Experimental method with a pre-post test control group design. Learning is carried out using a cooperative model of investigative group type. The population is all students of class VIII of one junior high school in West Java academic as many as 324 students. This study aims to develop GI type cooperative learning to improve students' process skills and concept mastery. Science was compiled using cooperative learning with group investigation, but non-visual media in the control class. The results showed that visual media can improve science process skills and mastery of vibration and wave material concepts. It can be seen that the N-Gain value is 55% for science process skills (medium category) and 67% (medium category) for concept mastery. Conclusion of the research can be seen that the use of visual media material vibrations and waves in cooperative learning investigative group type can improve skills, mastery of concepts and motivate students to be active in learning compared with investigative group type cooperative learning without the use of visual media.

Promoting science process skills and learning outcomes through cybergogy approaches with PhET media for Junior High School Students

This study aims to describe the implementation of the cybergogy approach in improving Science Process Skills and learning outcomes. The research design used is One Group Pretest Posttest Design with a quantitative approach. The data collection method used is test and observation. The subjects of this study were 16 students of class VIII-A of Junior High School 2 Papar, Indonesia. Observers in this study were two science teachers and one student majoring in science. The instruments used in this study include learning implementation sheets, Science Process Skills observation sheets, pretest and posttest sheets of cognitive learning outcomes. The data analysis technique used quantitative analysis. Implementing learning through the cybergogy approach is carried out well, and a high learning success rate affects the improvement of science process skills and learning outcomes. The pretest of 80% and posttest of 94,4% showed increased cognitive and affective learning outcomes. The average N-Gain result obtained is 0.7 with high criteria. Science process skills as psychomotor and affective aspects experienced a significant increase. The use of PhET media also increased science process skills and learning outcomes. This study concludes that implementing the cybergogy approach to learning using PhET as a V-Lab media can improve science process skills and student learning outcomes.

The application of modified free inquiry for the science process skills

This study aimed to improve students' science process skills by applying modified free inquiry, which is a modification of two approaches: guided inquiry and free inquiry. The research method used is true-experimental design. The instruments used are test questions with indicators of science process skills and observation sheets on implementing the modified free inquiry learning model. The data collection technique was descriptive and quantitative with hypothesis testing using a nonparametric test Two Independent Sample Test, the Mann-Whitney test, and the gain score pretest and posttest. The results showed an increase in science process skills with an N-Gain value in the experimental class of 0.87 and the control class of 0.19. The results ofhypothesis testing using the Mann-Whitney test obtained a significance value of 0.000 < 0.005, and the observation sheet on the modified free inquiry learning model was obtained 100% well implemented. Based on data analysis, it can be concluded that modified free inquiry can be used as a learning model that can be applied to biology learning and improve science process skills.

Needs Analysis as a Basis for the Development of POE-Based Physics Learning Tools to improve Science Process Skills

The era of the industrial revolution 4.0 is a challenge for the world of education. One of the skills that prepares students to be able to compete in the era of globalization is science process skills. One of the appropriate learning models to improve students’ science process skills is the POE (Prediction, Observation, Explanation) model. In order for the POE model syntax in learning to be carried out properly, the POE model syntax must be integrated in a learning tool in the form of lesson plans, student worksheet and assessment instruments. The purpose of this study is to analyze the needs that exist in the field as the basis for developing learning tools based on the POE model. Needs analysis in this research is front end analysis, student characteristic analysis and learning material analysis. This research uses descriptive analysis method. The results of the study indicate that it is necessary to develop learning tools based on the POE model which is in accordance with the characteristics of students, materials and learning objectives so as to improve students’ science process skills.

