scholarly journals Cultivating science process skills among physics students using PhET simulation in teaching

2021 ◽  
Vol 2126 (1) ◽  
pp. 012007
Author(s):  
S Ruwiyah ◽  
N F A Rahman ◽  
A R A. Rahim ◽  
M Y Yusof ◽  
S H Umar
Keyword(s):  
Action Research ◽  
Teaching Strategy ◽  
Analysis Data ◽  
Average Score ◽  
Process Skills ◽  
Physics Teaching ◽  
Science Process Skills ◽  
Harmonic Motion ◽  
Scientific Skills ◽  
Study Participants

Abstract This paper concerns with the use of simulation as a pedagogical tool for a physics teaching strategy. This action research was conducted to investigate the scientific skills as a result of modelling learnt using PhET simulation. The cycle of action research involved in this study is planning, acting, observing and reflection. Through combining physics simulation with Science Process Skills (SPS) and Manipulative Skills (MS) to deliver real experimenting experience, the discussion is further to make connection with students’ achievement in Physics. One physics class involved in this study consist of 36 matriculation college students. Prior the study, students were briefed on the procedures for conducting the Harmonic Motion experiment using the PhET Simulations. Following this, students must completed the practical report for analysis, data interpretation and discussion. At the end of the teaching, a set of formative test was used to evaluate students’ mastery of Physics concepts after conducting the Simple Harmonic Motion simulation experiment. The results showed an increase in the percentage of frequency of study participants practicing Science Process Skills and Manipulative Skills (Conducting Experiments). In the Formative Test, the study participants showed a high average score of 13.9 marks, which is 93%. This study is able to develop the advantage of multimedia for physics laboratory works and explore its potential to strengthen scientific skills.

Development of Integrated Science Learning Module Based on Science Process Skills with the Rainbow Phenomenon Theme

2020 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
I Istikomah ◽  
Indica Yona Okyranida ◽  
Asep Setiadi
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Process Skills ◽  
Design Development ◽  
Teacher Response ◽  
Science Process Skills ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process Skills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

scholarly journals Upaya Meningkatkan Hasil Belajar Kimia Siswa dengan Pendekatan Stuctured Exercise Methode (SEM) Melalui Kegiatan Laboraturium pada Siswa Kelas XI MIA 1 SMAN 4 Kerinci pada Materi Laju Reaksi

2020 ◽  
Vol 20 (3) ◽  
pp. 791
Author(s):  
Syahdanur Gusmin R
Keyword(s):  
Action Research ◽  
Concept Learning ◽  
Reaction Rate ◽  
Analysis Data ◽  
Average Score ◽  
Learning Method ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Research Participants ◽  
Data Result

This study was an action research. The research was conducted  because there were some students who got difficulties in comprehending Chemistry Concepts, they were not active, and their learning achievements were still low. Therefore, the researcher offered a learning method called Structure Exercise Method (SEM) to improve the student’s comrehension on Chemistry Concepts, learning activeness and achievement.  The research participants were the students of grade XI MIA 1 SMAN 4 Kerinci. The researcher was helped by a collaborator who was also a teacher of Chemistry subject. The study was conducted in two cycles in four stages; (a) Planning (b) Action (c) Observation, (d) Reflection. The analysis data result showed that there were significant improvements on the student’s comprehension toward Chemistry Concept, learning activeness and achievement after the Structure Exercise Methode (SEM) was implemented. The student’s average score in precycle was only 61 (32%), it improved to 69 (52%) in cycle 1, then in cycle 2, it improved higher to 82 (82%). Moreover, the student’s phsychomotoric activeness’ score in cycle 1 was 69 (60%) and it became higher to 76 (80%) in cycle 2. As a conclusion, the Structure Exercise Method (SEM) significantly improved the students’ comprehension on the Chemistry consept, learning activeness and achievement on reaction Rate subject at grade XI MIA 1 SMAN 4 Kerinci.  Therefore, it was suggested to Chemistry Teachers to apply this method as one of solution in teaching Chemistry especially on Reaction Rate Subject.  

scholarly journals MENINGKATKAN KETERAMPILAN PROSES SAINS MELALUI PENDEKATAN INKUIRI

2013 ◽  
Vol 8 (1) ◽  
pp. 31-37
Author(s):  
Rini Susanti
Keyword(s):  
Action Research ◽  
Basic Science ◽  
Basic Skills ◽  
Kindergarten Children ◽  
Process Skills ◽  
Science Process Skills ◽  
Inquiry Approach ◽  
Classroom Action Research

