Integrated Science Process Skills Research Articles

Inquiry-Based Learning Resource Material for Improved Integrated Process Skills in Elementary Science

Poor science education techniques may lead to low science competence. The shift in education tends to be in distance learning, which negatively impacts Philippine Education. Consequently, educators are looking for the best innovations to help bridge the science education gap, especially in teaching techniques. This study focuses on developing an inquiry-based learning resource to enhance the integrated science process skills of Grade 4 students in Science at Del Remedio Elementary School, San Pablo City, Philippines. Descriptive-developmental methodology was used for this study, which is a process aimed at developing and evaluating a learning tool. The participants of this research are the grade 4 learners of Del Remedio Elementary School. The developed inquiry-based learning resources meet the criteria of being highly acceptable in terms of graphic design and layout feasibility, construction feasibility, language feasibility, and content feasibility, as per the findings. The dependent samples t-test revealed that students' pre-test and post-test scores are significantly different from their integrated science process skills; this implies that their grades improved after inquiry-based learning. The Pearson Product-Moment correlation shows a significant relationship between the students; inquiry-based learning technique and their level of integrated science process skills, with a significant level of 0.05. This led to the conclusion that the technique implemented to be used in the developed resource material helps students improve their understanding of the lesson, leading them to higher achievements.

The impact of advance organizers in virtual classrooms on the development of integrated science process skills.

Unlike virtual classrooms that have received extensive research attention in both academic and practical contexts because of their ability to improve students' outcomes, the use of advance organizers are still in need for more research to prove their efficacy in fulfilling expected learning outcomes in these virtual classrooms. Hence, the present study aims to identify the impact of using such organizers in virtual classrooms on the development of students' integrated science process skills. The present study was applied to 64 students who were studying for their Master's degree in the vocational education techniques in the "Research Project" course. Participants were randomly divided into two equal experimental groups with 32 students in each. An assessment card of five main domains was used to evaluate students' skills in research procedural definition, identification and control of the research variables, questions and/or hypotheses, procedures and experimentation besides research interpretation of the results. Data analysis showed that the use of advance organizers in virtual classes was of great effect on the development of participants' integrated science process skills because skills of students in the first experimental group were better mastered than the skills of their peers in the second experimental group in accordance with the subskills in the five domains.

Development of a Mini-research-based Digital Module Using Sigil in Endocrinology Learning

Developing technology-based teaching materials that are more innovative, creative, effective, efficient and contextual is a demand in learning. Lecturers are required to be able to develop media and teaching materials by utilizing technological advances. The aim of this research is to develop complete teaching materials or modules consisting of materials, student worksheets, evaluations, assessment techniques and learning videos to improve students' mastery of concepts using the sigil application. The characteristics of the module developed is a digital module based on mini research, where mini research learning can improve students’, problem solving abilities and integrated science process skills. The method in this research is the Design and Development Research method with the PPE model which includes 3 stages: Planning, Production, and Evaluation. The results of the research are digital modules based on mini PPE research models, planning by analyzing the need to design flowcharts and story boards from digital modules, production by creating digital modules, namely compiling the module framework and endocrinology material in Microsoft Word software (html format) the file is opened in the software sigil editor is saved in epub format, evaluation by material experts and media experts by assessing the feasibility of the digital sigil module based on mini research in endocrinology learning. The results of the validity test based on the appropriate aspects of content, language and presentation are valid. The results of the practicality test by students on the aspects of content, language and usefulness are valid. Mini-research-based digital modules using sigil software are valid, practical and suitable for use in Endocrinology courses with the advantage of facilitating thinking skills and increasing student learning independence.

