Science Process Skills Of Students Research Articles

Differences in Learning Outcomes and Science Process Skills of Students Learned with the Model Project Based Learning and Discovery Learning on Acid-Base Material

The purpose of this study is to determine the differences in learning outcomes and science process skills of students learned with Project Based Learning and Discovery Learning models on acid-base material, as well as the correlation between students' science process skills and student learning outcomes. This research is a quantitative research. The samples in this study were taken by random sampling of 2 classes, namely XI MIPA 1 as experimental class I and XI MIPA 3 as experimental class II, where each class was taken by 29 students based on the similarity of pretest results. The instruments used are test instruments in the form of multiple-choice questions and essays and non-test instruments in the form of observation sheets. Hypothesis testing was carried out using the SPSS Statistic version 24 for Windows computer program using the Independent Sample T-Test and Bivariate Pearson Correlation. For hypothesis I obtained the value of sig. (2-tailed) 0.008   (0.05) so that Ha is accepted, which means that there are differences in student learning outcomes learned with Project Based Learning and Discovery Learning models on acid-base material. For hypothesis II obtained sig value. (2-tailed) 0.010   (0.05) so that Ha is accepted, which means that there are differences in students' science process skills learned with the Project Based Learning and Discovery Learning models on acid-base material. For hypotheses III and IV obtained sig values. (2-tailed) of 0.002 and 0.001  (0.05) so that Ha is accepted, which means that there is a correlation between students' science process skills and student learning outcomes learned with Project Based Learning and Discovery Learning models on acid-base material.

Improving Observation, Experiment Planning, and Communication Skills Based on the STEM Approach

Physics learning needs to emphasize science process skills (KPS) in students. In fact, from the results of a case study conducted at SMAN 2 Banda Aceh, it was found that the LKPD used by teachers was still conventional and there were no aspects of KPS. The purpose of this study was to determine the results of the application of physics LKPD based on the STEM approach in improving the KPS of high school students. This study used a quantitative approach of experimental type Non-Equivalent Control Group Design. The samples used in this study were X4 and X6 class students totaling seventy people taken by purposive sampling. The instrument in this study was the KPS test. Data analysis of this study used the average test, N-gain test and t-test. The results showed the average value of the experimental class KPS N-gain of 0.70 was in the high category and the control class N-gain of 0.63 was in the medium category. Based on the results of the t-test, it can be concluded that there are differences in the improvement of students' KPS in physics learning taught with the STEM approach and those taught using the direct learning model.

The Use of 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 by using an inquiry learning model on the material of growth and development in plants. This type of research uses quasi experimental in the form of Nonequivalent Control Group Design. The population in this study were all XII IPA classes. The samples were class XII IPA 1 and class XII IPA 2 with a total of 28 students. The sampling technique used in this study was Purposive Sampling. The data collection technique used is in the form of a test of students' science process skills. The results of the t test analysis research can be obtained sig value. (2-tailed) of 0.033 <0.05, then according to the basis for decision making in the independent sample t-test, it can be concluded that H0 is rejected and Ha is accepted, meaning that the application of the inquiry learning model on the material of growth and development in plants can improve the science process skills of students at SMA Negeri 1 Tapa. Suggestions from researchers require further research on the application of inquiry learning models on other subjects, so that it can be seen the consistency of the effect of applying these learning models on improving science process skills.

Utilizing Visual Teaching Materials to Assist Students in Science Subjects Improves Science Process Skills

The purpose of this study is to analyze the improvement of student's science process skills with the application of visual gaining knowledge media in science subjects. The research method used is an experiment with a quantitative approach. The research design employed in this study is true experiment. The study's target population were all students at SMP Negeri 11 Banda Aceh, while the instance selected in this research were 56 pupils making use of the non-simple random sampling method by means of proportional sampling. The instrument used was 20 items to measure science process skills with multiple choice diagnostic tests. The outcomes of research on science process skills in the experimental class for each indicator were obtained: observing by 31.76%, classifying by 39.99%, interpreting by 62.31%, predicting by 53.42%, asking questions by 27.27%, formulating hypotheses by 21.74%, designing experiments by 34.95%, using tools and materials by 25.83%, applying concepts by 15.46%, and communicating by 21.72%. The study's findings allow for the conclusion that the highest indicator of students' science process skills is in the interpretation indicator, but the least significant indication is in the communication indicator. Therefore, the implementation of visual learning media in science subjects can have a positive impact on improving students science process skills.

