Science Process Skills Test Research Articles

THE EFFECT OF GEMS APPROACH ON SCIENCE PROCESS SKILLS OF MIDDLE SCHOOL STUDENTS

THE EFFECT OF GEMS APPROACH ON SCIENCE PROCESS SKILLS OF MIDDLE SCHOOL STUDENTS

Development of Flipbooks Based on Guided Inquiry Models to Train Science Process Skills of Junior High School Students on Temperature and Heat Materials

Objective: This development aims to produce a flipbook-based guided inquiry learning model to train science process skills that are feasible in terms of validity, practicality, and effectiveness. Method: The type of research used is development research. The development model used is the 4D model (define, design, develop, and disseminate). The assessment instrument used in this study consisted of learning device validation sheets and science process skills tests. Results: Based on the results of data analysis, it can be concluded that digital-based flipbooks obtain an average validation in the valid category. These results indicate that flipbooks can be used as learning media. Novelty: The novelty of this research is an inquiry-based feature on flipbooks about temperature and heat, which can train students' science process skills. In addition, the developed inquiry-based Flipbook is also a digital flipbook.

Development and Validation of a Test of Science Process Skills for Secondary Students on Cellular Living System Organization Matter: Rasch Model Analysis

This study aims to develop and implement the instrument of science process skills tests on cellular living system organization matter, explicitly designed for secondary students. The indicators developed include formulating hypotheses, communicating, applying concepts, asking questions, observing, planning experiments, using laboratory tools, classifying, and interpreting data. The steps of this research are theoretical construction, determining the purpose of the assessment, constructing indicator items, compiling the items, expert judgment, instrument revision, field trials, and finalization of the instrument. The Science Process skills test consisted of 27 multiple-choice questions. The subject was 30 secondary school students. Data were analyzed using Rasch analysis. Evidence of the validity and reliability of the tests are presented. The conclusion is that the science process skills test instrument is theoretically and empirically valid and reliable

Efforts to Improve Science Process and Collaboration Skills with the Implementation of the REACT Learning Model on Students

Education is an effort to improve the quality of individuals, directly or indirectly to become the basis and keep pace with the development of Science and Information Technology. Science process skills and collaboration skills are two of the few skills that can be mastered by students to keep up with the Times. However, this skill is still not fully mastered by all students. As the problem in this study is still low skills of science process and collaboration skills of Class XI students at SMAN 1 East Kampar. The purpose of this study was to determine the improvement of science process skills and collaboration skills of students through the application of the REACT learning model. The method used is Class Action Research (CAR) which is carried out as many as 2 cycles. Samples in this study were students of Class XI MIPA 4. Data collection was done through collaboration skills observation sheet and science process skills test assessment. The results of this study found that there was an increase in science process skills and collaboration skills of students of Class XI MIPA 4 SMAN 1 Kampar Timur after the application of the REACT learning model.

Development of Online science process skills test for 8th grade pupils

Development of Online science process skills test for 8th grade pupils

Implementation of Dialogic Teaching Through Concept Cartoon Worksheets to Improve High School Students' Science Process Skills

Science learning should focus on cognitive processes that lead to the development of scientific processes, scientific products, and scientific attitudes. However, field facts show that students' science process skills are still low. One possible solution that can train and improve students’ science process skills is dialogic teaching facilitated by concept cartoon worksheets. This study aims to identify the implementation of dialogic teaching through concept cartoon worksheets to improve students' science process skills. This research method is quasi-experimental with 2 sample classes, namely the experimental class and the control class which were taken by purposive sampling. The research instrument is science process skills test, concept cartoon worksheets, learning implementation observation sheet, and student response questionnaires. Data analysis used independent t-test and n-gain. The results showed that students’ science process skills in control class and experimental class were significantly different. The n-gain test results also showed a higher increase in the experimental class than the control class with an average n-gain result of 0.65 (moderate) in the experimental class and 0,31 (moderate) in the control class. Based on these results it can be concluded that the application of dialogic teaching through the concept cartoon student worksheet can improve students' science process skills.

Rehberlikli Araştırma-Sorgulamaya Dayalı Öğrenme Uygulamaları

This study was aimed to examine guided inquiry-based learning effect, which is in the "human body systems" unit at the seventh-grade level, on academic achievement and scientific process skills. In this direction, the study was conducted with 46 seventh-grade students. One of the groups consisting of 23 students constituted the experimental group where the guided inquiry practices designed by the researchers were performed. And the other group constituted the control group where learning was provided through the direct instruction method. Data were obtained by the scientific process skills test and academic achievement test. These tests applied before and after the lessons to both groups. When the data were analyzed, the academic achievement test mean score of the experimental group was higher if we compare with the control group. But the mean score was not statistically significant. In the mean scores of the scientific process skills test, it was concluded that there was a statistically significant difference in favor of the experimental group. Accordingly, it is thought that guided inquiry-based learning can contribute the basic scientific process skills of the students but there is no extra contribution found to academic achievement if the concepts are easy to remember.