Profile of Basic and Integrated Science Process Skills in Science Learning at Madrasah Ibtidaiyah Negeri

Science process skills underlie every student's activity in learning science at school and its application in technology and problem-solving. However, these skills are not trained enough in the Madrasah Ibtidaiyah Negeri (MIN). Therefore, the purpose of this study was to describe the profile of basic and integrated science process skills in MIN students. This research is a quantitative and qualitative descriptive study, where 79 students from 4 MINs in Hulu Sungai Utara were involved in working on a science process skills test instrument adapted from Suja (2010). The results showed the achievement of students' basic science process skills including measuring, questioning, communication, predicting, classifying, inferring, and observation; as well as the achievement of integrated science process skills including formulating hypotheses, planning experiments, interpreting data, and applying concepts with the lowest being 5.3% (hypothesizing) and the highest being 51.8% (measuring). Therefore; The profile of students' basic and integrated science process skills is still not good. Considering scientific process skills as the basic foundation in learning science, educators need to cultivate these skills in learning scientific concepts and their application in solving real life problems.

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.

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

Effectiveness of Guided Inquiry-Based Mosiry E-Module on the Immune System in Improving Students' Integrated Science Process Skills (SPS)

Integrated Science Process Skills online learning cannot be taught optimally so learning media are needed that can teach integrated, interactive, and practical SPS. One such media is an e-module. This study aimed to determine the feasibility and effectiveness of Guided Inquiry-Based e-module, or Mosiry, in improving Integrated SPS of Class XI students in the Immune System subject. This research is a developmental research, using the 4D development design stages: 1) Defining; 2) Designing; 3) Development; and 4) Disseminate. The sample was selected using a purposive sampling method. Data was collected by using observation, interviews, questionnaires, and pretest/posttest; and data was analysed based on media feasibility, and effectiveness analysis. The results of this study were that the Mosiry e-module is suitable for use as a learning medium for the Immune System and could improve students' SPS in the moderate category.should set a pilot programme to test the effectiveness and practicability of this model.

PENGEMBANGAN INSTRUMEN PENILAIAN KETERAMPILAN PROSES SAINS TERINTEGRASI 4C PADA PEMBELAJARAN BIOLOGI SMA

This study aimed to determine the development process, validity, reliability, and practicality of the 4C integrated science process skills assessment instrument in high school biology learning. This research was a type of development research with development steps including determining the purpose of preparing the instrument, looking for relevant theory or scope of material, compiling instrument item indicators, compiling instrument items, content validation, revising based on validator input, conducting tests on appropriate responses to obtain response data participants, perform validity and reliability analyses, and assemble the instrument. The subjects in this study were class X students of SMA Negeri 4 Lubuklinggau City. Data analysis was performed by analyzing content validity using the Aiken index formula, construction validity using exploratory factor analysis (EFA), and reliability using Cronbach's alpha formula. The results of this study were that the 4C integrated science process skill assessment instrument in high school biology learning which was developed was valid with an Aiken V index value of 0.87 and was included in the high category, and the developed instrument contains aspects that are feasible to use which were included in 4 factors. The instrument for assessing the 4C integrated science process skills in high school biology learning was developed to be reliable with a reliability coefficient of 0.729. The 4C integrated science process skills assessment instrument for high school biology learning was developed practically with a practical value of 85.23% which was included in the very practical category.

A Study of Student Science Process Skills: In Formal Change Practices

Research Objectives: This study aims to describe students' science process skills in the transformation practicum using an m-module based manual. Methodology: This study used a descriptive qualitative approach involving 40 physics education students at Jambi University. The sampling technique used is total sampling. The data collection instrument used the observation sheet of science process skills. The science process skills that are focused are basic science process skills, namely communication and measuring as well as integrated science process skills making graphs and describing relationships between variables. Main Findings: The results of this research were Jambi university physics education students who had good science process skills, especially measurement skills, 65% of the 40 students were in the very good category. This is also influenced by the effective use of e-modules and m-modules that are attractive to students. Novelty/Originality of Research: The effectiveness of the use of the m-module is seen in the good basic abilities of students in the practice of changing forms. Therefore, basic science process skills influence the development of integrated science process skills, where communication and measurement skills are part of basic science process skills.

