Integrated Science Process Skills Research Articles

Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge

The purpose of this research aims to study the interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. A survey research with an ex post facto design is employed. Data collection is carried out by direct observation, learning outcomes documents, questionnaire sheets which covered by science process skills, and scientific attitudes questionnaires. Seventy eight students were taken randomly. The research instruments consisted of 14 items about basic science process skills, 18 items about integrated science process skills, and 28 items about scientific attitudes. Data analysis used descriptive statistics, regression analysis, and multiple correlations. The results showed that 1) positive interactions between basic science process skills in TPCK, 2) negative interaction between integrated science process skills in TPCK, 3) positive interactions between scientific attitudes towards TPCK, and 4) the presence of joint interactions -the same between science process skills and scientific attitudes toward TPCK. Further discussion needs to be carried out why this happens to help students understand scientific attitudes, scientific process skills, and TPCK as well.

Analysis of science process skills in student worksheet on microorganism topics for senior high school

The research aimed to analyze the potency of science process skills (SPS) which developed in the student worksheet. This research was content analysis. The population of this research was student worksheet in Yogyakarta based on curriculum 2013. Samples were taken with a purposive sampling technique. The instrument of the data collection was an observation sheet science process skills (SPS) adapted from Rezba. Data of the research were analyzed using qualitative analysis techniques. The results of the research that 1) the science process skills (SPS) developed in student worksheet is basic science process skills (BSPS) and integrated science process skills (ISPS); 2) the basic science process skills (BSPS) that developed in biology worksheet is observing, inferring, classifying and communicating, while the integrated science process skills (ISPS) that developed in the worksheet is tabulating and graphing data, analyzing investigations, and experimenting. The science process skills (SPS) developed in student worksheet are in line with the type of science process skills (SPS) required in the formulation of the curriculum 2013 basic competencies.

Analysis of science process skills in physics education students

This study aims to analyze students' science process skills on specific heat material by reviewing two aspects of basic science process skills indicators (observation and classification), and two indicators of integrated science process skills (identifying variables and making hypotheses). This research uses a descriptive quantitative method. In this study, the sample used was 35 students of physics education of batch 2018 who were randomly selected. The assessment instrument used was the science process skills observation sheet with the skill score used in the form of a Likert scale. The results of the study show that the students' mastery of basic science process skills on the observation indicator is 65% in the good category, 30% in the high category, and 10% in the category of not good to low, whereas, the classification indicators obtained are 54.3% and 37.1% of students have mastered classification skills in both good and high categories. The remaining 8.6% are classified in the not good category. For the mastery of integrated science process skills in the variable identification indicator, 60% of them are in the good category and 14.3% in the high category. The rest are in the category of not good and low. For the indicators of skills in making hypotheses, 65.7% and 14.3% are in the good and high categories. It proves that physics education students have mastery of science process skills that are in the good category.

Examining of Secondary School Students’ Integrated Science Process Skills

Integrated science process skills (ISPS) are a fundamental variable in scientific inquiry and scientific literacy. If students are proficient in this skill, they will be ready for living and working in the 21st-century, which requires the application of scientific knowledge and scientific inquiry. For these reasons, the researchers undertook a study to investigate the ISPS of Thai lower secondary school students. From the use of stratified random sampling, 350 Bangkok, Thailand Grade 8 secondary school students were selected. The SPSS Version 23 statistics software was used for data analysis of the mean and standard deviation. A first-order confirmatory factor analysis (CFA) and a two-way analysis of variance (ANOVA) were also employed. Findings from the research determined that student ISPS consisted of five indicators, including 1) controlling variables 2) hypotheses formulation 3) defining variables operationally 4) experimentation, and 5) data interpretation. Findings also revealed that overall, student ISPS were at a level that needed improvement.

Advance organizers in flipped classroom via e-learning management system and the promotion of integrated science process skills

Flipped Classroom (FC) has been considerably investigated in research and practice contexts because of the capacity it assumes to have in enhancing learners’ outcomes. However, research that explores advance organizers' impact, which might result in affecting the expected learning outcomes in the FC, is still insufficient. Hence, the present study aimed to assess the effectiveness of advance organizers utilization in FC via Learning Management System to develop learners’ integrated science process skills. It was carried out on all home economics students enrolled in a course entitled "Research Proposal" who were randomly divided into two equal groups, experimental and control. Data were collected through a five- domain product evaluation card namely, the operational definition; identifying and controlling variables; formulating hypothesis; experimenting; and interpreting data. Results showed that achievement and performance of participants who learnt the course content via FC lectures with the use of an advance organizer were better than the performance and achievement of their colleagues in the control group that were not provided by any advance organizer. In light of these results, the study concluded that advance organizers, if used in FC could have interesting benefits for research and development of learners’ integrated science process skills.

