Indicators Of Science Process Skills Research Articles

Application of the Discovery Learning Model to Improve Students' Science Process Skills on Virus Material

Based on the results of a researcher interview with one of the biology teachers at SMAN 3 Gorontalo, science process skills have been applied before, but in their implementation they do not get maximum results so that science process skills in students do not develop. The purpose of the study was to improve the science process skills of students who used the Discovery Learning model on virus material. This type of research is descriptive quantitative with Pre-Experimental Design research methods and One group pretest and posttest designs. The subjects in this study were 31 students of grade X-4 SMA Negeri 3 Gorontalo. The indicators of science process skills observed in this study consist of aspects of observing, interpreting, applying concepts, grouping, and communicating. The results obtained the average pretest score was 45.21%, and the average posttest score was 77.75%. From the results of the study, it can be concluded that the science process skills of grade X students of SMA Negeri 3 Gorontalo can be improved through the application of the Discovery Learning model

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.

A Study of Students’ Science Process Skills at A National–Plus Middle School in Tarakan

Process science skills are essential for students to understand how the world works. This performance can be measured by exploring students' capacity for scientific knowledge development. The study investigated the science process skills of high school students at one of the National Plus Junior High Schools in Tarakan. The science process skills test was conducted by giving multiple-choice questions to 74 students referring to four indicators: interpreting, graphing, inferring, and explaining. Students answered ten questions representing the five indicators of science process skills under study. The results showed that, in general, students' science process skills in the National Plus Junior High Schools were relatively low. 77.3% of students were in the low category, 4.8% were in the medium category, and 17.9% had high science process skills. The interpreting indicators are at a moderate level (64%), while the other three skills are low, with percentages of 47%, 44%, and 22%, respectively. The low percentage of these four indicators indicates that science lessons need to be optimized by paying attention to and integrating science process skills in student activities during learning. Science teachers should be trained in integrating science process skills into learning. Therefore, developing and applying a learning model that can train science process skills comprehensively and can be implemented optimally is necessary.

Improving the Ability to Observe, Identify and Define Variables Through Comic-Assisted Inquiry Learning Model

This research is motivated by students' science process skills which are still in the low category. Based on the initial observations made there were students who still had difficulty in conducting experiments. This research aims to determine the increase in the ability to observe, identify and define variables through the comic-assisted inquiry learning model. This research was conducted on class XI MIPA 2 students at SMAN 2 Banda Aceh involving 32 students. The research design used in this study isone grup pretest-posttest design. Data collection techniques through tests (pretest andposttest) and student response. The pretest and posttest questions in this research were prepared referring to three indicators of science process skills, namely, observing, identifying and defining variables. After the data is collected, the data is analyzed using the gain test. The results of the research showed that there was an increase in students' science process skills in the aspect of observing by 0.54 in the medium category, identifying by 0.68 in the medium category and defining variables by 0.72 in the high category. Based on the results of this research, it can be concluded that the ability to observe, identify and define variables can be improved through comic-assisted inquiry learning

Analisis Ketermpilan Proses Sains dan Hasil Belajar Siswa Kelas V Menggunakan Model Problem Based Learning pada Materi Energi dan Perubahannya di SD Negeri Seuneubok Johan

Process science skills are an important part of the Natural and Social Sciences, as process science skills can help students understand the world around them, think critically and creatively and can apply their knowledge to solve problems. To achieve science process skills, a learning model is needed that can encourage students to associate material with phenomena This study aims to determine the science process skills and learning outcomes of grade V students by using the PBL learning model on energy materials and their changes at SDN Seuneubok Johan East Aceh. The sample in this study was grade V students totaling 32 students. Data collection techniques use test techniques and observation sheets. The research data were analyzed using descriptive analysis. The results of the analysis and science process skills and student learning outcomes obtained showed that the average percentage of the eight indicators of science process skills and the four types of assessment of learning outcomes was in the range of 61%-100% values with good (77.26%) and very good (94.15%) categories, so it can be concluded that there is an influence in the use of PBL learning models on science process skills and student learning outcomes

Analysis of the Infusion of Science Process Skill Contents into the Ethiopian Grade Nine Biology Textbook: A Content Analysis

