scholarly journals The Effectiveness of Local Culture-Integrated Science Learning through Project-Based Assessment on Scientific Attitudes and Science Process Skills of Elementary School Students

2021 ◽  
Vol 10 (3) ◽  
pp. 439-446
Author(s):  
D. P. Parmiti ◽  
N. N. Rediani ◽  
I. G. W. S. Antara ◽  
M. G. Jayadiningrat
Keyword(s):  
Science Learning ◽  
Hypothesis Test ◽  
Local Culture ◽  
Control Group ◽  
Process Skills ◽  
Validity And Reliability ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Scientific Attitudes

This study aims to analyze the effect of project-based assessment based on local culture on students' scientific attitudes and science process skills in science learning in elementary schools. This research is a quasi-experimental study with a non-equivalent post-test-only control group design. The population in this study was 151 participants, while the sample selected through random sampling technique was 61 participants divided into two classes. The data collection methods in this research were test and non-test methods. The instruments used were scientific attitude questionnaires and performance tests, and observation sheets. A validation process measured the validity and reliability of the instrument. The data obtained were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 application. The hypothesis test results show a significance value of 0.003 (Sig <0.05) so that Ho is rejected and Ha is accepted. Thus, it can be concluded that there are simultaneous effects in scientific attitudes and science process skills between students’ learning with local culture-based Project-based Assessment and students’ learning with conventional assessment applied.

scholarly journals Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

scholarly journals SETS-based guided experiment book: Empowering science process skills of elementary school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Pinkan Anita Tri Prasasti ◽  
Ivayuni Listiani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Before And After ◽  
And Control ◽  
Experimental Group

In this 21st–century, students are expected to have current competencies in which one of them is science process skills. The aim of this research was to empower science process skills through the SETS-based guided experiment book. This Posttest Only Control Group Design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. The activities were carried out for three months outside of school. The empowerment of science process skills was measured from the increasing scores before and after the implementation of the SETS Guided Experiment Book. The results showed that there was a significant different between experimental group and control group as the significancy value was 0.01 (sig. < 0.05). This means that the SETS-based guided experiment book can empower Science process skill of elementary school students.

scholarly journals Penerapan Pembelajaran Berbasis Praktikum Untuk Meningkatkan Keterampilan Proses Sains Dan Sikap Ilmiah Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 48
Author(s):  
Yuli Arnita Sari ◽  
Anna Fitri Hindriana ◽  
Sri Redjeki
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
Process Skills ◽  
Vocational High School ◽  
Scientific Attitude ◽  
Control Group Design ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Scientific Attitudes

The purpose of this research is to improve the science process skills and students' scientific attitude through the use of practicum-based learning. The method used is quasy experiment. The research design used is Nonequivalent Control-Group Design. Sampling technique of this research using purposive random sampling. Data collection techniques are: test, observation and questionnaire techniques. The research was conducted at one of Vocational High School in Cirebon City, SMK RISE Kedawung Cirebon. The implementation of this practicum-based learning can be fully (100%) implemented. Practicum-based learning is able to improve students' science process skills before the learning (pretest) the average student score is 38.13, while after learning is 85.27. N-Gain obtained in each indicator of science process skill are observation, prediction, and use a tool or material or source are 1 (one); apply the concept, communicate, interpretation are 0.90;� to plan an experiment is 0,74; The hypothesized is 0.62. The value of improvement students' science process skill indicator based on the highest observation is the indicator of using the tool or the material or the source 47, and the lowest is indicator 28. Improvement scientific attitudes of students based on the highest is prioritizes the proof indicator� 48, and the lowest is the indicator of a positive attitude to failure 28. Practicum-based learning is very good and appropriate to be implemented in the learning process because it can be provide experience and skills in working in laboratory environment carefully and according to the procedureKeywords: Practicum-based learning;� Science process skills; �Scientific attitude

scholarly journals Effectiveness of Experimental Laboratory Methods on Understanding the Concept of Light, Science Processes Skills, And Scientific Attitudes of Students

2019 ◽  
Vol 7 (3) ◽  
pp. 262-270
Author(s):  
Adrianus Nasar ◽  
Melkyanus Bili Umbu Kaleka
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Experimental Methods ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Experimental Laboratory ◽  
Scientific Attitudes