Application of STEAM Approach in Improving Science Process Skills With Lesson Study Pattern in SD Unggulan Hamzanwadi

This study aims to improve SCIENCE process skills with the STEAM (Science, Technology, Engineering, Art, Mathematics) approach based on Lesson Study in grade 4 SD Unggulan Hamzanwadi. This research is a type of classroom action research based on Lesson Study with activity stages including Plan (Planning), Do (Implementation) and See (Reflection). The subjects of the lesson study activities were all students of grade 4 SD Unggulan Hamzanwadi in IPAS subjects. The data sources in this study are the results of observations of student activity during learning and documentation. The results of the study showed that: the implementation of the STEAM model based on lesson study can improve the science process skills of 4th grade students of Hamzanwadi Unggulan Elementary School from cycle 1 to cycle 2

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

Identification of Science Process Skills of Group B Students at Kreativa Gebang Kindergarten

The newest Curriculum stipulates a scientific approach as a characteristic of the national PAUD curriculum. In reality, kindergartens still have not optimized this. Therefore, it is necessary to identify the science process skills of early childhood students so that improvements can be made immediately. This research aims to identify and analyze the science process skills of Group B Students at Kreativa Gebang Kindergarten. This is descriptive research. The research instruments used were video recordings of learning activities, observation sheets for learning activities, and student development assessment reports (LPPA). The data obtained in this research was analyzed using a combination of analysis (quantitative – and qualitative). The results showed: 1) The identified science process skills of Group B students were observing, classifying, and communicating skills; 2) The percentage of achievements in observing skills that were categorized into developing very well (BSB) categories were 41.4%, Classification skills were at 32.8%, and communication skills were at 14%. Based on the data, it can be concluded that the science process skills of group B students at PAUD Kreativa Gebang were still relatively low because the percentage of achievements in the three science process skills that were categorized into developing very well (BSB) categories was below 50%.

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.

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis

AbstractInquiry-based science teaching has emerged as a prominent trend in science education. Nevertheless, it remains uncertain how teachers' self-efficacy in regard to the teaching of science as inquiry (TSI) affects students' science learning, especially considering the scarcity of research on its impact on students' Science Process Skills (SPSs). To investigate the impact of teachers' TSI on students' SPSs, this study conducted a questionnaire survey involving 539 eighth-grade students and 75 teachers from 7 junior high schools. Our Multilevel Model analysis results revealed a positive correlation between students' creative tendencies and SPSs. The results of the Cross-Level Moderation Models indicated that TSI moderated the relationship between students' creative tendencies and their SPSs, with this relationship strengthening as TSI increased. These study findings carry significant implications for both inquiry-based science education and teacher education.

Pengembangan Bahan Ajar Biologi Berbasis Jelajah Alam Sekitar (JAS) Berorientasi pada Keterampilan Proses Sains Siswa dan Hasil Belajar Siswa Kelas X SMA

The aim of the research is to determine the validity, practicality and effectiveness of the use of Environmental Exploration (EE)-based biology teaching materials which are oriented towards science process skills and learning outcomes for class X students at SMA Al-Hamzar Tembeng Putik, East Lombok Regency. The background of this research is the lack of direct use of learning resources from nature, learning resources only come from books provided by the school. The subjects in this research were class Xc students. The type of research carried out is Development Research (DR). The results of content feasibility validation obtained an average value of 3.08 in the valid category. Validation on the presentation aspect obtained an average of 3.21 which is included in the valid category. Validation on the language aspect obtained an average of 2.88, including the valid category. Judging from the graphic aspect, an average of 3 is found to be in the valid category. If the validity index is averaged, overall the aspects assessed at 3.04 are categorized as valid with an increase in children's learning outcomes in terms of students' attitudes, knowledge and science process skills. The conclusion of this research is that biology teaching materials in the form of Environmental Exploration (EE) based modules are declared valid and can be used as biology teaching materials in class experiment, measure, draw conclusions, and communicate the learning outcomes of class X students at SMA Al-Hamzar Tembeng Putik, East Lombok Regency.

Effectiveness of Virtual Laboratory Utilization in Improving Students' Science Process Skills

The aim of this study is to determine the effectiveness of using a virtual laboratory. This research was carried out at SMAN 1 and MAN 1 Kolaka for 3 (three) months. The type of research is quantitative with an experimental method with a pretest-posttest control group design. The research population was students of class The instrument is a test of students' science process skills. Data analysis techniques were carried out descriptively and inferentially. The research results reported that there was an increase in student learning outcomes and a positive impact on the science process skills of students at SMAN 1 Kolaka and MAN 1 Kolaka after implementing a PhET-based virtual laboratory. Thus, the application of the Science-Physics learning model through a PhET-based virtual laboratory is effective in improving the science process skills of students at SMAN 1 Kolaka and MAN 1 Kolaka. This research gives the impression that laboratory use is not actually the only equipment used to carry out experiments. However, laboratories have developed so that students and teachers can carry out experiments through virtual laboratories at affordable costs.

