Science Process Skills Of Students Research Articles

Application of Guided Inquiry Learning Model to Pressure Material in Class VIII Semester II SMP Negeri 8 Palangka Raya Academic Year 2019/2020

The purpose of this research are: (1) To find out the science process skills of students after the Guided Inquiry learning model was applied to the pressure material; and (2) To see the completeness of student learning outcomes after the Guided Inquiry learning model is applied to the pressure material. This research is a pre-experimental study using a design One-Shot Case Study. The study population was all students class VIII SMP Negeri 8 Palangka Raya which amounts to 11 classes. The sample of this research is class VIII-4 with a total of 35 students, but when this research was conducted a pandemic covid-19 was happening so that there were 10 students who were allowed by their parents to take part in the research. The instruments used in this study were the science process skills observation sheet and the cognitive learning outcomes test. The results of the test learning outcomes test of 40 questions obtained 35 can be used and 5 questions were declared invalid with a reliability of 0.72. The results of data analysis showed that the science process skills of students in the aspect of formulating hypotheses had average score 3,17 (good category), the aspect of conducting the experiment has an average score of 3.22 (good category), the aspect of analyzing the data has an average score of 3.05 (quite good category), and the aspect of drawing up conclusions has an average score of 3.2 (good category), while for individual science process skills obtained 1 (10%) students are categorized as very good, 6 (60%) good category students and 3 (30%) good enough category students. Individual learning completeness obtained by 7 students completed and 3 students did not complete from 10 students who took the test. Classically, learning is not complete because only 70.00% of students have completed and have not reached the classical completeness standard, namely ≥ 75%. Specific Learning objectives were obtained 18 Specific learning objectives (51.00%) were complete and 17 Special Learning Objectives (49.00%) were not complete from the 35 Specific Learning Objectives used. This shows that the Guided Inquiry model has a positive effect on the science process skills of students but is still not able to achieve maximum completeness of learning outcomes on the pressure material.

ANALISIS KEMAMPUAN KOMUNIKASI SAINS SISWA PADA PEMBELAJARAN BIOLOGI KELAS X

This study aim to determine the ability of this type of communication science process skills of students in learning biology. This study was conducted in 2014-2015 school year from May to August 2015 in SMAN 12 Bekasi. The population in this study were students of class X of SMAN 12 Bekasi 2014-2015 school year, and the sample is graders totaling X.1 40 students taken using simple random sampling technique. The method used is descriptive quantitative. The results showed that the science process skills mastered type of communication skills of students considered good, with a percentage of 66%. Controlled communication skills of students in explaining the results of the experiment the percentage of 75%. Communication skills in creating graphics, and preparation of the report have a percentage of 65% and 64%, while communications capabilities make diagrams have a percentage of 59%. Debriefing history experienced by students is the habit of practicing create charts, graphs and tables, assessment reference in making charts, graphs, and tables, methods and model featuring charts, graphs, and tables, and preparations of report that create charts, graphs, and tables.Keywords: communication skills, learningbiology, high school student

PENGEMBANGAN MODUL MIKROBIOLOGI BERBASIS INKUIRI TERBIMBING BERDASARKANHASIL PENELITIAN BAKTERI ENDOFIT DARI TUMBUHAN

This research and development aims to develop a valid and effective Microbiology module based guide inquiry on research on Isolation and Identification of Endophytic Bacteria from Ciplukan. The microbiology module was developed in reference to the ADDIE research and development model. The module drafting phase includes:1) the analyzing step through interviews with lecturers and the questionnaire of needs analysis by student respondents; 2) The step of designing learning modules to improve cognitive knowledge and process skills; 3) The step of developing by using module validation; 4) The step of applying which consists of module implementation in learning; 5) The evaluation step which consists of evaluating the validity of modules, cognitive learning outcomes and student science process skills. The results of the study show that the microbiology module developed accordance with the standards of validity, feasibility and practicality.

NEED ANALYSIS OF VIDEO MEDIA DEVELOPMENT PHYSICS LEARNING BASED ON SCIENCE PROCESS SKILLS ON HEAT MATERIAL

This study has the objectives of (1) knowing the constraints on students' understanding in learning physics, especially heat material since the Covid-19 pandemic; (2) see the science process skills in students; (3) describe things that need to be developed in learning media in physics learning; and (4) describes the analysis of the needs for developing learning media based on science process skills on the heat material in high school. This type of research uses quantitative and qualitative research methods, by collecting information and data from written test results distributed online to class X students at SMAN 3 Murung. The analysis technique used is descriptive qualitative analysis technique, from data collection conclusions can be obtained (1) There are obstacles experienced by students in understanding the material because the learning system is carried out online. (2) Students have the ability to apply science process skills. (3) Instructional video media need to be developed in physics learning, especially on heat material in order to encourage students to understand the material. (4) A total of 69.20% of students in understanding physics material find it difficult, 92.31% of students have known learning video media, and 92.31% of students stated that science process skills-based learning video media is needed in learning physics, especially heat material, so the media in the form of this learning video needs to be developed.