Light is the material in science teaching and learning that uses a lot of laboratory activities and equipment. Learning is more effective if done through cooperative small groups. This study determines the effectiveness of science learning uses laboratory experimental methods for understanding concepts, science process skills, and scientific attitudes of students in SMP Negeri 2 Ende. This study used a non-randomized quasi-experimental design through the pretest-posttest control group. The sample amounted to 72 people consisting of 37 people in the experimental group and 35 in the control group. The research instrument used questions about understanding concepts, observation sheets, and scientific attitude questionnaires. Data obtained in the form of normalized gain and analyzed using Compare Mean - Independent Sample T Test. The results of the study showed that the laboratory experimental method was effective in improving understanding of concepts, science process skills, and scientific attitudes of students. The findings of this study, science learning is recommended to use laboratory experiment methods in which students communicate very intensively with each other and their teachers, use tools and materials, and influence students' scientific attitudes.Keywords: Laboratory Experimental Methods, Understanding Concepts, Science Process Skills, And Scientific AttitudesMateri cahaya adalah materi dalam sains yang menggunakan kegiatan dan peralatan laboratorium. Belajar lebih efektif jika dilakukan melalui kelompok kecil yang kooperatif. Penelitian ini bertujuan menentukan efektivitas pembelajaran sains menggunakan metode eksperimen laboratorium untuk memahami konsep, keterampilan proses sains, dan sikap ilmiah siswa di SMP Negeri 2 Ende. Penelitian ini menggunakan desain Nonrandomized Control Group, Pretest–Posttest Design. Sampel berjumlah 72 orang yang terdiri dari 37 orang pada kelompok eksperimen dan 35 pada kelompok kontrol. Instrumen penelitian menggunakan pertanyaan tentang tes untuk pemahaman konsep, lembar observasi untuk keterampilan sains, dan angket untuk sikap ilmiah. Data diperoleh dalam bentuk gain ternormalisasi dan data dianalisis menggunakan perbandingan rerata gain (Compare Mean – Independent Sampel T Test). Hasil penelitian menunjukkan bahwa metode eksperimen laboratorium efektif dalam meningkatkan pemahaman konsep, keterampilan proses sains, dan sikap ilmiah siswa. Temuan penelitian ini yaitu pembelajaran sains direkomendasikan untuk menggunakan metode percobaan laboratorium di mana siswa berkomunikasi sangat intensif satu sama lain dan guru mereka, menggunakan alat dan bahan, dan mempengaruhi sikap ilmiah siswa.Kata kunci: Metode Eksperimen, Pemahaman Konsep, Keterampilan Proses  Dan Sikap Ilmiah Peserta Didik

scholarly journals The Use of Concrete Media in Science Learning in Inquiry to Improve Science Process Skills for Simple Machine subject

2020 ◽  
Vol 12 (1) ◽  
pp. 1-17
Author(s):  
Muhamad Taufik Bintang Kejora
Keyword(s):  
Science Learning ◽  
Gain Control ◽  
Control Group ◽  
Process Skills ◽  
Test Results ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
The Media ◽  
Process Gain

This study aims to determine the improvement of science process skills with the media using concrete in science learning by inquiry.  The study was conducted using a quasi-experimental design with a nonequivalent control group design.  In the experimental group applied to learn to utilize concrete media in learning science in an inquiry, while the control class applied to conventional learning utilizing audio-visual media. Subject: The study included 60 students of class V Elementary School performances in Purwakarta district. The test results for the normalization gain skills enhancement process gain values obtained experimental class (N-gain 0.46) is greater than the value of the class gain control (N-gain 0.17).  Based on the test results mean difference two improvements by using the t-test, obtained t = 2.688 table = 2.045, with sig. 0.012 α 0.05 then H0 is rejected and Ha.  Therefore, inquiry science learning by utilizing concrete media can significantly improve students' science process skills.

scholarly journals PENGARUH PBL TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF IPA PADA SISWA SD

2016 ◽  
Vol 4 (2) ◽  
pp. 186 ◽  
Author(s):  
Ratna Hidayah ◽  
Pratiwi Pujiastuti
Keyword(s):  
Random Sampling ◽  
Science Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Science Process Skill ◽  
Cluster Random Sampling