The Development of Integrated Science Process Skills Test in Research and Knowledge Formation the Lower Secondary Students

The purposes of this research is to: 1) to create an integrated science process skill test, in Research and Knowledge Formation for lower secondary students. 2) to examine the quality of the integrated science process skill test scale and 3) to find a cut-off score and create a manual for using the integrated science process skill measurement in research and knowledge formation for lower secondary students. The sample group in this research was a 950 lower secondary students in the world-class International standard school under the Secondary Educational Service Area Office 17 in 2nd semester, academic year 2018, selected by simple random sampling technique. The instrument used in the research was the multiple choice with 4 options for 40 items. The results of this research were as follow: the content validity of integrated science process skill measurement test was at a good quality whit the Index of Item-Objective Congruence (IOC) was at .67-1.00, the item difficulty was between .30-.80, the item discrimination was between .20-.67, the reliability of the test was at .93. The concurrent validity by Pearson’s correlation coefficient was .88 and structural straightness found that the model of integrated science process skills measurement test in research and knowledge creation agreed with empirical data. The Chi-square 1067.39, (p = .00), RMSEA = .033, GFI = .91, AGFI = .90, CFI = .99 and RMR = .009. The cut-off score of the integrated science process skill test scale in research and knowledge formation for lower secondary students, based on Angkoff's method of scoring cut points was at 23 points out of 40 full points.

Interactive video’s urgency on guided inquiry laboratory to improve integrated science process skills

There are various obstacles to practice integrated science process skills of students through guided inquiry laboratory learning. Therefore, this study aimed to describe the results of the analysis phase on the ADDIE product development method, which forms the basis for the need for interactive videos in guided inquiry laboratory learning to improve integrated science process skills. The analytical procedures used were identifying gaps in the performance of students' integrated science process skills, identifying the cause, collecting infrastructure information, and determining appropriate products. Data was collected through tests and questionnaires from 42 students and 7 middle school science teachers in West Java. The results show that students' integrated science process skills are low. The cause is the rare provision of learning that facilitates students to design experiments. Students need more intensive guidance, but teachers have limitations in facilitating all the difficulties students face when designing and conducting experiments. Based on the results of an analysis of student characteristics, teacher difficulties, and availability of infrastructure, the interactive video in guided inquiry laboratory learning is suitable for addressing issues of readiness, time management, and difficulties in guiding students so it is hoped that integrated science process skills can improve.

AN ASSESSMENT OF SCIENCE PROCESS SKILLS AMONG SCIENCE STUDENTS IN RIVER STATE, NIGERIA

The present study assessed junior secondary school students' basic and integrated science process skills. The study was conducted during the 2021/2022 academic year in the post-primary education zones of River state, Nigeria. The participants completed a self-report measure of the SPS. A descriptive research method was adopted in the study. The percentage analysis conducted on the data revealed that most respondents (66.2%) were more familiar with the concept of basic science process skills than (33.8%) of their counterparts. Conversely, the result revealed high unfamiliarity with integrated science process skills among the students (84.4%). The finding revealed a gap in science teaching and learning in River state's post-primary education system. It is recommended that teachers improve their pedagogical strategies in the science classroom. The result has implications for developing science education.

Development of 3D Page Flip Physics E-Module with Sound Wave Material Based on Local Angklung Wisdom to Improve Integrated Science Process Skills

Purpose of the study: The research objective of developing the 3D Pageflip Physics E-Module with sound wave material based on local angklung wisdom is to increase students' understanding of physics concepts, integrate local cultural values as a learning context, and develop students' science process skills in an integrated manner.
 Methodology: The research method used in this research is the research and development. Respondents the e-module consisted of 20 class XI Science. The data collection technique is a questionnaire. The data analysis technique uses descriptive statistical tests, expert validation tests to determine  feasibility  e-module. The research procedure is by conducting literature studies, planning, development, product validation, revision, small group testing.
 Main Findings: The research results show that the physics e-module with West Java local wisdom on Sound Waves material has been successfully developed. Validation from experts results in positive assessment of the material content, media and language the module. Students' responses to small-scale test showed good level of acceptance, as well as an increase in their understanding of physics sound concepts. Thus, this e-module has potential to improve physics learning at the high school level, especially in the local context West Java.
 Novelty/Originality of this study: The new thing here is integrating scientific skills with the use of the traditional angklung musical instrument. Embracing the local wisdom of angklung, this e-module offers dynamic and relevant learning, helping students understand physics concepts while comprehensively improving science process skills.

