scholarly journals The role of performance and self-assessment to determine students’ science process skills in SMP Negeri 11 Kota Tangerang Selatan

2020 ◽  
Vol 1511 ◽  
pp. 012059
Author(s):  
F U A K Sejati ◽  
S Saputro ◽  
N Y Indriyanti
Keyword(s):  
Process Skills ◽  
Self Assessment ◽  
Science Process Skills

scholarly journals THE ROLE OF KNOWLEDGE MASTERY AND SCIENCE PROCESS SKILLS TO INCREASE THE SCIENTIFIC CREATIVITY

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Zulkarnaen Zulkarnaen ◽  
ZA Imam Supardi ◽  
Budi Jatmiko
Keyword(s):  
Significant Role ◽  
Creative Thinking ◽  
Coefficient Of Determination ◽  
Teaching Model ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
8Th Grade

The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.

scholarly journals The development of pupils´ Science process skills at secondary school

2019 ◽  
Author(s):  
Peter Demkanin ◽  
Lucia Klinovská ◽  
Peter Horváth
Keyword(s):  
Physics Education ◽  
School Science ◽  
Theoretical Background ◽  
Process Skills ◽  
Planning Stage ◽  
Science Process Skills ◽  
Quality Scale ◽  
Physics Experiment ◽  
Physics Experiments

The object of the article is a description and development of selected pupils´ science process skills. We focus on the planning stage of the physics experiment and on the age level 14-16 years. We aimed at possibilities of developing selected pupils´ science process skills such as predicting and formulation of hypotheses. We describe also the process of preparation of specific activities for the development of selected science process skills. We present our experience with the utilization of specially designed activities we have designed and used in physics education at grammar school. Science process skills are inseparable from the conceptual understanding of phenomena studied - we examine the theoretical background, pupils use in the formulation of their predictions and hypothesis, and also we examine the clarity and deepness of their argumentation. Besides, we discuss the role of social learning – we examine the role of teamwork in the planning of experiments, and also we discuss the differences between the planning of laboratory experiments and out-of-door experiments. In the second part of our contribution, we present our experience with the implementation of physics experiments planned by the students themselves, in which the task for the pupils is also to formulate the problem itself. In the last part, we present a Hypotheses quality scale, a tool for comparison of students´ hypotheses, to compare how they formulate hypotheses in the first, second and third activity in a series. We did also a comparison between hypotheses formulated in activities prepared by the teacher and hypotheses formulated for experiments planned by pupils themselves.

scholarly journals IMPLEMENTATION OF INTEGRATED SCIENCE INSTRUCTION ASSESSMENT AS AN ALTERNATIVE TO MEASURE SCIENCE PROCESS SKILLS AND SOCIAL ATTITUDES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sukardiyono Sukardiyono ◽  
Dadan Rosana
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Peer Assessment ◽  
Science Instruction ◽  
Social Attitudes ◽  
Process Skills ◽  
Self Assessment ◽  
Social Attitude ◽  
Science Process Skills ◽  
Integrated Science

Curriculum 2013 requires a paradigm shift in the teachers manage learning, including assessment. Research on the implementation of integrated science instruction assessmentis an attempt to overcome the problems in science learning assessment in Junior High School. Rate the former tend to simply measure cognitive ability, so that teachers rarely pay attention to ratings on science process skills of students and social attitudes. This research aims to; (1) produce integrated science assessment practical instruction through the feasibility test in science learning class (2) to get the measure of science process skills and social attitudes of learners using instruments developed. This research is a development that adapt the model Borg and Gall (1983). Aiken's Formula V is used to analyze the instrument by the validator. This research resulted in: (1) integrated science instruction assessment practical through feasibility testing in the classroom science lessons with the following characteristics: (a) the observation sheet form checklist used by teachers to observe the science process skills of learners is only at the stage of observing, measuring, inferring, classifying, predicting, communicating as well as observing the social attitude on stage mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive  (b) science process skills is not observed from the behavior of learners assessed by working the worksheet (c) the self-assessment of social attitudes among learners friends used only at the stage of evaluate; (2) the instrument has been developed fit for use because it meets the content validity by experts and reliability was good value. (3) Results of measurement using observation sheet science process skills get a very good category and the results of measuring social attitude of learners using observation sheets, self-assessment and peer assessment obtained either category on aspects of mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive .

scholarly journals THE ROLE OF COOPERATIVE INSTRUCTIONAL STRATEGIES ON INTEGRATED SCIENCE PROCESS SKILLS

2021 ◽  
Vol 9 (5) ◽  
pp. 400-405
Author(s):  
Idachaba Stephen O. ◽  
◽  
Stephen Daikwo ◽  
Keyword(s):  
Instructional Strategies ◽  
Instructional Strategy ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

Analisis Kebutuhan Petunjuk Praktikum Berbasis Keterampilan Proses Sains untuk Mencapai Kemampuan Merancang Eksperimen

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fitriah Khoirunnisa ◽  
Friska Septiani Silitonga ◽  
Veri Firmansyah
Keyword(s):  
Core Competence ◽  
Process Skills ◽  
Learning Materials ◽  
Science Process Skills ◽  
Second Stage ◽  
The Core ◽  
The Core Competence ◽  
Two Stages ◽  
Practical Instruction ◽  
Design Experiments