SCIENCE PROCESS SKILLS ANALYSIS OF CLASS IV STUDENTS OF KANISIUS SENGKAN YOGYAKARTA ELEMENTARY SCHOOL IN SCIENCE LEARNING CONTENT

This study aims to determine the level of proficiency in science process skills of fourth grade students at Kanisius Sengkan Elementary School, Yogyakarta. This type of research is descriptive quantitative. The subjects of this study were 4th grade students of Kanisius Sengkan Elementary School, Yogyakarta. The research method used is an investigative method using simple statistical analysis techniques. The population used was fourth grade students at Kanisius Sengkan Elementary School, Yogyakarta. The sample was obtained using voluntary sampling method, so that the sample obtained was 82 students. Data collection using a test engine with a total of 25 multiple choice questions. The results showed that the science process skills (SPS) of the 4th graders of Kanisius Sengkan Primary School Yogyakarta in terms of the content of scientific learning were very high, because the science process skills of each school were mostly high with an overall score of 66%. The science process skills (SPS) that are best mastered by students in each school are grouping, interpreting, predicting, using tools and materials, asking questions, and communicating. The science progress skills (SPS) of the 4th grade students of Kanisius Sengkan Primary School Yogyakarta in terms of learning science content are relatively high. However, some scientific process skills (competencies) have not been mastered optimally by students in each school, such as observation, planning experiments, conducting experiments and forming hypotheses.

The Relationship Between Digital Literacy and Students’ Science Process Skills in Junior High Schools

Science process skills are one of the skills that can develop potential in students. Science process skills refer to cognitive and psychomotor aspects, so as to create a meaningful learning based on student experience. Digital literacy abilities and students' science process skills are rarely considered in the learning process, so an analysis is needed to determine students' digital literacy skills and science process skills. This study aims to analyze the relationship between digital literacy skills and science process skills in simple plane materials. The research method used is a mixed method with an explanatory design. The research subjects used were 24 students. The research instruments were digital literacy questionnaires, science process skills observation sheets, and interview sheets. Data analysis techniques used quantitative data analysis and qualitative data analysis. The results of the Pearson correlation test showed that there was a significant relationship between digital literacy skills and students' science process skills in simple plane material. The researcher hopes that further research can determine the relationship based on gender.

Application of STEM-Integrated Guided Inquiry Model to Improve Science Process Skills of Junior High School Learners on Human Respiratory System Material

This study was conducted with the aim of knowing the improvement of science process skills of students whose learning process uses a STEM-integrated guided inquiry learning model on human respiratory system material. The research method used was quasi experimental. The population in this study were all VIII science classes of State Junior High School totaling 175 students. The samples used were two classes taken with cluster random sampling technique. The normality value in the experimental class is 0.424 > 0.05 which is in the normal category, while the control class normality value is 0.120 > 0.05 which is in the normal category, The average N-Gain value in the experimental class is 0.60 and the average N-Gain value in the control class is 0.52, both N-Gain values are included in the medium category, the results of the independent t test 0.003 < 0.05 (α-0.05) which means that there is a significant difference between the science process skills of students in the experimental class and the control class. Based on the results of this study after applying the STEM-integrated guided inquiry model there is an increase in the science process skills of students in the experimental class on the human respiratory system.

Blended Learning-Based Guided Inquiry: Strengthening the Science Process Skills Through Colloid Learning

Science process skills play a crucial role in constructing knowledge and fostering the ability to independently solve problems. Despite their significance, the science process skills of students across various educational levels remain at a relatively low level. This research seeks to evaluate the science process skills of students and their responses to learning about colloids through a blended learning-based guided inquiry approach. The research employs a quasi-experimental design with a pretest-posttest control group setup. The sample, drawn through cluster random sampling, consists of students from Class XI MIPA 1 at SMAN 11 Banjarmasin, divided into two groups. Group A, the experimental class, engages in blended learning-based guided inquiry, while Group B, the control class, follows the guided inquiry model. Data collection involves tests to assess students' science process skills and non-tests to gauge their responses. The analysis entails descriptive techniques and t-tests. The findings indicate (1) discernible differences in science process skills between classes employing blended learning-based guided inquiry and guided inquiry alone, and (2) a positive response from students towards the blended learning-based inquiry model.