Exploring Basic and Integrated Science Process Skills and Their Impact on Science Achievement among University Students

Learning science is important to gain a broader view and clear understanding of the complex world. This study aimed to examine the effect of the level of understanding of basic and integrated science process skills (SPSs) on student science achievement. The test instrument was administered to measure the level of understanding of basic and integrated SPSs from 73 students studying in the Science Foundation Studies Program. Findings: The findings of the study reveal level of understanding of basic science processes was satisfactory whereas integrated science process skill was poor. A moderate correlation was found between basic SPSs and integrated SPSs. A weak positive correlation was found between basic SPSs and science achievement. There was an insignificant correlation between integrated SPSs and science achievement. The level of understanding of SPSs among both females and males was fair with females and males. The results of the independent sample t-test indicated there were no significant differences in the level of understanding of SPSs between females and males. It is hoped that the findings provide insight into the ability level of students and would be useful to bring a positive change in the Foundation Studies Program.

Hubungan Antara Keterampilan Proses Sains Terintegrasi dan Efikasi Diri dengan Literasi Biologi Siswa

The rapid development of science and technology in the era of globalization requires educational institutions to be able to form students who have scientific literacy skills. Biology is a branch of science. Biological literacy is the development of scientific literacy in a biological context. Science problems, especially biology, that exist in everyday life can be solved if students understand and can use integrated science process skills and high self-efficacy. It is intended that every decision taken when solving problems has a strong foundation and students will be able to develop in achieving achievements and feel optimistic in achieving something. This study aims to determine the relationship between integrated science process skills and self-efficacy with students' biological literacy. This research was conducted at SMA Negeri 3 Depok in the odd semester 2021/2022 academic year. The method used is descriptive method, with the type of correlational study. The sample used was 144 students taken from four classes of X Mathematics and Natural Sciences using simple random sampling technique. The data in this study were taken using three test instruments, namely: a biological literacy test, an integrated science process skills test and a self-efficacy test. The results showed that there was a positive relationship between integrated science process skills and biological literacy, a positive relationship between self-efficacy and biological literacy, a positive relationship between integrated science process skills and students' self-efficacy and biological literacy. Keywords: self-Efficacy, integrated science process skills, biological literacy

Gender Differences: Students' science process skills based on gender homogeneous class

The purpose of this study was to describe the ability of students' science process skills based on indicators, and to find out whether there were differences in students' science process skills based on gender homogeneous classes. This study was  qualitative research with descriptive and inferential statistical approaches. Data collection was conducted at SMPN 9 Muaro Jambi with a population of all eighth grade students, and the research sample was 60 students consisting of 28 male students and 32 female students from 2 sample classes. The instrument used in this study was a science process skill observation sheet. The data processing technique used was descriptive statistics. The results show that, first, the science process skills of male and female students are in the good category based on basic and integrated science process skills indicated by the score of higher than  50% on each indicator. Secondly, there were also no differences in the science process skills between male students and and female students.

Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of "Heat, Temperature and Pressure" and the Effects of the Activities on the Development of Scientific Process Skills