Pembelajaran Fisika melalui Virtual Laboratory Berbasis Phet Simulation untuk Meningkatkan Keterampilan Proses Sains Mahasiswa Pada Materi Listrik

The purpose of this research is to analyze the improvement of students' science process skills through a virtual laboratory based on PHET simulation on electrical materials. This study is a quantitative study using a quasi-experimental nonequivalent control group design. This research was conducted for 6 months on second-semester students, totaling 140 students. The instruments in this research are observations, interviews, and tests. The increase in science process skills was analyzed using the N-Gain value. The results of the analysis show that learning physics through a virtual laboratory based on PHET simulation is proven to improve students' science process skills. The improvement of science process skills in the experimental class was better than in the control class.

Development of E-Worksheet Assisted by Liveworksheets to Improve Science Process Skills and Collaboration on Chemical Equilibrium Materials

This study aimed to determine the feasibility of e-worksheet assisted by liveworksheets to improve science process skills and collaboration on chemical equilibrium materials based on aspects of validity, practicality, and effectivity. This type of research is research and development using the ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation). The participants of the limited trial were 30 students of class XI Science at ITP Senior High School in Surabaya. The method used is interviews, questionnaires, observations, and tests. This study uses an analysis technique that combines qualitative elements and quantitative elements. Qualitative elements were analyzed descriptively. Quantitative elements were analyzed using Aiken's V analysis, percentage analysis, normality test (Shapiro-Wilk Test), Paired Sample T-Test, and N-Gain analysis. The results of the validity with a value of 0.81 which is categorized as very valid. The practical results with the percentage value of the questionnaire responses and observations of students are 88% and 80.66% in the very good category. The effectivity results in the value of N-Gain cognitive and science process skills of 0.67 and 0.68 with the medium category. And the results of the questionnaire and observation of collaboration skills are 94% and 89% in the very good category. So, it can be concluded that e-worksheet assisted by liveworksheets can improve students' science process skills and collaboration on chemical equilibrium.

Penerapan virtual laboratorium di masa pandemi covid-19 untuk meningkatkan keterampilan proses sains mahasiswa calon guru fisika

The implementation of virtual labs during the pandemic is carried out to improve science process skills. Any 32 physics teacher candidates were involved in this study to take the pretest, posttest, and learning using a virtual lab. The results showed that there was an increase in the science process skills of prospective physics teacher by 0.51 in the medium category. The ability to interpret (0.62), design experiments (0.59), hypothesize (0.47), observe (0.58), predict (0.36) and classify (0.57) experienced an increase in the moderate category. The increase in the high category occurred in the aspect of applying the concept (0.79). Virtual labs can be used as an alternative to online or offline learning to improve students' science process skills.

IMPROVING SCIENCE PROCESS SKILLS AND COLLABORATION ON THE LESSON REACTION RATE USING ELECTRONIC STUDENT WORKSHEET ASSISTED WITH LIVEWORKSHEETS WEBSITE

Improving Science Process Skills And Collaboration On The Lesson On Reaction Rate Using Electronic Student Worksheet Assisted With Liveworksheets Website This study aimed to assess the feasibility of the usage of electronic student worksheets assisted with liveworksheets website to improve science process skills and collaboration on the lesson on reaction rate in terms of validity, practicality, and effectivity. The present study utilized the Analysis-Design-Development-Implementation-Evaluation (ADDIE) development model. Data collected were through interviews, questionnaires, observations, and tests. Data analysis methods used in this study comprised both qualitative and quantitative analysis techniques. Qualitative analysis techniques were carried out descriptively, while quantitative analysis techniques were performed by percentage analysis, normality test (one sample Shapiro-Wilk test), paired sample t-test, and n-gain analysis. The validity test showed an average percentage of 87% with very valid criteria. The practicality test included the results of student responses according to questionnaires and observations of student activities, and the results are an average percentage of 92% and 100%, respectively, which are categorized as very good. The effectivity test comprised the results of the pretest-posttest cognitive and science process skills. The results of the n-gains are 0,46 and 0,61, respectively, with moderate criteria, while the results of questionnaires and observation of collaboration skills are an average percentage of 94% and 83%, respectively, with very good criteria. Electronic student worksheets assisted with liveworksheets website to improve science process skills and collaboration is essential to be developed as an effort to train 21st-century skills.