The purpose of this research is to improve the science process skills of the children aged 5-6 years through inquiry approach at TK Kasih Ibu, South Jakarta. The research conducted in November and December 2012 employed classroom action research within two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The subjects of this research were 12 kindergarten children. The data were collected using test and non test. After the second cycle, the research concluded that the inquiry approach can improve the science basic skills of children aged 5-6 years old. The implication of this research is inquiry approach can be alternative way to improve science process skills of children aged 5-6 years old. The improvement of the science basic science can be demonstrated through observing, comparing, classifying, measuring and communication.

scholarly journals The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

2019 ◽  
Vol 9 (2) ◽  
pp. 122 ◽  
Author(s):  
Atiek Winarti ◽  
Leny Yuanita ◽  
Moh. Nur
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Intelligences ◽  
Junior High School ◽  
Teaching Strategy ◽  
Junior High School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills

The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

scholarly journals PENERAPAN METODE PEMBELAJARAN PROBLEM BASE LEARNING DALAM MENINGKATKAN PRESTASI BELAJAR PKn PADA SISWA KELAS X PS-2

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Nurul Rosidah ◽  
Sugiaryo Sugiaryo ◽  
Anita Trisiana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Civic Education ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Average Score ◽  
Problem Base Learning ◽  
Analysis Technique ◽  
Class Average ◽  
Classroom Action Research

Tujuan  yang  ingin  di capai  pada penelitian  ini  adalah untuk meningkatkan keberhasilan peserta didik dalam pembelajaran materi PKn sub pokok bahasan Integrasi Bangsa dan Kebhinekaan  melalui penerapan model pembelajaran model Problem Based Learning pada Siswa Kelas X Ps-2 Semester Genap Tahun Ajaran 2018/2019 SMKN 7  Surakarta.  Metode yang digunakan dalam penelitian ini adalah Tindakan Kelas (PTK), data pada penelitian ini berupa data tentang prestasi belajar PKn yaitu hasil ulangan dan tes dalam materi sub pokok bahasan Integrasi Bangsa dan Kebhinekaan pada mata pelajaran PKn, dan data tentang penerapan Metoda Pembelajaran Problem Base Learning.  Teknik pengumpulan data yang digunakan adalah observasi dan tes. Teknik analisis data menggunakan deskriptif komparatif dan analisis kritis. Berdasarkan analisis data diperoleh hasil bahwa prestasi belajar siswa meningkat, yaitu pada kondisi awal dari 36 siswa terdapat 21 siswa  yang dinyatakan tuntas (58%) dan siswa yang tidak tuntas sebanyak 15 siswa (42% ) dengan rata-rata kelas sebesar 61,73.  Pada siklus I siswa yang tuntas sebanyak 27 siswa (75 %) dan siswa yang tidak tuntas sebanyak 9 siswa (25 %) dengan nilai rata-rata kelas yaitu 68,15. Pada siklus II semua siswa dinyatakan tuntas semua (100%) dengan rata-rata kelas sebesar 76,88.Kata kunci: Metode pembelajaran, Problem Based Learning, Prestasi belajar, PKn ABSTRACTThe aims of the study was: this Classroom Action Research (CAR) was to improve the success of students in learning civic education sub-subject Integrasi bangsa dan Kebinekaan through implementation of Problem-based learning to the students of class X Ps 2 in even semester of 2018/2019 Academic year SMKN 7 Surakarta. The method used in this research was Classroom action research (CAR), the data were learning outcomes of students in Civic education, such as result of exam and test of material sub-subject Integrasi Bangsa dan Kebinekaan in civic education, and data of Problem-based learning implementation. The technique of collecting data were observation and test. The technique of analysis data were descriptive comparative and critical analysis technique. Based on data analysis, it is obtained that students' learning outcomes were improved, that was in   initial condition from 36 students there are 21 students who are stated as completed (58%) and students who weren't completed consist of 15 students (42%) with class average score 61,73. in the cycle 1 students who were passed consist of 27 students (75%) and students who are not passed 9 students (25%) with class average score 68,15. in the cycle II all students were stated as all completed (100%) with class average score 76,88.  

scholarly journals REVIU LITERATUR TENTANG KETERAMPILAN PROSES SAINS

2014 ◽  
Vol 2 (1) ◽  
pp. 194
Author(s):  
Ni Nyoman Sri Vutu Verawati ◽  
Saiful Prayogi ◽  
Muhammad Asy’ari
Keyword(s):  
Science Education ◽  
Thinking Skills ◽  
Teaching Science ◽  
Process Skills ◽  
Science Process Skills ◽  
Scientific Principles ◽  
Scientific Skills ◽  
Scientific Learning

This article describes scientific learning that focuses on the implementation of learning on scientific principles to build students' thinking skills in accordance with the 2013 curriculum. The essence of science education becomes the main foundation of the importance of teaching science process skills in learning. Scientific skills that are important to train learners in conducting scientific activities. These skills include, 1) observing; 2) interpret; 3) predict; 4) using tools and materials; 5) apply the concept; 6) planning research; 7) communicate.