Enhancing students’ science process skill and self-regulation through inquiry interactive demonstration in science materials

The research was conducted to obtain an overview of improving Science Process Skill and Self Regulation by using the Inquiry Interactive Demonstration learning model on science material at Junior High School Public No. 19 Bandar Lampung, this research uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest Design. Collecting data using observation sheets and Science Process Skills test using multiple choice while for self regulation using a questionnaire. Data were analyzed using a multivariate test (Manova). This study concludes that the inquiry interactive demonstration model can improve science process skills and self-regulation. The researcher suggests applying the inquiry interactive demonstration model to improve science process skills and self regulation in other science learning materials so that they can help develop science skills and reduce learning difficulties in other learning materials.

The Effectiveness of The Virtual Lab-Assisted Guided Discovery Learning Model on Students’ Science Process Skills

This study aims to determine students’ science process skills after using the guided discovery model assisted by the virtual PhET lab on vibration and wave materials and the effectiveness of applying the guided discovery learning model assisted by the virtual PhET lab. This research was conducted at a junior high school, SMPN 2 Siak. The research method used is quasi-experimental with a posttest-only control group design. The sample of this study is the experimental class and the control class. Each class has 33 students. The research data was obtained by using a science process skill test instrument. The results showed that the average process skills of the experimental class = 76.76 and the control class = 57.23. The results of the t-test using SPSS software were obtained with (sig) 0.000 < 0.05 . It was concluded that the guided discovery learning model assisted by the virtual lab PhET was more effectively used to improve students’ process skills.

Penerapan Pembelajaran Guided Discovery Learning dengan Laboratorium Virtual terhadap Keterampilan Proses Sains Siswa

The low level of science process skills, lack of variety of learning models, and limited laboratory facilities are the problems that underlie this research. This research uses quantitative research with the pre-experimental method with one group pretest-posttest research design. The sampling technique used was a non-probability sampling technique with a purposive sampling type with the sample used in this study was 32 students of class VIII C UPT SMP Negeri 22 Gresik in the 2021-2022 academic year. Data collection techniques through science process skills tests, student response questionnaires, and observation of learning implementation. The result showed that: 1) the paired sample t-test analysis obtained a significance of 0.000 < 0.05 and t count < -t table with (-64,266 < -2,0395), indicating that there were differences in students' science process skills before and after the application of the guided discovery learning model with a virtual laboratory on students' science process skills. 2) The test of students' science process skills after the application of the guided discovery learning model with a virtual laboratory was 71% in the high category. Based on these results, it can be conclution that there are differences in students' science process skills before and after the application of guided discovery learning with virtual laboratories.

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

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

The 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.

Comparative Effectiveness of Indirect and Direct Teacher-Student Interaction Patterns in Science Instruction

Using an experimental research design, this study aimed to determine the effectiveness of indirect and direct teacher-student interaction patterns in the acquisition of science concepts and science process skills of two matched groups of the first year Bachelor of Elementary Education (BEEd) students of the Mariano Marcos State University College of Teacher Education. Both groups were pre- and post-tested using science concepts and science process skills tests. Mean was used to describe the performance of the students in both tests. The t-test was used to determine the significant difference between the pretest and posttest mean scores of the two groups. Results of the t-test showed no significant difference in the pretest mean scores of both tests while in the posttest, the indirect interaction group performed satisfactorily as compared to the direct interaction group where there were students who performed fairly in both tests. Thus, the t-score of the indirect interaction group was significantly higher than that of the direct interaction group. Indirect teaching is therefore more effective than direct teaching in the students’ acquisition of science concepts and science process skills. Thus, it should be given emphasis for the effective acquisition of science concepts and science process skills.

Proje Yaklaşımına Dayalı Eğitimin Altı Yaş Çocukların Bilişsel Yetenek ve Bilimsel Süreç Becerilerine Etkisi

The aim of this study was to determine the effect of project approach-based education on cognitive abilities and scientific process skills of six-years children. A pretest-posttest-retention test control group quasi- experimental design was implemented in this study. Two kindergartens were involved, determined by simple random sampling and with similar features according to teacher and director views. In order to collect data, General Information Form, Cognitive Ability Test Form-6 to identify children's cognitive abilities, and Scientific Process Skills Test were utilized. At the end of this study, it was found that the project approach-based education administered caused a significant difference in cognitive ability and scientific process skills in favor of the experimental group of children and had a middle effect size. The difference between the post-test and retain test mean scores of the children in the experimental group were insignificant, and the effect of the applied education continued.

Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi

Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.