Effectiveness of animated videos to improve science process skills and creativity in science learning during COVID-19 pandemic

The main objective of this research was to determine the effectiveness level of using animated videos in science learning to improve students’ science process skills and creativity during COVID-19 Pandemic. The research approach used was development research. The subjects involved in the effectiveness test of animated videos were 60 students from the fifth grade of SD Negeri 4 Pringgabaya. The instruments used to obtain data on the effectiveness test results of utilization of animated videos in science learning were in the form of questionnaires. The analytical technique used in this research was descriptive quantitative. The research results showed that the effectiveness of animated videos used in science learning included in the good and excellence categories.

THE USE OF MULTIMEDIA AS AN EFFORT TO IMPROVE ELEMENTARY TEACHER COMPREHENSION ABILITY AND CREATIVE THINKING SKILLS IN FOLLOWING SCIENCE STUDY COURSES

The research objective was to improve the understanding and creative thinking skills of elementary teacher education college student as prospective teachers in following science courses. The research design used is to make college student groups into small groups. During the learning process, observations about college student cooperation during learning with multimedia media were carried out to assess their understanding and creative thinking skills. The results of the observations of each cycle were evaluated as material for reflection in the next cycle to improve college student understanding and creative thinking skills in accordance with predetermined targets. Data analysis was carried out by descriptive quantitative. From the results of the T-test, it was found that there were significant differences. This means that understanding of concepts and Science Process Skills increases after prospective teacher college student experience the science learning process using multimedia learning media. From the results, the average value of understanding the concept increased from 53.61 % to 89.78%. and science process skills increased the average value from 43.57 to 87.32. 92% of college student gave a positive response, namely agreeing and strongly agreeing that the science lecture process using multimedia learning media can improve science process skills and understanding of material in science subjects for elementary teacher education college student

Science Process Skills and Critical Thinking Ability Assessed from Students' Gender

Science process skills and critical thinking are skills that are very important and must be possessed by students in the 21st century. The purpose of this study is to determine the scientific process and critical thinking skills in terms of gender and see whether there is a relationship between science process skills and critical thinking skills. student. This is because the researcher wants to see a comparison of the abilities of male and female students. This research is a type of quantitative research with a research design. The population of this study were students of SMAN 6 Batanghari and the samples used were students of class A and class B, totaling 80 students with a ratio of 50 female students and 30 male students. The sampling technique used is simple random sampling with the criteria of students who are in Accredited Schools A and Class XII students who have studied the latest direct material. The search instrument used was an observation sheet and a critical reflectance test sheet. The data analysis used is descriptive statistical analysis and deductive analysis. Based on the results obtained, it can be concluded that the science process skills and critical thinking skills of female students are higher than male students. besides that there is a high and positive relationship between students' critical thinking skills and students' critical thinking skills. Based on these results, this research can be useful for teachers, namely so that teachers can carry out learning that can develop and improve science process skills so that students' critical thinking skills can also increase. In addition, the benefits for students themselves are so that students are accustomed to using skills in the learning process and can provide critical solutions in solving problems.

Development of Online Learning Media using Guided Inquiry to Improve Science Process Skills of Elementary School Students Assisted by Microsoft Office 365

The research aims to produce a valid, practical, and effective Microsoft Office 365 guided inquiry learning tool to practice students' science process skills in elementary school. The development of this learning device uses a Four-D model. It is tested on students at Elementary School, in grade IV, class A and B using the design of one Group Pretest-Posttest design. The learning devices developed include syllabus, lesson plans, teaching materials, student worksheets, and science process skills tests with teaching materials themed light properties. Data collection uses validation, observation, and test methods—data analysis techniques using N-Gain, Paired samples t-test, and independent t-test. Science process skill results increased by an average N-Gain of more than 75% or categorized high. The data analysis techniques used to determine the improvement of science process skills are by using Paired samples t-Test that there is an increase in the scientific process skills in the grade IV Elementary School after learning activities. The independent t-test showed that the learning devices used in the sample group had a relatively similar (consistent) influence. Based on data analysis, it can be concluded that the guided inquiry model online science learning device effectively improves the science process skills of elementary school students. This study implies that Microsoft Office 365-assisted online science learning tools have the potential to be a solution and alternative to improve science process skills.