This study aims to assess the status of Science Process skill contents in the Ethiopian grade nine biology textbooks. It evaluates the inclusion of basic and integrated science process skills (SPS) involved in scientific inquiry using the eleven Science Process Skills indicators. After having accessed the Ethiopian grade nine biology textbook from the net, the researchers read it once and again while doing this research. The content analysis research design was used in this research. The result confirmed that basic science process skills cover an excessive percentage compared to integrated science process skills. The skills included in the textbook were inferring, observing, and classifying (from the basic SPS), experimenting, and modeling (from the integrated SPS). The textbook is additionally not often made out of scientific communication skills and data collection and interpretation SPSs. However, the textbook no longer consisted of the prediction (from the basic SPS) and hypothesizing and controlling variables (from the integrated SPS). Generally, the research findings confirmed the unequal integration of SPS in the textbook. On the premise of the findings of this study, the researchers forwarded that textbook writers and professionals at the Ministry of Education need to prepare a preferred and harmonized biology textbook with a reasonable balance of all the integrated skills that could increase students’ use of the integrated scientific skills

Observation of the Application of Guided Inquiry Learning Model on Plant Growth and Development Material to Improve Students Science Process Skills

The purpose of the study was to improve the science process skills of students who used the guided inquiry learning model on plant growth and development material. This type of research is quasi experimental in the form of Nonequivalent control group design. Population of all XII IPA classes. Samples of class XII IPA 1 (experimental) using guided inquiry learning model and class XII IPA 2 (control) with discovery learning model. Indicators of science process skills observed in this study consisted of aspects of observing, classifying, interpreting, predicting, asking questions, hypothesizing, using tools and materials, planning experiments, and communicating. The results of the study, science process skills in the experimental class the percentage is higher than the control class. In the experimental class, the aspect of observing was the highest aspect with a percentage of 88.39% while in the control class the highest aspect was the aspect of observing and asking questions with a percentage of 82.09% and 82.59%. The lowest percentage aspect is hypothesizing both experimental and control classes with a percentage of 80.36% and 58.04%. So the observation of the application of the guided inquiry learning model on plant growth and development material can improve students' science process skills.

Analysis of biology teacher candidates' science process skills in vertebrate zoology courses

Science Process Skills (SPS) need to be developed to improve teacher quality in teaching. The existence of the Covid-19 pandemic caused Biology teachers to be unable to carry out practicums so the SPS were helpless. This study aims to analyze the science process skills of biology teacher candidates in vertebrate zoology courses. The research method used is descriptive quantitative through survey techniques. This research was conducted at the PGRI Ronggolawe University and involved 21 participants. This study uses an instrument in the form of an observation sheet to measure scientific process skills. The SPS indicators that are measured are the skills of observing, measuring, compiling tables, and obtaining and processing data. The data obtained is then interpreted into very high, high, low, and very low categories. The percentage of students in each category is then calculated as a map of their science process skills through analysis of quantitative descriptive data. The results showed that 65.5% of prospective biology teachers had SPS scores that were in the very high, high, low, and very low categories. 7.5% has an SPS value which is included in the very low category. In general, biology teacher candidates tend to have very high levels of competency in performing science process skills.

Development of Student Worksheets Based on Science Process Skills on Human Excretion System Materials

Development of Student Worksheets (LKPD) based on science process skills on human excretory system material presented in the form of an application on a smartphone which contains human excretion system material, stages of practicum activities and questions adapted to indicators of science process skills, which are expected to be able to train participants' thinking abilities educate. The research aims to find out: (1) the feasibility of developing science process skills-based LKPD (Student Worksheets): (2) the practicality of developing process skills-based LKPD (Student Worksheets); and (3) The effectiveness of developing LKPD (Student Worksheets) based on science process skills on human excretory system material. The development model in this study is 4D which consists of 4 stages, namely define, design, development, and disseminate the research subject of 30 students of class XI IPA MAS 12 Perbaungan. The research instruments are validation sheets for material experts, linguists, and media experts on feasibility testing, practitioner validation sheets to determine practicality, pretest and posttest sheets for effectiveness testing. The results of this study prove that the skill-based LKPD science process developed is declared very feasible with a percentage of 89.39%, very practical with a percentage of 81.94% and very effective with a high category of learning improvement that has been tested with n-gain with a score of 0.73 and excellent student response with a percentage of 81.58%. The results of this study prove that the developed science process skills-based learner worksheets are very feasible, very practical, and very effective to use in the learning process

Science Process Skills Test Instruments in The New Indonesian Curriculum (Merdeka): Physics Subject in Renewable Energy Topic