Augmented Reality: The Effect in Students’ Achievement, Satisfaction and Interest in Science Education

The purpose of this study was to analyse the students' views and the effects of using Augmented Reality (AR) in learning Science. Given that Science education emphasizes the understanding of the physical and the natural world, the science lesson is basically received through systematic observation and experimentation. The introduction of abstract concepts in the science lesson is implemented gradually by scaffolding the concrete understanding during primary schooling. The potential use of AR, as a teaching tool in facilitating the process of understanding concrete facts, could be beneficial in science education. The introductory topic, "Senses," was chosen; since it is directly related to the students’ anatomy; and it cultivates their interest in Science. A quasi-experimental methodology was utilized to examine the impact of AR on primary school students’ academic achievement, interest, and science-process skills in this study. During the science lesson, the experimental group was exposed to AR stimulation, whereas the control group was not; and rather it learnt through the conventional method. A set of post-test questions was conducted, in order to collect the data on student achievement and science process skills, while a set of questionnaires was employed, in order to identify the students’ interest. The data were analysed by using descriptive statistics and the t-test. In this study, the real world had been augmented by using virtual information, thereby providing new possibilities for science education to become more meaningful. The findings indicated that AR had a significant favourable effect on all three aspects of the experimental group's achievement, interest, and 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.

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.

Students’ learning activities and science process skills: The effectiveness of group investigation learning model

Science learning should prioritize the development of process skills rather than science products because these skills are needed in carrying out the scientific method. Science process skills can be achieved if students are actively involved in learning. One of the learning models that involve student activities is the Group Investigation (GI). This study aims to determine the effectiveness of the GI learning model in practicing students' learning activities and science process skills on additives material at grade VIII. This research is a classroom action research which consists of two cycles. Each cycle consists of planning, implementing, observing and reflecting stages. The research subjects consisted of 30 students. The instrument used was the observation sheet of student activities and science process skills. Data analysis was carried out descriptively qualitatively. The results of this study indicate that student learning activity in the cycle I is 73.3% ("active" category) and in the cycle II is 80.68% ("very active" category). Meanwhile, students' science process skills in the cycle I is 73.03% ("skilled" category) and in the cycle II is 82.36% ("very skilled" category). It can be concluded that GI learning model was effective to practice students’ learning activities and science process skills.

Gender analysis in measurement materials: Critical thinking ability and science processing skills

This study aims to determine whether there is a relationship and difference between science process skills and students' critical thinking skills based on gender. This type of research is descriptive quantitative research. The instruments used observation sheets and essay test questions. The sampling technique used was purposive sampling with samples of 90 students. The data analysis technique used by the researcher was descriptive statistics of Pearson Correlation and ANOVA tests. The results obtained were that the science process skills of students at SMPN 2 Batanghari were classified as good and dominated by female students with a percentage of 80.4%. Critical thinking skills were dominated by female students with a percentage of 32.6% (very critical). Then, there was a significant relationship between science process skills and students' critical thinking skills. Then, in the ANOVA test, male and female students' p-values of science process skills and critical thinking skills were less than 0.05. Therefore, there was a difference between the scientific process and the critical thinking skills of female and male students. This research is expected to contribute to schools and further research to improve learning methods that support critical thinking and science process skills.

Implementation Of Macromedia Flash-Based Parabola Virtual Practicum Application in Growing Science Process Skills During the Covid-19 Pandemic

This study aims to determine the effect of the implementation of a virtual parabolic motion practicum based on macromedia flash on the growth of students' science process skills. The research was carried out at SMA Negeri 2 Bandar Lampung, with a population of all students in class X MIPA, and a sample of class X MIPA 1 as many as 36 students with purposive sampling technique. By using a research design that is one group pretest-posttest. The data analysis technique used is the normality test, the two related sample test, and the N-Gain test. The results showed that there was a difference between the average pretest and posttest values of 7.00 with an N-Gain score of 0.2 with low criteria. Based on the results of the study, it can be concluded that the implementation of a virtual parabolic motion practicum based on macromedia flash has an effect on growing Science Process Skills in students

Analysis of the Problem-Based Story Model Development with ICT Kahoot and the Effectiveness on Students’ Metacognition Awareness and Science Process Skills