Identification of students’ science process skills in Basic Physics Practicum II in using e-module

Good science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category.

The Influence of Skills of Integrated Character Science Processes on The Results of Physics Learning

This study was conducted to find out whether the integrated science process skills test character to the character influences the learning outcomes of high school physics. The study was conducted at SMAN 1 Maumere in class XI MIA 1 as an experimental class and XI MIA 2 as a control class with material namely optical instruments in the even semester of 2017/2018 school year. The research method used is an experiment with Quasi Experimental Quasi Experimental research design used, namely The None Equivalent Pretest- Posttest Control Group Design, while the research subject retrieval technique is Simple Random Sampling. The research subjects used were 33 students both from the experimental class and the control class. Before the research instrument is used, the validity and reliability test is first tested. In the validity test using Pearson Product Moment correlation, there were 24 questions tested and obtained results in 18 valid questions and 6 drop questions. In the reliability test using the Cronbach Alpha formula get results r count = 0.870> 0.329; so that the instrument is said to be reliab with high interpretation. The next step is data retrieval using instruments that are valid and reliable and then performed an analysis prerequisite test in the form of normality test and homogeneity test. In the test for normality using chi squared results are obtained; with a significant level of α = 0.05 and the number of samples was 33 students in the experimental class and in the control class which meant that the experimental and control classes were normally distributed. In the homogeneity test using the F test results obtained,; with a significant level of α = 0.05 and a total sample of 33 students, the research class is a homogeneous class. In the last stage the hypothesis test with the t-test is obtained and the results are obtained; with a significant level of α=0.05 and a total sample of 33 students, the integrated science process skills of the characters developed affected the learning outcomes of physics.

BASIC AND INTEGRATED SCIENCE PROCESS SKILLS ACQUISITION AND SCIENCE ACHIEVEMENT OF SEVENTH-GRADE LEARNERS

For effective science inquiry and hands-on science learning, students should have a good mastery of the science process skills (SPS) before applying the processes. SPS are the building-blocks of critical thinking and inquiry in science. This study sought to investigate students’ SPS acquisition level and its relationship with their academic performance in science. The Science Process Skills Test, a 24-item test intended to quantify students’ basic and integrated SPS, was administered to the 100 randomly selected Grade 7 students of a private secondary school in Northern Luzon, Philippines. The data were analyzed using descriptive and correlational research methods. The results of the study revealed that the students have an average level of basic science process skills, and a low level of integrated science process skills. A significant correlation between students’ performance in science and basic SPS was reported. On the other hand, students’ integrated SPS was found not significantly related to their performance. Furthermore, there was a highly significant, positive correlation between the students’ overall science process skills and science achievement. Hence, it was recommended that students’ science process skills be improved through proper designs of inquiry-based experiments and activities to enhance and elevate students’ achievement in science. Article visualizations:

Students’ Integrated Science Process Skills Through CLIS Model

This research was conducted for improve students' integrated science process skills such as aspects of interpreting data, formulating hypotheses, planning experiments, and applying concepts through the CLIS learning model. This quantitative research with pre-experimental design uses the one group pre-test post-test design research design. The subjects in this study consisted of 27 students in one of the SMA Negeri on Singkawang City with the sampling technique in the form of a purposive sampling technique. The data collection technique in this study is tests of integrated science process skills that consists of 10 question multiple choice with five reasoned choices previously tested try with a reliability of 0.47 in the sufficient category. The increase in KPS analyzed by N-gain of 0.67 is in the medium category. It can be concluded that the application of CLIS learning model successfully enriching knowledges and can improve students’ integrated science process skills.

Development and Effect of Integrated Science Process Skills Module Towards Higher Order Thinking Skills Based on Edutainment

Development and Effect of Integrated Science Process Skills Module Towards Higher Order Thinking Skills Based on Edutainment

UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA

This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS. Keywords: academic majors, grade levels, science process skills, undergraduate students.