Effectiveness of OCCIE Learning Model to Improve Science Process Skills of Senior High School Students

The research aims to analyze the effectiveness of the OCCIE learning model to improve the science process skills of high school students in learning chemistry. The OCCIE learning model has 5 phases, namely: Orientation, Construct, Communicate, Improve, and Evaluate which are specifically designed to improve science process skills. Methods of data collection using tests. The scientific process skills assessment instrument was valid and reliable. The main results show that the OCCIE learning model is proven to be effective in improving science process skills in learning chemistry in high school. In addition, there was a significant and consistent increase in the science process skills of Senior High School students in chemistry learning. The implications of the results of this study indicate that this model deserves to be used as an alternative model for Senior High School students' science process skills in chemistry learning in Indonesia. Further research can be focused on: (1) Teachers must prepare and ensure tools and materials can be used for experimental activities in the laboratory; (2) The time allocation must be adjusted to the characteristics of the material and students for those who are using the OCCIE Learning Model for the first time; (3) The group must have been determined by the teacher before learning using the OCCIE Learning Model so that the time allocation is more effective.

Penerapan Asesmen Kinerja untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar Kognitif Siswa

The purpose of this study was to find out that the application of performance assessments can improve science process skills and cognitive learning outcomes for grade VII students of SMP Negeri 5 Demak in the 2017/2018 academic year. The subjects of this study were seventh grade students of SMP Negeri 5 Demak. The type of research used is Classroom Action Research (CAR), using two cycles. The technique of collecting data was by observing the implementation of the scientific process and testing cognitive learning outcomes as many as 20 questions. The instruments used in this study were implementation test sheets (RPP), science process skills observation sheets, and student cognitive learning outcomes test sheets. The data on the results of the RPP implementation test in the first cycle was 68% at the first and second meetings in the good category, and in the second cycle it was 100% at the first and second meetings in the very good category. The data on the results of science process skills in the first cycle was 55% with a fairly high category, and 75% in the second cycle was included in the high category. Meanwhile, in the cognitive learning outcomes of students, the average value of the first cycle was 66 with classical completeness achieved by students of 40%, and in the second cycle of 77 with classical completeness achieved by students of 90%. Thus, it can be concluded that the application of performance assessments can improve science process skills and cognitive learning outcomes for grade VII students of SMP Negeri 5 Demak in the 2017/2018 academic year.

DEVELOPMENT OF STUDENT WORKSHEET IN NATURAL SCIENCE LEARNING BASED ON PREDICT-OBSERVE-EXPLAIN (POE) TO IMPROVE SCIENCE PROCESS SKILLS

This study aims to determine: (1) the feasibility of students’ worksheet in natural science learning based on POE according to expert lecturers and natural science teachers, (2) students’ science process skill enhancement after using student worksheet in natural science learning based on POE, and (3) students’ responses to student worksheet in natural science learning based on developed POE. This research was a development research with 4D model. The research subject were 11 eighth grade students of Junior High School 2 Pleret. The product trial design used a one-group pretest-posttest design. Data analysis was the conversion of quantitative scores into qualitative values one a scale of four, calculation of percentages, and gain scores. The result showed that: (1) student worksheet in natural science learning based on POE to improve science process skills were declared feasible by expert lecturers and natural science teachers with very good category, (2) mastery of science process skills through observations included good category, while the improving science process skills in terms of pretest-posttest result was in the medium category, and (3) student responses to student worksheet in natural science learning POE was in the very good category.