The physics subject in the Merdeka Curriculum is organized into two categories, understanding physics and process skills. The physics process skills assessment instruments used by teachers in the field are not appropriate in terms of assessment methods and the assessment tends to be subjective. This study aims to develop a science process skills test instrument in physics learning for high school students, on the topic of Renewable Energy. The method used in this research is development research. The instrument was developed with the Extended Written Response method, essay-type questions consisting of fifteen written test items. Indicators of science process skills developed are observing, questioning and predicting, planning and conducting investigations, processing, analyzing data and information, creating, evaluating and reflecting, and communicating. The stages of developing this test instrument are making indicators of questions, making questions, judgments by topic experts and assessment experts, revising questions, testing, revising questions, and implementing questions at school. The results showed that the test instrument developed was suitable for use as a process skills test instrument on the Renewable Energy topic.

The effect of project-based learning integrated STEM toward science process skill of elementary school student

This research aims to analyze the effect of the project-based learning ( PjBL ) model on the science process skills of Grade V students at SDN Bringinbendo II. The topic is the water cycle. This study uses a quantitative approach to the experimental method, with the type of research being one group pretest-posttest. The sample in this study was the elementary school SDN Bringinbendo II V-grade students, a total of 21 students. Data collection in this study was by using pretest and posttest question sheets in the form of essay questions with science process skills indicators. Data were analyzed using the paired sample t-test and Eta Squared. The results of the paired sample t-test hypothesis, sig. (2-Tailed) 0.000 <0.05, there is a significant effect (H1 is accepted, and H0 is rejected). The STEM-integrated Project Based Learning ( PjBL ) model affects the science process skills of class V students at SDN Bringinbendo II. In addition, it can be seen how much the increase in the results of the Eta Squared test got 0.508 in the pretest and 0.861 in the post-test. The post-test score has increased, and if t ≥ 0.14 indicates a large influence on the Influence of the STEM (Science, Technology, Engineering, Mathematics) Integrated Project Based Learning Model on the Science Process Skills of Grade 5 Elementary School Students.

Use of Science Process Skills Indicators in "Avicom" Science Creativity Competition To Improve Student Critical Thinking

This research was conducted to determine the effectiveness of science process skills indicators (SPS) in scientific creativity competition activities as a learning approach in improving students' critical thinking skills. Avicom is a student scientific creativity competition organized by SMA Avicenna Cinere which is attended by junior high school students from various provinces in Indonesia. This study uses a qualitative descriptive method with a theoretical triangulation approach, namely observation, review, and analysis. The data comes from article documents, videos of participant activities, and competition activities. The results of the analysis of data sources show an increase in the ability of SPS participants in three basic skills which are shown in the form of scientific work products, scientific work articles, and scientific paper presentations. The results of the literature study, this SPS competency indicator has an impact on increasing the participants' critical thinking skills

Development of E-module Basic Physics Practicum Guide to Train Students' Science Process Skills

The practicum guide is an important reference in practical lectures. As a result of the Covid-19 pandemic which has lasted more than two years, some media can be converted into digital media. The basic physics practicum guide e-module was developed during the pandemic with the aim of being able to be used by students who carry out independent practicums at their respective homes using virtual laboratories. In its development, the created e-module is also intended to train students' science process skills. The development was carried out using the ADDIE model and showed that the results of expert validation were very valid. At the implementation stage, it was then tested using a test with questions containing indicators of science process skills showing 77.27% in the medium category, 13.64% low, and 9.09% high. The results of the implementation show that most of the indicators that have good scores are the basic skills of observing, measuring, and predicting.

Implementation of the Science Process Skills Approach Accompanied by the Use of Static Fluid Modules in Fish Cage Buildings

This study aims to investigate the impact of the implementation of the science process skills approach in conjunction with a static fluid module of fish cage buildings on the physics and science process skills learning outcomes of high school students. Quantitative experiments are used in the research method. This study used interviews, observations, tests, documentation, and data collection methods. The SMA Negeri 5 Jember class XI MIPA was the location of the study, and there were two research groups: the experimental group and the control group. The indicators of science process skills used in this study are observing, concluding, communicating, making tables, analyzing experiments, and collecting and processing data. The finding demonstrated that learning with static fluid modules for fish cages in physics and the science process skills approach significantly impacted students' learning outcomes and science process skills. The T-test that was carried out revealed that sig. 2-tailed) is 0.000, it can be concluded that the static fluid module of fish cage buildings and the implementation of the science process skills approach significantly impact students' physics learning outcomes. The study concludes that a static fluid module for fish cages in physics learning in high school and the implementation of the science process skills approach significantly impact student learning outcomes and science process skills.