This study aims to develop a problem-based story learning model with ICT using the Kahoot interactive quiz that could increase students' metacognition awareness and science process skills which were determined by the validity, practicality, and effectiveness of the learning model. This research was a research development (R&D) 4D Thiagarajan through four stages such as define, design, develop, disseminate. The effectiveness of data collection was done by giving pre-test and post-test questions on metacognition awareness using MAI (Metacognition Awareness Inventory) and questions on students' science process skills by looking at the increase in the average score of normalized gain. The results showed that the learning model was effective for increasing awareness of metacognition, this was based on the average N-Gain in the small group test, large group test, and the dissemination test with an average of 0.62 in the medium category, and on the students' science process skills with an average N-Gain value of 0.61 in the medium category. This model was also declared “valid” by the expert validators and users which was supported by empirical validation results. The practicality of implementing the PBS model had also been tested by observing the teacher's ability in classroom learning, learning responses to the ease with which teachers used the model, and student responses to the learning model applied by the teacher. The final result showed that the problem-based storytelling model developed had met the valid, effective, and practical criteria.

Analysis of the Problem-Based Story Model Development with ICT Kahoot and the Effectiveness on Students’ Metacognition Awareness and Science Process Skills

This study aims to develop a problem-based story learning model with ICT using the Kahoot interactive quiz that could increase students' metacognition awareness and science process skills which were determined by the validity, practicality, and effectiveness of the learning model. This research was a research development (R&D) 4D Thiagarajan through four stages such as define, design, develop, disseminate. The effectiveness of data collection was done by giving pre-test and post-test questions on metacognition awareness using MAI (Metacognition Awareness Inventory) and questions on students' science process skills by looking at the increase in the average score of normalized gain. The results showed that the learning model was effective for increasing awareness of metacognition, this was based on the average N-Gain in the small group test, large group test, and the dissemination test with an average of 0.62 in the medium category, and on the students' science process skills with an average N-Gain value of 0.61 in the medium category. This model was also declared “valid” by the expert validators and users which was supported by empirical validation results. The practicality of implementing the PBS model had also been tested by observing the teacher's ability in classroom learning, learning responses to the ease with which teachers used the model, and student responses to the learning model applied by the teacher. The final result showed that the problem-based storytelling model developed had met the valid, effective, and practical criteria.

Interest and Science Process Skills in Science Education Based on Gender

The importance of students' interest in learning is learning skills, so research is carried out to assess students' interests and skills in depth based on grade level and gender in a school so that interests and skills can be known in depth based on the indicators tested. There has been no research that examines student interest and science process skills in detail based on grade level and generation in a school. So the autor make this study with purpose to analyze how the interest and science process skills between women and men compare in science subjects and to analyze how the relationship between students' interests and science process skills with science subjects. This study uses a quantitative method with a comparative type. Quantitative research is a field of inquiry that stands alone, is scientific in nature and aims to understand social reality. The instrument in this study used a questionnaire and an observation sheet, namely a student interest questionnaire and an observation sheet for science process skills. Based on the results of hypothesis testing, research testing and data analysis, the conclusion of this study is from the T-test there are differences in the interests of female students and male students in class VII A and VII B. From the results of the T test for students' science process skills there are differences in the interests of female students and male students in grades VII A and VII B. Based on the results of the correlation test between interests and science process skills of grade VII A students there is a relationship between interests and science process skills between female and male students as well as in class VII B. Students' interest and science process skills have a significant influence on curiosity, learning materials and teacher attitudes, student observation and communication.

ANALISIS KETERAMPILAN PROSES SAINS MAHASISWA PENDIDIKAN BIOLOGI PADA KEGIATAN PRAKTIKUM MIKROBIOLOGI

This research is a type of qualitative research, aiming to assess the level of science process skills possessed by students majoring in biology education at the Higher Education Teacher Training Institute, Turatea Jeneponto College Foundation. The research method used is observation of the implementation of microbiology practicum activities carried out by Biology Education Department Students for the 2020/2021 Academic Year as many as 17 students using microbiology practicum guides based on science process skills that have been developed previously and assessment of practicum reports by each practitioner as well as scientific process skill observation sheet that has been validated. The analysis technique used includes the data collection stage using an assessment format for student trainees which contains 8 skill items, namely observing, classifying, interpreting, predicting, asking questions, conducting experiments, hypotheses and communicating experimental results. The next stage is data reduction, data display using descriptive statistics in the form of tables, triangulation and drawing conclusions. The results of the study provide an illustration that in the implementation of microbiology practicum activities, science process skills students of the Department of Biology Education, Higher Education Teacher Training Institute, Turatea Jeneponto College Foundation, on average, show a sufficient category with an average score of 52.50.