scholarly journals Application of Guided Inquiry Learning Model Towards Science Process Skills

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Nurlina Nurlina
Keyword(s):  
Design Research ◽  
Descriptive Analysis ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Score ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Normalized Gain ◽  
Academic Year

The main problem in this study is whether there are differences in the science process skills of students after the guided inquiry learning model is applied. This study aims to determine whether there are differences in science process skills of students after applying the guided inquiry learning mode. This type of research is pre-experimental and One Group Pretest-Posttest Design research design. The population in this study were all students of class XI IPA of SMA Negeri 4 Binongko in the academic year 2019/2020, amounting to 30 students consisting of one class, so that the population mentioned above as well as research samples. The research instrument used was a science process skills test. The results of descriptive analysis on the pretest obtained an average score of 8.84 scientific process skills baseline while in the posttest obtained an average score of science process skills of 16.35 with a normalized gain index of 0.47 which included the medium category. Based on these results, it can be concluded that learning using the guided incutri learning model provides a better influence in improving students' science process skills. As for suggestions so that the implementation of the guided inquiry learning model implemented optimally it is necessary to manage time appropriately so that the learning objectives can be achieved.Keywords: Guided Inquiry Learning Model, Science process skills.Masalah utama dalam penelitian ini adalah apakah terdapat perbedaan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran inkuiri terbimbing. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran inkuiri terbimbing. Jenis penelitian ini adalah pra-eksperimen dan desain penelitian One Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh peserta didik kelas XI IPA SMA Negeri 4 Binongko tahun ajaran 2019/2020 yang berjumlah 30 peserta didik terdiri dari satu kelas, sehingga populasi tersebut di atas sekaligus sebagai sampel penelitian. Instrumen penelitian yang digunakan berupa tes keterampilan proses sains. Hasil analisi deskriptif pada pretest diperoleh skor rata-rata keterampilan proses sains sebasar 8,83 sedangkan pada posttest diperoleh skor rata-rata keterampilan proses sains sebesar 16,35 dengan indeks gain ternormalisasisebesar 0,47 yang termasuk kategori sedang. Berdasarkan hasil penelitian tersebut, dapat disimpulkan pembelajaran menggunakan model pembelajaran inkuiri terbimbing memberikan pengaruh yang lebih baik dalam meningkatkan keterampilan proses sains peserta didik. Adapun saran agar penerapan model pembelajaran inkuiri terbimbing terlaksana dengan optimal perlu melakukan pengelolaan waktu secara tepat sehingga tujuan pembelajaran dapat tercapai.Kata kunci: Model Pembelajaran Inkuiri Terbimbing, Keterampilan proses sains

scholarly journals Pengembangan Bahan Ajar Fisika Menggunakan Model POGIL dengan Strategi ARCS untuk Melatih Keterampilan Proses Sains Peserta Didik

2021 ◽  
Vol 5 (2) ◽  
pp. 138
Author(s):  
Ghaida N ◽  
Zainuddin Zainuddin ◽  
Abdul Salam M
Keyword(s):  
Scientific Inquiry ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Process Skills ◽  
Teaching Materials ◽  
Physics Teaching ◽  
Plan Implementation ◽  
Science Process Skills ◽  
Before And After ◽  
Static Fluid