The Effectiveness of Scientific Approach Using Encyclopedia as Learning Materials in Improving Students’ Science Process Skills in Science

A scientific approach for biology students in the Vertebrate course is needed in order to improve the skills and enrich the experience for new spirit of learning. The research was a quantitative research aiming to explain the influence of the encyclopedia as learning materials used in the scientific approach to improving the students’ science process skills. Meanwhile, to reveal the influence of each indicator in each predictor, a qualitative descriptive analysis was employed. The encyclopedia was found to be able to provide visualization to represent an explanation. The respondents in this study were biology students who attended the Vertebrate course. Thirty respondents were selected through a cluster random sampling technique. A test of science process skills was the instrument of this research. Furthermore, the ANOVA was utilized in testing the hypothesis. The analysis results showed that there was a different effect of the learning approach on the basic science process skills. Moreover, there was also a significant influence of the scientific approach to basic science processing skills at a significance level of 0.001 (on corrected model) with F value equal to 7.411. Meanwhile, the significance level for basic science process skills was 0.024 with the p-value <0.05 and F value of 5.357. For the integrated science, there was a significant effect of the learning approach to the integrated science process skills at the significance level of 0.000 with the F value of 12.537. The significance value for the integrated science process skills was 0.044 with p-value <0.05 and F value of 4.224.

Science process skills acquisition level among form two students in one district of Sabah

This research was conducted to identify the acquisition level of science process skills among Form 2 students in one of the districts of Sabah, Malaysia, and to investigate the difference between male and female students' acquisition levels of such skills. The survey study involved a sample of 269 students (134 female and 135 male) aged 14 to15 years using the Science Process Skills Test (SPST) that consists of 35 items covering Basic Science Process Skills (BSPS) and the Integrated Science Process Skills (ISPS). The descriptive statistical results indicated that the science process skills for both male and female students were at a moderate level. The male and female students scored 47.28% and 49.89% respectively in the SPST. The independent t-test result revealed that there was no significant difference between male and female students' science process skills, although female students got better scores compared to male students with a p-value (0.684) that was more than 0.05 (p&gt; 0.05). In conclusion, the acquisition of science process skills among students was at a moderate level for both genders despite the different teaching and learning approaches suggested by the Ministry of Education. This indicates the need for more attention being paid towards the teaching and learning activities that might enhance students’ science process skills, and might direct future research in terms of factors that might affect students' performance in terms of such skills.

Pengembangan Asesmen Kinerja untuk Menilai Keterampilan Proses Sains Terintegrasi Siswa pada Konsep Ekosistem

This study was conducted to analyze about the development of the performance assessment in assessing the integrated science process skills on the concept of habitat in the ecosystem. The integrated science process skills require a higher knowledge based to be able to carry out a variety of science process skills in an integrated learning. Performance assessment development process starting from the preparation of the performance assessment, the assessment test in order to obtain the parts repaired and the device obtained a more complete assessment of performance. Descriptive method is used in this research. The study provides information that the instruments developed already proper for use to assess the integrated science process skills on the concept of habitat in the ecosystem. Judging from the achievement test scores on the implementation class development from the previous trials with an average score of integrated KPS by (70.00) and increased at the stage of implementation of (73.11) with good category. It also developed an effective performance assessment to assess the the integrated science process skills with validity of the assessment of performance has increased in every test try. The first trial has the validity number (0,56), the second trials has validity number (0.81) and the last trials has the validity number (0.86). It can be concluded the assessment was developed capable to assessing the integrated science process skills of students with very high the last valdity value.

Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students

Scientific literacy is define as the capacity of use scientific knowledge in order to understand and help make decision about the natural world and the changes made it through human activity. Teachers are a major factor in the success of learning, therefore it is necessary to test the scientific literacy skill of biology teacher students. This study aims to find out science literacy of biology teacher students and the corellation between of integrated science process skill, and reading comprehension skill of biology teacher students to their scientific literacy skill. The method for this research used the survey method with correlational studies. The sample of this research is 81 students of biology teacher students of Jakarta State University. The results shows that the scientific literacy of biology education students is destitute. It is shown from the average score of their scientific literacy skill which is 45.58. This study shows that correlation coefficient obtained is 0,457 which means that there is correlation between integrated science process skill with scientific literacy skill. This study also shows that there is correlation between reading comprehension skill with with scientific literacy skill which correlation coefficient obtained is 0,214.