Design of Science Process Skill-Based Intertextual Learning on Reaction Kinetics Concept

The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.

The Effect of Project Based Learning Integrated STEM to Increase Science Process Skill

This research aims to determine the effect of project-based learning integrated with the STEM method on the greenhouse effect and global warming on science process skills of class XI of the MIPA program in Senior High School in 9 Jakarta. This research is experimental research with two groups. Class control using discovery learning and class experiment using PJBL integrated with STEM. The instrument is a multiple-choice test with as many as 20 questions that use science process skills indicators. Analysis of this research data using the independent sample t-test was used to see the effect of the learning model on the science process skills, and the results obtained showed a significant effect. From the results of the analysis data, there is an effect of PjBL learning integrated STEM method to increase science process skills of students of class XI. Applying project-based learning integrated with STEM dramatically improves students' abilities, especially in observing, applying and conducting experiments. For the questionnaire students' responses to the implementation of the learning model, more than 80% of students were becoming more motivated in learning, more help understanding the subject matter, and could improve their problem-solving abilities.

Pengukuran Keterampilan Proses Sains dan Self-Efficacy Mahasiswa pada Matakuliah Mikrobiologi

This study aims to describe students' initial science process skills and self-efficacy in Microbiology courses. The method used is the descriptive method. The data in this study were obtained through observation sheet instruments on science process skills and questionnaires related to self-efficacy. The measured science process skills indicators included 10 indicators: observing, classifying, finding conclusions, predicting, communicating, hypothesizing, planning experiments, manipulating materials and equipment, and applying and raising questions. The self-efficacy indicators studied are magnitude, strength and generality. The results showed that the average score of students' initial science process skill abilities was 67.2, while the student's initial self-efficacy score was 78. In conclusion, the initial science process skills ability of students in microbiology courses was in the less category, while Initial self-efficacy students are in the sufficient category. 
 Keywords: Science Process Skills, Microbiology, Self-Efficacy

Analysis of Students' Science Process Skills Assisted with Digital Worksheets on Temperature and Heat Materials

This research aimed to determine the analysis of process skills on the digital worksheet for class X MA Almunawaroh material temperature and heat. This study uses a quantitative descriptive method based on 6 indicators of science process skills, namely formulating problems, making observations, formulating hypotheses, testing hypotheses through experiments, analyzing to make conclusions, and communicating results. The material analyzed in the digital worksheet is temperature and heat in terms of explaining concepts, student activities, and using digital worksheets. The results of this study indicate that the criteria for science process skills raise 6 indicators with varying percentages of concept explanations, student activities, and the use of digital worksheets. Each indicator obtained the percentage value of science process skills, namely: formulating problems (23.80%), conducting observations (14.20%), formulating hypotheses (26.20%), testing hypotheses through experiments (21.50%), analyzing to make conclusions (9.58%), communicate results (4.72%). Based on all the digital worksheet-assisted learning series, it can be concluded that science process skills can be measured and trained properly based on 6 indicators of science process skills in learning temperature and heat in class X MA Almunawaroh.

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.

Application of guided inquiry student worksheet on additive materials to improve the science process skills of junior high school students

This study aims to describe the effectiveness of guided inquiry-based worksheets on additive material to improve students' science process skills. This type of research is a pre-experimental design with a one-group pretest-posttest design. The techniques of data collection a written tests and questionnaires. The research instrument was pretest-posttest sheets and student response questionnaires. The subjects in this study are 20 students of SMP Negeri 60 Surabaya class VIII-B in the odd semester of the 2021/2022 academic year. The data obtained were analyzed using quantitative descriptive methods. Based on the research that has been done, the results show that the students' science process skills increased significantly with the analysis of the N-gain average pretest-posttest score of 0.82 with the high category. It is 15% in the medium category and 85% in the high category. The analysis of the average N-gain indicators of science process skills also shows an increase in the high category of 0.82, which shows a percentage of 33% with the acquisition of categories, including aspects of presenting data and communication, and 67% with the acquisition of high categories formulate hypotheses, variables, and conclusions. Student responses to learning by applying guided inquiry-based worksheets showed a good response, with 96.75% in the very good category. Based on the research results, it can be said that guided inquiry-based worksheets can improve students' science process skills.