Permasalahan rendahnya keterampilan proses sains (KPS) peserta didik dikarenakan belum diterapkannya pembelajaran aktif berbasis metode ilmiah sehingga peserta didik jarang dilatihkan penyelidikan ilmiah. Tujuan dari penelitian ini adalah mendeskripsikan kelayakan bahan ajar fisika menggunakan model POGIL dipadukan dengan strategi ARCS untuk melatihkan KPS peserta didik. Kelayakan di lihat dari validitas, kepratisan, dan efektivitasnya. Metode pengembangan dilakukan dengan mengacu pada desain pengembangan ADDIE. Uji coba dilakukan menggunakan variabel subjek penelitian yaitu peserta didik kelas XI MIPA 1 di SMAN 5 Banjarmasin sebanyak 31 peserta didik. Instrumen penelitian yang digunakan adalah lembar validitas bahan ajar, lembar keterlaksanaan RPP, tes hasil belajar dan penilaian keterampilan proses sains. Teknik analisis data adalah: (1) Uji validitas secara deskriptif; (2) uji kepraktisan secara deskriptif; (3) uji efektifitas menggunakan  uji N gain,  Hasil temuan menyatakan bahwa bahan ajar termasuk kategori valid, praktis dan efektif karena: (1) validitas Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), materi ajar, dan Tes Hasil Belajar (THB) berkategori sangat valid (2) kepraktisan RPP berkategori sangat praktis, (3) keefektifan dinilai berdasarkan THB dan KPS dinyatakan efektif dan terampil. Diperoleh simpulan bahwa bahan ajar fisika pada materi fluida statis menggunakan model POGIL dengan strategi ARCS termasuk layak untuk melatihkan keterampilan proses sains peserta didik. Dengan demikian, bahan ajar ini dapat digunakan sebagai salah satu alternatif untuk membantu  guru dalam melatih keterampilan proses sains siswa. The problem of students' low science process skills due to the lack of active learning based on inquiry has not been implemented, so students are rarely trained in scientific inquiry. This study aims to produce physics teaching materials using the POGIL model combined with an appropriate ARCS strategy to train students' science process skills. The development method is carried out regarding the ADDIE development design. The trial was conducted using a variable research subject: students of class XI MIPA 1 at SMAN 5 Banjarmasin as many as 31 students. The research instrument used was the validity sheet of the teaching materials, the lesson plan implementation sheet, the learning outcome test, and the science process skills assessment. The findings state that teaching materials are categorized as valid, practical, and effective because: (1) the validity of the lesson plan, student's worksheet, teaching materials, and learning outcome test is very valid (2) the practicality of the lesson plan is very practical, (3) the effectiveness is assessed based on learning outcome test and science process skills stated effective and skilled, as well as differences in learning motivation of students significantly before and after teaching. It was concluded that physics teaching materials on static fluid materials using the POGIL model with the ARCS strategy were considered appropriate for training students' science process skills. Thus, this teaching material can be used as an alternative to assist teachers in training students' science process skills.

scholarly journals PENINGKATAN KEMAMPUAN MENULIS DONGENG SISWA KELAS VII SMP NEGERI 1 BENGKULU SELATAN DENGAN TEKNIK MODIFIKASI CERITA

2015 ◽  
Vol 1 (1) ◽  
pp. 59-74
Author(s):  
Resmasita Resmasita
Keyword(s):  
Action Research ◽  
Fairy Tale ◽  
Analysis Data ◽  
Average Score ◽  
Grade Student ◽  
Seventh Grade ◽  
Phase 3 ◽  
Assessment Sheet ◽  
Modification Technique ◽  
Classroom Action Research

The purpose of the research is to know  the increase of the ability to write a fairy tale for the seventh grade student of SMPN 1 South  Bengkulu by using Story Modification Technique. This research constitutes Classroom Action Research. This research is held some phases. Namely :  a). Planning Phase b). Observation Phase 3). Exercution Phase, and 4. Reflection Phase and so on until improvement or increase can be reached. The Data Collecting Instruments is by using ; a). Observation (Teacher’s observation sheet and Student’s observation sheet) b). Assessment Sheet of  the ability to rewrite story. Technique analysis data; a). Determining students` average score b). Determining classical completeness and c). Determining conclusion. Based on the analysis data, the modification technique story can raise the ability to write a fairy tale. This research is held in two cycles. At the first cycle, the result of student’s learn can be presentation 23% classical completeness and 68 average score. The second cycle is for remedy  by guiding, giving motivation to the students and giving an example of story which had been modified by a teacher. The 81 average score, that showed 82% of classical mastery completeness. From both of cycles, we can see that there are increases taken place in form of the students` result in learning. So, , the research is done. From the classroom action research, it can be seen that the ability to write a fairy tale of the seventh grade students of SMPN 1 South Bengkulu is raised by using the Story Modification Technique.Keywords: The increase of ability to write a fairy tale, story modification.

scholarly journals Penerapan Metode Eksperimen untuk Meningkatkan Keterampilan Proses Sains Anak Usia Dini

2020 ◽  
Vol 2 (01) ◽  
pp. 1-8
Author(s):  
Luluk Iffatur Rocmah ◽  
Nur Hidayatus Sholihah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Natural Environment ◽  
Experimental Methods ◽  
Learning Processes ◽  
Process Skills ◽  
Science Process Skills ◽  
Early Childhood Science ◽  
Group B

This research is a classroom action research that aims to improve science process skills in early childhood. Science process skills are children's abilities in thinking and investigating the natural environment around a series of learning processes. These skills are abilities that use reason, reason and effective and efficient actions to achieve certain results. With science process skills children can find facts that occur in their environment. Science process skills in group B children in PAUD Tashwirul Afkar are still low, therefore experimental methods are applied in the learning process to improve the condition. The results of applying experimental methods with natural materials can improve the science process skills of group B children in PAUD Tashwirul Afkar. This is indicated by an increase in the percentage of children's science process skills since the action was taken at the pre-cycle, cycle I and cycle II. At the pre-cycle completeness the overall value of the child is 33%. In the first cycle the overall value of the child is 58% and in the second cycle the overall value of the child is 91%.

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