This study aims to reveal the effectiveness of the problem-based learning (PBL) model in teaching the concepts of heat, temperature and pressure, as well as the effect of the activities on the development of scientific process skills. For this purpose, the change in the academic achievement levels of the students constituting the sampling group was tried to be determined with a pilot application designed based on this model. The research was carried out on a single group based on a pretest-posttest applied quasi-experimental design. Teaching activities addressing the concepts of heat, temperature and pressure and designed according to the PBL model were carried out in a private school over a two-week period. In this context, a unique problem situation was designed, in which two brothers watched and discussed the volume changes of small and large inflated balloons with the effect of temperature, and student-centered activities were carried out, in which demonstration, lecture, question-answer and discussion methods were dominantly used. The problem situation, which includes important connections such as gas, gas pressure, temperature and heat concepts, the relationship between heat and temperature, and the relationship between temperature and pressure, which are known to be quite difficult to understand by 8th-grade students, were implemented sequentially in a single scenario. From the pretest-posttest results, it was determined that there was a significant positive difference in the academic achievement levels of the students constituting the sampling group after the application, and there was a very large difference between the pretest-posttest scores (66.0-92.5). As a result, it can be said that very striking results can be achieved in understanding the selected concepts and the relations between them, with the scenario and appropriate teaching activities designed in a sufficient time based on the problem-based teaching model, and especially the effective and interactive use of demonstration and question-answer methods. Moreover, the results of the pre-test and post-test related to the integrated science process skills test showed that the application in question led to a positive and significant difference in the scientific process skills of the students.

Metacognitive Approaches and Learning Modalities to improve Integrated Science Process Skills

The study was an attempt to determine the effects of metacognitive strategies on integrated science process skills. The learning modalities of the respondents as accommodators, convergers, divergers, and assimilators and their initial level of Integrated Science Process Skills were identified. The Integrated Science Process Skills were controlling variables, defining operationally, formulation of hypotheses, interpretation of data, experimentation, and formulation of models. Using an experimental design of research, it involved the 72 Grade 11 students in San Bartolome Integrated High School, San Pablo City during the Academic Year 2019-2020. Survey questionnaires for learning modalities, integrated science process skills test and metacognitive instructional plans were utilized to gather the data. Results revealed that there was a significant difference in the pre and post-test scores within the PLAN group in terms of all the integrated science process skills of the learners while controlling variables and formulation of hypotheses were not significantly different for the RT group. For the difference of pretest scores between groups, no significant differences were noted and all skills were different except for controlling variables and formulation of models for the post-test scores difference.

Students’ Acquisition of Science Process Skills in Chemistry through Computer Simulations and Animations in Secondary Schools in Tanzania

. Scientists currently advocate the use of integrated science process skills to perform scientific inquiries in the natural world. In Tanzanian schools, however, the situation leaves a lot to be desired as we consider the poor acquisition of science process skills in the country. This article is an attempt to address the impact of computer simulations and animation in the acquisition of scientific skills. We compare the impact of computer simulations and animations to conventional materials on students' acquisition of integrated science process skills in teaching and learning chemistry. We use a mixed method approach in data collection and quasi-experimental research design coupled with the qualitative data collection process, i.e. focus group discussion. The study involved a total of 320 students. The findings revealed that the treatment group scored better (pre-test, mean = 42.26; standard deviation = 12.16, post-test, mean = 65.79; SD = 13.45) after they were exposed to computer simulations and animations than their counterparts in the control groups (pre-test, mean = 41.59; SD, 12.73, post-test, mean = 48.03; SD = 11.72). Furthermore, a statistically significant difference (p = 0.000, α = 0.05) between the control and treatment groups was found using an independent sample t-test on instructional materials. Thematic analysis of data from students focus group discussion indicated that simulations drew their attention to specifics and made the subject easier to grasp than conventional materials. Therefore, the current study proposes that teachers employ computer simulations and animations to support students’ science process skills at secondary school level.

Acquisition of Science Process Skills through Alternative Learning Modalities among Senior Secondary School Students

The Philippine Department of Education provided Self-learning Modules accompanied by alternative learning modalities, such as modular and online learning, to ensure that learning continues amidst the pandemic. This study assessed the level of acquired basic and integrated science process skills (SPS) of senior high school STEM students. Likewise, this study identified which among the two alternative learning modalities best contributes to the acquisition of science process skills. Through descriptive and inferential analyses, results showed that both online and modular distance learning modality contributes to the acquisition of SPS, indicating the adherence to the mandate of the DepEd in delivering quality education in the new normal. However, the significantly lower level of acquired integrated SPS among learners taking modular learning modality suggests the need to integrate SPS in modules using supplementary instructional materials.