Science Teachers' Perception Toward e-LKPD Discovery Learning Based on Ethnoscience Lampung Traditional Food to Improve Students' Science Process Skills on Digestive System Materials in Junior High School

This study aims to determine the perception of science teachers towards e-LKPD discovery learning based on ethnoscience Lampung Traditional Food to improve students' science process skills on the Digestive System material in junior high school. The study was conducted in Tanggamus district, involving ten respondents of science teachers and 50 students. The method study is a mixed method with Sequential Explanatory Design which combines data collection and data analysis qualitatively and quantitatively. Data was taken using questionnaires. The survey results that 0% of science teachers did not know ethnoscience-based e-LKPD, 80% of science teachers stated that the LKPD  that had been used had not trained students' science process skills, and 100% of science teachers stated that it was necessary to develop ethnoscience-based e-LKPD teaching materials. Based on student response questionnaires, 0% stated the LKPD used had not grown science process skills, and 100% of students needed other learning resources, namely ethnoscience-based e-LKPD. Teachers and students in Tanggamus Regency have never used ethnoscience-based e-LKPD, especially regarding the traditions of the Lampung people. Based on these results, concluded that e-LKPD discovery learning based on ethnoscience Lampung Traditional Food is needed to improve the science process skills of students in junior high school.

Students' Science Process Skills through Practicum Method on Cell Material for Class XI

This study aims to determine students' science process skills through practicum method on cell material for class XI IPA of SMA Negeri 1 Tapa. The research method used quasi-experimental, a posttest-only non-equivalent control group design. Data collection was performed through observation sheets and test questions. The data analysis used is the t-test. According to research conducted in class XI IPA 1 using the practicum method, students in the experimental class had an average science process skill score of 79%. In contrast, students in the control class, which did not use the practicum method, had an average of 55%. Therefore, the science process skills of students in the experimental class are higher than those in the control class due to the use of the practicum method. Teachers guide students in activities during the learning process by asking open-ended questions that spark a discussion. Students are therefore required to be active, creative, and able to collaborate during the learning process to meet the learning objectives and understand the concepts being taught easily.

Comparison of the Characteristics of Learning Responsibility and Science Process Skills of Junior High School Students in the Material of Composing Different Particles

Learning science is one of the ways that education works to improve the quality of human resources by enhancing personality and abilities. In this study, researchers adopted a specific quantitative methodology. The research instrument used a student learning responsibility questionnaire with 25 statements and observation sheets of students' scientific inquiry skills with 18 statements ranging from very bad to very good. 237 junior high school students from state schools on the east coast grade 7 were used as research samples selected using purposive sampling technique. Data from the research sample can be evaluated after it has been gathered. Both descriptive and inferential statistics were used in the data analysis. The results showed that there was a significant relationship between learning responsibility and science process skills of junior high school students in suburban cities. There is a positive and unidirectional relationship between student responsibilities and students' science process skills in science subjects for junior high school students in suburban cities as indicated by the correlation between student learning responsibilities and science process skills, a correlation coefficient of 0.710 is obtained. Based on the results of the Follow-up Test, the average responsibility of the three junior high school students in suburban cities is significantly different from the significance value used, which is 0.05. The significance value obtained for the character of responsibility is 0.020 which is lower than the significance value used, which is 0.05. The researcher suggests that future scientists utilize research findings as a source of information to carry out additional research and close gaps in their knowledge.

Analisis aktivitas pembelajaran yang memfasilitasi keterampilan proses sains dasar pada buku tematik tema selalu berhemat energi kelas iv sekolah dasar

<p class="15"><em><span>This study was conducted to analyze learning activities that facilitate Basic Science Process Skills in students' thematic books. These skills include observing, classifying, inferring, measuring, predicting, and communicating skills. This study uses a qualitative approach. The data are in the form of student thematic books. The validity of the instrument used is the validity of the expert or Gregory and the data is validated by the theory of persistence and triangulation. Learning activities that facilitate communication appear a number of 92 items to be the most indicators. The second order is to display the data on the number of 47 items on the observing indicator. The third order with 27 items on the indicator concludes. Fourth order with 18 items on the grouping indicator. The last order with 17 items on measurement indicators and predictive indicators. There is one activity that is not facilitated by the Basic KPS in the student book, namely the manufacturing process activities obtained from the results contained in the conclusions. These considerations are based on the absence of activity content in students' thematic books. Thematic book for grade IV students, theme 2, contains sufficient and good Basic Science Process Skills.</span></em><em></em></p>