<p><strong> </strong><strong> </strong><strong> </strong></p> <p><strong><em> </em></strong></p> <p><strong><em> </em></strong><strong><em> </em></strong></p> <p><strong><em></em></strong>Penelitian ini bertujuan untuk mengetahui : (1) pengaruh PBL<em> </em>terhadap keterampilan proses sains; (2) pengaruh PBL<em> </em>terhadap hasil belajar kognitif IPA; (3) pengaruh PBL<em> </em>terhadap keterampilan proses sains dan hasil belajar kognitif IPA secara bersama- sama. Penelitian ini merupakan  penelitian eksperimen semu  dengan <em>pretest-postest control group design. </em>Populasi dalam penelitian ini adalah seluruh kelas V SD Gugus 3 Kotagede Yogyakarta tahun pelajaran 2014/ 2015. Pengambilan sampel menggunakan teknik <em>Cluster Random Sampling</em>. Data dianalisis dengan <em>independent t-test, </em>uji MANOVA, dan uji kriteria Bonferroni. Hasil penelitian menunjukkan bahwa: Hasil penelitian menunjukkan bahwa: (1) PBL berpengaruh positif dan signifikan terhadap keterampilan proses sains; (2)<em> </em>PBL berpengaruh positif dan signifikan terhadap hasil belajar IPA. (3) PBL berpengaruh positif dan signifikan terhadap keterampilan proses sains dan hasil belajar IPA. Keterampilan proses sains dan hasil belajar kognitif IPA di kelas eksperimen 1 dan kelas eksperimen 2 lebih tinggi daripada kelas kontrol. Keseluruhan uji dan hasil penelitian ini menunjukkan bahwa PBL berpengaruh positif dan signifikan terhadap keterampilan proses sains dan hasil belajar kognitif IPA.</p><p> </p><p><strong><em>T</em><em> </em><em>HE EFFECT PBL ON SCIENCE PROCESS SKILL AND COGNITIVE LEARNING RESULT OF SCIENCE TO STUDENTS OF ELEMENTARY SCHOOL</em></strong></p> <p><strong>Abstract</strong></p><p>This research is aimed to get information about: (1) the effect of PBL on science process skills; (2) the effect of  PBL on the result of cognitive-learning of science and 3) the effect of PBL on science process skill and the result of cognitive-learning of science. This is quasi experiment research employing a pretest-posttest control group design. The research population consisted of five-graders of all elementary schools located in Group 3 of Kotagede in the academic year of 2014/2015. The sample was collected using the cluster random sampling technique. The data were analyzed using the independent t-test, the MANOVA, and Bonferroni criterion. The result of this research informs that: (1) PBL  improved positively and significantly the science process skills; (2) PBL improved positively and significantly science learning result; (3) PBL improved positively and significantly the science process skills and science learning result. The skills of science process and cognitive result of learning of science of the experiment class 1 and 2 are higher than that of the control class. The whole tests and gained results show that PBL positively and significantly improves the skills of science process and the cognitive result of science learning.</p> <p><strong>Keywords</strong><strong>: </strong><em>problem based learning, skills of science process, cognitive learning result of science.</em></p>

scholarly journals Application of the Guided Inquiry Model to Improve Science Process Skills High School Students

2021 ◽  
Vol 7 (4) ◽  
pp. 612-616
Author(s):  
Ade Rahayu Fadhilla ◽  
Muhibbuddin Muhibbuddin ◽  
Muhammad Syukri
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference

This study aims to improve students' science process skills by applying a guided inquiry learning model to the concept of work and energy learning physics. The research design used was a quasi-experimental control group design. The population in this study was all class X MIA SMA Negeri 5 Banda Aceh, which consisted of five parallel classes who took the science program in the even semester of 2020/2021 with a total of 139 students. Two classes as the research sample were selected by purposive sampling by taking into account the average value of physics for each class. Meanwhile, the determination of the experimental and control classes in this study was carried out randomly. Data on science process skills in both classes was obtained through observation sheets filled out by two observer teachers. The results of data analysis show that, in general, there is a significant difference between the improvement of science process skills in the experimental class and the control class for the indicators of observing, predicting, measuring, communicating, and concluding. However, for classifying indicators, the results were not significantly different. The improvement of science process skills in the experimental class in general for all of these indicators certainly cannot be separated from each step of the guided inquiry learning model they carry out. The positive results of the implementation of physical learning through the inquiry model on students' science process skills can be used as a reference and support for teacher implementation in carrying out the teaching and learning process of physics, especially on the concept of business and energy

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN PEMBEKALAN PENGETAHUAN AWAL TERHADAP KETERAMPILAN PROSES SAINS PESERTA DIDIK SMA