The Profile of Students’ Science Process Skill in Learning Human Muscle Tissue Experiment at Secondary School

It is important for people absorbs and understand the information of how world their live in works, as human basic form of learning process, science process skills serve as the tools it is not used only by the scientist in the process of their discovery, but also by the people as tools to understand information about the world. The aim of this study was to profile students’ basic science process skills, to profile students’ integrated science process skills, and the profile of students’ science process based on gender. In gaining the data this study uses observation method in students’ laboratory activity. The results of the study indicated that students’ basic science process skills used in the study categorized in a high category with index value above 60%, and integrated science process skills indicators science process used in this study categorized into two categories with; low (23%) and very high (90.7%). There are no differences more than 24% in the profile students science process skills based on gender other than male students did outperform female students.

The inclusion of science process skills in multiple choice questions: Are we getting any better?

The goal of this study was to analyze the science and technology questions with respect to science process skills (SPS) included in the Transition from Primary to Secondary Education (TEOG) examination developed for use with 8th-grade students in Turkey. The 12 TEOG exams administered in the course of three academic years from 2014 through 2016 that included 238 science and technology questions were subjected to document analysis to determine whether the process is being made toward incorporating science process skills in this high-stakes exam. The number of science and technology questions that incorporated SPS increased from 49 in 2013-2014 to 53 in 2014-2015 and 76 in the most recent year, 2015-2016. These questions included interpretation and inference skills far more often (n = 59) than data processing/modeling/hypothesis skills (n = 2). The document analysis showed that basic science process skills were included in science and technology questions more or less as often as integrated science process skills.

THE EFFECTIVENESS OF THE THREE LEVELS OF INQUIRY IN IMPROVING TEACHER TRAINING STUDENTS’ SCIENCE PROCESS SKILLS

Teacher training students require the mastery of science process skills (SPS) to improve their performance in teaching science. The purpose of this research was to (1) compare the difference in effectiveness between the three levels of inquiry (structured, guided, open inquiry) and the conventional strategy in improving SPS; (2) compare the differences in effectiveness between the three levels of inquiry and conventional strategy in improving the integrated science process skills (ISPS), especially the skills of preparing experimental procedures, collecting data, presenting data, discussing data, and making conclusion. This research was a quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consisted of 154 students of Teacher Training for Elementary School Education of University of Mataram. The data were collected by using SPS test and the scoring of experiment report. The data were analyzed by using ANCOVA and the Kruskal Wallis test. The results indicate that there is a significant difference in the effectiveness between the three levels of inquiry and the conventional strategy in improving SPS. Among the three levels of inquiry itself, there is no any significant difference. On the ISPS, the open inquiry has the highest effectiveness and the structured inquiry has the lowest effectiveness. Keywords: guided inquiry, inquiry levels, open inquiry, structured inquiry, science process skills.

The Analysis of the Science Textbooks for the First Three Grades in the Brimary Education in Jordan in the Domain of Science Process Skills (2017)

The current study aims at detecting the essential and integrated science process skills in the first three grades of the primary education in Jordan using the analytical and descriptive Method. The study population consists of the science textbooks of the first three grades in the primary education in Jordan in 2015/2016.The sample of the study is its population. The study has shown that the most basic science process skills included in the science textbooks is the observation process. The textbooks also include all the integrated science process skills, and the experimental process is the most frequent one. However, the books do not include the processes of using time and place elations and the connection process. According to its results, the study has recommended the following. The process of using numbers in the science textbooks of the first grade, and also the processes of using time and place processes, and connections process in the first three grades science books along with the basic science process skills in an organized and balanced form, in the first three grades should be included, it also suggests conducting a study about the evaluation of the first three grades teachers, and the changes in the science textbooks of the first three grades in Jordan.

Fuzzy Delphi Method for Content Validation of Integrated Science Process Skills Instrument

The purpose of this paper is to obtain expert consensus on the writing of relevant items which allied their competency indicators of integrated science process skills. There are five constructs of integrated science process skills, namely formulating hypotheses, defining operationally, identifying and controlling variables, interpreting data, and experimenting. Verification is done by 13 experts in the field of science education using structured questionnaire aiming to validate the items-indicators to gain response about form one student’s ability on integrated science process skills. Questionnaire containing 26 items of 5-point Likert scale was given to experts. Consensus from the experts was further analysed using Fuzzy Delphi method. The study found that expert consensus on the items-indicators of integrated science process skills were more than 75% with the threshold value (d) ? 0.2 and ?-cut value ? 0.5.