Penelitian ini bertujuan menganalisis kebutuhan petunjuk praktikum berbasis Keterampilan Proses Sains (KPS) untuk mencapai kemampuan merancang eksperimen pada materi kalor reaksi kalorimetri. Penelitian dilakukan terhadap peserta didik kelas XI SMA Negeri 2 Kota Tanjungpinang. Variabel penelitian mencakup analisis kebutuhan bahan ajar dan analisis kesesuaian Kompetensi Inti (KI) dan Kompetensi Dasar (KD). Jenis penelitian yang dilakukan adalah penelitian deskriptif kualitatif. Tahapan pertama dalam penelitian ini adalah menganalisis kebutuhan bahan ajar dengan cara membandingkan dua petunjuk praktikum yang selama ini telah digunakan di sekolah tersebut, ditinjau dari aspek struktur format penulisan, aspek kreativitas, dan aspek keterampilan proses sains yang terdapat dalam petunjuk praktikum. Sehingga didapatkan kesimpulan bahwa petunjuk praktikum yang selama ini digunakan tidak memberikan kesempatan kepada peserta didiknya untuk merancang eksperimen yang telah ditentukan. Tahapan kedua yaitu menganalisis kesesuaian kompetensi inti dan kompetensi dasar, yang bertujuan untuk menentukan indikator pencapaian kompetensi (IPK) yang akan menjadi acuan dalam mengembangkan petunjuk praktikum berbasis keterampilan proses sains. Dari kedua tahapan yang telah dilakukan maka dapat disimpulkan bahwa peserta didik memerlukan petunjuk praktikum yang mampu mengonstruksi pikiran dan mengaktifkan kinerja mereka, sehingga pendekatan Keterampilan Proses Sains menjadi pilihan dalam mengembangkan petunjuk praktikum yang sesuai dengan karakteristik kurikulum 2013.   This research aims to analyze the needs of Science Process Skills based Practical Instruction to achieve the ability to design experiments on the calor of reaction. This research was done to the students of class XI SMA Negeri 2 Tanjungpinang City. Research Variable includes the analysis of the needs of the learning materials and analysis of the suitability of the Core Competence (KI) and Basic Competence (KD). The type of research conducted is descriptive qualitative research. The first stages in this research is to analyze the needs of learning materials by comparing two practical instructions that had been implementing in the school, from the aspects of the structure of writing format, creativity, and science process skills embedded in practical instructions. The conclusion of this research that current practical instructions does not give an opportunity to the participants to design determined experiments. The second stage, namely analyzing the suitability of core competence and basic competence, which aims to determine the indicators of achievement of the competencies (GPA) which will be a reference in developing process skills-based teaching instructions science. Of the two stages that has been done then it can be concluded that learners need practical instructions to construct  thinking and and their performance, so the Science Process Skills approach is an option in developing practical instruction suitable for the characteristics of the curriculum of 2013.

Relation Between Metacognitive Ability with Science Process Skills on Grade 8th Students in MTs Negeri 3 Parigi

2020 ◽  
Vol 3 (1) ◽  
pp. 8-13
Author(s):  
Moch. Munir ◽  
Amiruddin Kade ◽  
Muslimin Muslimin
Keyword(s):  
Research Result ◽  
Reverse Direction ◽  
Process Skills ◽  
Science Process Skills ◽  
A Value ◽  
Regression Test ◽  
Feasibility Test ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

This study aims to determine the relations between metacognitive to science process skills on grade VIII students MTs Negeri 3 Parigi. This research is descriptive, the approach used is a quantitative approach, manifested in the form of numbers analyzed by statistics and the results are described. The population is students of MTs Negeri 3 Parigi Academic Year 2017-2018 with a population of three classes, with a sample of 30 students. The instrument used is a metacognitive questionnaire consisting of 50 questions and an essay about science process skills 6 questions test. The result of the prerequisite test of the research result is all metacognitive indicators of normal and linear distributed and based on the regression feasibility test show that all data is feasible for regression test. The result of the regression test and test of determination to obtain a value which is not significant. Based on the results of the research analysis it can be concluded that the relationship of each metacognitive indicator to science process skills was not significant even there were metacognitive indicators that reverse direction significantly. The magnitude of the relationship of each metacognitive indicator with science process skills maximum 15.3%.  

Application of the Science Process Skill Approach in Improving Student Activities and Learning Outcomes in Science Subjects in Kabuyu Inpres Elementary School

2020 ◽  
Vol 3 (1) ◽  
pp. 14-23
Author(s):  
Ni Made Catri ◽  
Lilies N. Tangge ◽  
Afadil Afadil
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Process Skills ◽  
Research Subjects ◽  
Class V ◽  
Science Process Skills ◽  
Percentage Score ◽  
Student Activities

This study aims to describe the increase in activities and student learning outcomes in learning Natural Sciences in class V Kabuyu Inpres Elementary School through the application of the science process skills approach. The method used in this research is classroom action research which consists of 4 stages, planning, implementation, observation, and reflection, with data collection techniques using evaluation tests, observation sheets, and field notes. Research subjects were 27 students. The results showed that using existing instructional devices showed an increase in student and teacher activities. Student learning activity shows the percentage score obtained on the first cycle is 70.05% in the category enough, in the second cycle showed an increase in the percentage score of 90.48% category very good, an increase of 20.43%. Teacher observation activities when applying the material in class I showed a percentage score of 78.33% in the good category, in the second cycle, the percentage score was 95.00% in the very good category, an increase of 16.67%. In the results of the analysis of evaluation tests, the first cycle students showed the percentage of classical completeness 53.70% for the percentage of classical absorption 71.06%, the second cycle showed an increase in the results of the evaluation test evaluation on the percentage of climax completeness obtained 90.74%, and the percentage of absorption laxative results showed 84.96%, KBK increased by 37.04% and DSK increased by 13.90%. Based on the acquisition of these results, it was concluded that the approach to science process skills can improve student learning activities and outcomes in the heat transfer material in class V of Kabuyu Inpres Elementary School in 2018-2019.    

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