Analisis Keterampilan Proses Sains Siswa dalam Pembelajaran Suhu dan Kalor melalui Metode Praktikum

The 2013 curriculum aims to provide a meaningful learning experience, namely by developing an attitude, knowledge, and skills. This means that knowledge, scientific process skills, and scientific attitudes are very important to be instilled in students. However, learning is still dominated by conventional learning, namely teacher-centered learning (teacher oriented), so that the teacher becomes the only source of knowledge. The purpose of this research is to describe the science process skills of students in learning temperature and heat through the practicum method and to find out if there is an increase in results through the practicum method on the material of temperature and heat. This type of research is descriptive research. This study used a pretest (pretest) and a final test (posttest). The result of the percentage of students' science process skills through practicum is 62.50% with sufficient category. There are 6 indicators of science process skills measured in this study, namely indicators of observation, classification, measuring, communicating, predicting, and concluding. In the observation indicator, the percentage obtained is 58.33% with the less category, the classification indicator is 75.00% in the sufficient category, the measuring indicator is 75.00% in the sufficient category, the communicating indicator is obtained a percentage of 58.33% with poor category, the indicator predicts that a percentage of 58.33% is obtained in the less category, and the indicator concludes that a percentage of 50.00% is obtained in the very poor category. In the pretest results obtained a percentage of 51.39% with a very poor category, while the posttest results obtained a percentage of 62.49% with a sufficient category. From the results of the pretest and posttest, it can be seen that there is an increase in results after learning with the practicum method.

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.

Train Science Process Skills (SPS) Through the Development of Guided Inquiry Student Worksheets Oriented to Blended Learning on Chemical Equilibrium Materials

The purpose of this research is to produce a guided inquiry student worksheets oriented to blended learning that is appropriate to train students Science Process Skills (SPS) on the sub-material of factors that affect the shift in the direction of chemical equilibrium.

The Effect Of Predict-Observe-Explain (POE) Learning Model On Students' Science Process Skills Biology In MTs Aisyiyah Binjai

This study aims to determine the effect of the Predict-Observe-Explain (POE) learning model on science process skills in biology learning. This research was conducted at MTs Aisyiyah Binjai in the academic year 2020/2021, and this research was conducted at the end of May to June 2021. The type of research carried out was descriptive quantitative research. In sampling the researchers took two classes, namely the experimental class with 32 students using the Predict-Observe-Explain (POE) learning model and the control class with 32 students. The research method was carried out by preparing research instruments, namely observation sheets and student worksheets, validating instruments with 2 validators, namely North Sumatra State Islamic University lecturers and data collection was carried out by direct observation using observation sheet guidelines to see students' science process skills. The population in this study were all biology students of class VIII MTs Aisyiyah Binjai. Based on the research conducted, it shows the influence of students' science process skills using the Predict-Observe-Explain (POE) learning model. Judging from the results of data processing science process skills students in the experimental class with a percentage of 74% while in the control class with a percentage of only 41%. So that the KPS value of students in the experimental class is higher than the control class.

Application of Project Based Learning Model to Increase Students Physics Learning Outcomes and Science Process Skills

<p>This study aims to determine whether there is an increase in learning outcomes of physics and science process skills; knowing the magnitude of the increase in physics learning outcomes; knowing the magnitude of the increase in students' science process skills with the PjBL learning model. This classroom action research was conducted in two cycles to 34 students of class X-MIPA3 SMA Negeri 1 SoE. The results showed that the application of the PjBL learning model to the subject matter of business and energy could improve students' learning outcomes of physics and science process skills; the increase in average physics learning outcomes before the action was 54.3; In the first cycle, the gain-test value obtained was 0.33 in the medium category. In the second cycle, the gain-test value obtained was 0.65 in the medium category. This shows that there is an increase in learning outcomes from cycle I to cycle II; cycle I the average value of science process skills is 85.6 with good category and cycle II the average value of science process skills is 88.7 with very good category. This shows that there is an increase in students' science process skills from cycle I to cycle II.</p>

The Effect of Discovery Learning Model to Improve Learning Outcomes and Chemical Process Skills

The purpose of this research is to improve learning outcomes and chemical process skills through the Discovery Learning learning model on the reaction rate material. This research was conducted at SMA Negeri 3 Pematangsiantar in class XI MIA 2 with 29 students as the subject. This type of research is classroom action research which consists of planning, implementing actions, observing and reflecting using the Discovery Learning learning model. The test is used to measure the learning outcomes of students' initial abilities and learning outcomes, and the observation sheet is used to measure chemical process skills. Learning using the Discovery Learning model is proven to be effective in improving student learning outcomes and chemical process skills. The value achieved is still categorized in the Very Good criteria. Based on the analysis of chemical process skills, the success of the application in improving students' science process skills was 82.57% at the second meeting of the first cycle and increased again by 90.5% at the second meeting of the second cycle. The conclusion of this study is that the application of learning using the Discovery Learning model has proven to be effective in improving student learning outcomes and science process skills of SMA Negeri 3 Pematangsiantar students in class XI MIA 2.