Developing a PhET- AIDED Ryleac model learning device to augment eighth graders’ science process skills in vibration and wave materials at SMP Negeri Tangagah

The research aims to develop a PhET-aided Ryleac learning model device that is valid, practical, and effective for elevating students’ science process skills in vibration and wave materials. The research type was the 4-D (Define, Design, Develop, and Disseminate) model development research with a limited test on ten students and an extended one on 20 students (class A) and 19 students (class B). All students were eighth graders at SMP Negeri Tangagah in the academic year of 2021/2022. The results exhibited that: · According to the experts, the PhET-aided Ryleac learning model device developed was valid, · The learning device was practical, as featured by the mean score of learning implementedness and students’ positive responses to learning, · The learning device was effective, as indicated by: o Student activities were good and excellent, o Based on the observation results, student science process skills in the indicators of observing, predicting, data-interpreting, communicating, and concluding were good, and The science process skill test scores acquired from limited and extended tests were 0.71 and 0.65, considered low and medium, respectively, indicative of the effectiveness of the PhET-aided Ryleac learning model device.

Validation of undergraduate science process skills tests: Rasch model analysis

Science process skills are essential skills that students must possess. The science process skills test is needed to facilitate the measurement, so that test instruments are developed. The developed instrument needs to be validated before it is used. The purpose of this study was to validate the science process skills test instrument so that the developed instrument is valid and can be used to measure student abilities. The research was conducted using a quantitative descriptive method. The study population was all biology education students at UIN Walisongo Semarang-Indonesia, with a sample of 75 students selected using a purposive sampling technique. Data were analyzed using Rasch analysis which was divided into several categories, namely map analysis based on the items and research samples, analysis of the suitability of the items, analysis of separation and reliability, and items’ analysis. The results of Rasch's study show that the developed science process skills test for students proves valid. Participating students have fairly even abilities. The results of the validation of the items did not reveal any misconceptions, the questions were on the abilities of the students, and the questions had varying difficulty ranges. The validity of the science process skills test shows that the test instrument can be used to measure students' science process skills. Test instruments can be used as learning evaluation instruments as well as analysis of student problems related to science process skills.

The effect of differentiated science module application on the scientific reasoning and scientific process skills of gifted students in a blended learning environment

ABSTRACT The aim of this study is to examine the effect of the science module which was designed using the problem-based learning method on the basis of the Integrated Curriculum Model and applied in the blended learning environment on the scientific reasoning and scientific process skills of gifted students. The study was carried out with 9 gifted 5th grade students studying in an institution that provides support education for the gifted in Turkey. The case study method was used in the study which lasted 8 weeks. The science module was implemented in a blended learning environment. Qualitative data were obtained through reflective diaries and semi-structured interview form. In addition to the qualitative method, a single group pre-test post-test experimental design was used as a quantitative method, quantitative data were obtained with the ‘Scientific Process Skills Test’ and ‘Lawson Scientific Reasoning Test’ and analyzed with a statistical program. In the research findings, it was observed that there was a significant difference in favour of the post-test in the pre-test and post-test scores. The students stated that they used reasoning in identifying a problem in the activities, thinking about ways to solve the problem, and developing a design for the solution.

Development of Experiment-Based Physics Worksheets in Science in Developing Students' Science Process Skills

Experiment-based research on the development of student worksheets (SW) in Science Physics has been carried out to Grow Students' Science Process Skills. This study aims to produce a valid, practical, and effective experimental-based student worksheet product. The research method used is the method of research and development (Research and Development). Experiment-based student worksheet development uses the ADDIE model which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The students involved in this study were 32 class VIII students at SMPN 51 Makassar and 7 Physics Educators who joined the MGMP IPA in the city of Makassar. The research instruments used were expert validity questionnaires, educator response questionnaires, and science process skills tests. After analyzing the validation data according to Aiken's, an expert agreement index was obtained for scientific literacy-based worksheets of 0.79, an expert response questionnaire index of 0.80, and an expert agreement index of science process skills tests of 0.83 so that all three were declared valid. Practitioners' assessment obtained an overall percentage of 90.80% which is in the very good category. Meanwhile, in terms of science process skills, students who achieve mastery learning are 75% and those who do not achieve completeness are 25%. So that it can be stated that experimental-based worksheets in science learning physics are effective for growing students' science process skills

Effect of Guided Inquiry Models and Open Inquiry of Wave and Sound Vibration Materials on Critical Thinking Ability in terms of Science Process Skills

This type of research is Quasi-Experimental research used to determine the influence of guided inquiry learning and open inquiry of vibration, wave, and sturdy materials on critical thinking ability (CTA) in science process skills (SPS) of class VIII students. The study population was students of state junior high schools in Mojokerto City class VIII, and samples were used in two schools in each sub-district with four classes of 32 students each. The research technique used is random cluster sampling with CTA and SPS test instruments. The study found there is an influence of crithical thingking ability on guided and open inquiry learning models. The second result there is an influence of critical thinking ability on science process skills (SPS) high and low. The last result there is no interaction of the influence of critical thinking ability between inquiry learning models guided, open inquiry and SPS