2017 ◽  
Vol 3 (1) ◽  
pp. 92
Author(s):  
Nurul Hikmawati ◽  
Sutrio Sutrio ◽  
Hikmawati Hikmawati
Keyword(s):  
Prior Knowledge ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental

This study aims to determine the effect of problem based learning model with debriefing prior knowledge of the science process skills of learners. This research is a quasi experimental research using non-equivalent control group design. The population in this study is all students of class XI IPA SMAN 1 Montong Gading. The sampling of the research using saturated sampling technique, so that the selected class XI IPA 1 as the experimental class will be given treatment in the form of problem-based learning model with initial knowledge knowledge and class XI IPA 2 as the control class to be given treatment in the form of problem-based learning model. Data collection of science process skills using observation techniques on the observation sheet. Hypothesis test using t-pooled variance test obtained tcount value is greater than ttable. The result of the research shows that the use of problem-based learning model with prior knowledge sharing influences the science process skill of SMA students.

scholarly journals MODEL PBL BERBASIS SIMULASI VIRTUAL DAN PRAKTIKUM, HASIL BELAJAR DAN KETERAMPILAN PROSES SAINS.

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 148
Author(s):  
Agung Ma'rufin ◽  
Syahmani Syahmani ◽  
Mella Mutika Sari
Keyword(s):  
Learning Outcomes ◽  
Class Ii ◽  
Class I ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Class Viii ◽  
And Control

Abstract.  This study aims to determine the differences in learning outcomes and students' science process skills between classes using PBL models based on virtual simulations, PBL models based on practicum, and conventional learning. This quasi-experimental research uses nonequivalent control group design. The population of this research is VIII grade students of MTsN 2 Banjarmasin. The research sample is class VIII E as the control class, class VIII F as the experimental class I, and class VIII G as the experimental class II. Data collection uses test and observation techniques. Data analysis techniques use the Kruskall-Wallis test and descriptive analysis. The results showed that (1) There were differences in knowledge learning outcomes between experimental class I, experimental class II, and control class (2) There were differences in students' science process skills between experimental class I, experimental class II, and control class. Keywords: Problem Based Learning, Virtual Simulation, Practicum, Knowledge Learning Results, Science Process Skills Abstrak. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar dan keterampilan proses sains siswa antara kelas dengan menggunakan model PBL berbasis simulasi virtual, model PBL berbasis praktikum, dan pembelajaran konvensional. Penelitian eksperimen semu ini menggunakan nonequivalent control group design. Populasi penelitian ini adalah siswa kelas VIII MTsN 2 Banjarmasin. Sampel penelitian adalah kelas VIII E sebagai kelas kontrol, kelas VIII F sebagai kelas eksperimen I, dan kelas VIII G sebagai kelas eksperimen II. Pengumpulan data dengan menggunankan teknik tes dan observasi. Teknik analisis data menggunakan uji Kruskall-Wallis dan analisis deskriptif. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan  hasil belajar pengetahuan antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol (2) Terdapat  perbedaan keterampilan proses sains siswa antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol. Kata kunci: Problem Based Learning,  Simulasi Virtual, Praktikum, Hasil Belajar Pengetahuan, Keterampilan Proses Sains

scholarly journals The effect of the group investigation-guided inquiry (GI-GI) learning model to improve students’ collaboration and science process skills

2021 ◽  
Vol 2104 (1) ◽  
pp. 012027
Author(s):  
Indrawati ◽  
I K Mahardika ◽  
J Prihatin ◽  
Supeno ◽  
S Astutik ◽  
...  
Keyword(s):  
High Schools ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental

Abstract The GI-GI learning model is a combination of the Group Investigation and the Guided Inquiry model. The research aimed to examine the effect of the GI-GI learning model on collaboration and students’ science process skills. The type of research carried out was Quasi-Experimental and used a post-test only control group design and purposive sampling covering four high schools in the Besuki Residency, two classes as the experimental class and the control class. The research instrument used tests, observations, and documentation. The results showed a significant effect of the GI-GI learning model on collaboration and students’ science process skills. This research implies that the GI-GI learning model can condition students to research in groups to interact actively with friends and educators to exchange opinions, knowledge, or experiences, find and solve problems, and hypothesize through investigation, exploration, and discussion outside or inside in class.

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