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.

ANALISIS KETERAMPILAN PROSES SAINS SISWA DALAM PEMBELAJARAN IPA SD

2015 ◽  
Vol 2 (2) ◽  
pp. 41 ◽  
Author(s):  
Mahmud Alpusari
Keyword(s):  
Primary Schools ◽  
Gain Control ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Skills Learning ◽  
And Control ◽  
Research And Design

This research is a quasi experimental research and design used is ARandomized Pretes-Postest Control Group Design. The subject of the researchdetermined by random toward experimental and control groups. The results of this studyshowed that there was differences class between implements the inquiry learning andconventional learning. Mean score N-Gain science of process skills students washighest in primary schools reached 0.29 A, while for the N-Gain lowest in primaryschools C of 0.15 As for the indicators of science-process skills, process skills of thehighest indicators in the experimental class there is the aspect of the hypothesis, whilethe lowest indicator contained in the aspect of the question. In the control class there areindicators that contained by aspects of the hypothesis while the lowest was on aspects ofobservation. The results visible experimental class science process skills results showedhigher levels of N-gain control of the class. The results in the experimental classsignificantly more improve students’ science process skills than conventional class.Keywords: Science Process Skills, Learning Science

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.

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 IMPLEMENTASI MODEL PEMBELAJARAN ICARE (INTRODUCTION-CONNECT-APPLY-REFLECT-EXTEND) TERHADAP KETERAMPILAN PROSES SAINS PADA MATERI LARUTAN ELEKTROLIT DAN NON ELEKTROLIT

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Mahdian Mahdian ◽  
Almubarak Almubarak ◽  
Nurul Hikmah
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Science Process Skill ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
Cluster Random Sampling

This research was about the implementation of the ICARE (Introduction-Connect-Apply-Reflect-Extend) learning model to the science process skills compared to the DI (Direct Instruction) learning model. This research was a quasi-experimental design with nonequivalent control group design. The population was all students of class X MIPA SMAN 4 Banjarmasin with sample consist of 2 classes selected by cluster random sampling, X MIPA 2 as an experimental class and X MIPA 4 as a control class. Data collection techniques were used test (instruments test description question) and observation technique like using the science process skills instrument. Data analysis using t-test obtained tcount larger than ttable at the 0.05 level of significance, ie 5.9 > 2.0, it means that there were a differenct in science process skills aspect between students who had learned with the ICARE learning model and the DI learning model. Students’ science process skills enhancement in the experimental class have a gain value of 0.61 in the medium category and in the control class have a gain value of 0.40 in the medium categoryKeywords: ICARE, science process skill, electrolyte and non electrolyte solution

scholarly journals EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING

2020 ◽  
Vol 19 (2) ◽  
pp. 276-288
Author(s):  
Irene Lue Leh Ping ◽  
Lilia Halim ◽  
Kamisah Osman
Keyword(s):  
Practical Work ◽  
Experimental Methodology ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Explicit Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills

scholarly journals Question webs-based learning: Science process skills and scientific questioning skills of students on harmonic motion topic

2020 ◽  
pp. 38-48
Author(s):  
Ammalia Nurjannah ◽  
Abdul Gani ◽  
Evendi Evendi ◽  
Muhammad Syukri ◽  
Elisa Elisa
Keyword(s):  
Scientific Literacy ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Conventional Models

The success of students in dealing with the globalization era of scientific literacy needs to be supported by practising skills, one of the skills that must be mastered by students in the science process skills and scientific questioning skills. This study aims to determine the implementation of the question webs based learning model of learning to improve science process skills and scientific questioning skills in grade X students at SMAN 1 Darul Imarah using a quasi-experimental method with nonequivalent control group design. The samples were taken by purposive sampling technique which was then divided into experimental and control groups. The data were collected from pretest and posttest scores which were then tested based on N-gain values. The results showed that the score of science process skills and scientific questioning skills of experimental class students obtained higher mean scores than control class mean scores. Statistically, it can be seen that testing the results of tests using the t-test 4.507 for science process skills and 29.79 for scientific questioning skills with a significant difference. The conclusion of this study shows that the question web-based learning model improve science process skills and scientific questioning skills compared to conventional models.

scholarly journals Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

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 EFFECTIVENESS OF THE THREE LEVELS OF INQUIRY IN IMPROVING TEACHER TRAINING STUDENTS’ SCIENCE PROCESS SKILLS

2017 ◽  
Vol 16 (6) ◽  
pp. 908-918
Author(s):  
I Putu Artayasa ◽  
Herawati Susilo ◽  
Umie Lestari ◽  
Sri Endah Indriwati
Keyword(s):  
Teacher Training ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Open Inquiry ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Elementary School Education ◽  
Teacher Training Students

Teacher training students require the mastery of science process skills (SPS) to improve their performance in teaching science. The purpose of this research was to (1) compare the difference in effectiveness between the three levels of inquiry (structured, guided, open inquiry) and the conventional strategy in improving SPS; (2) compare the differences in effectiveness between the three levels of inquiry and conventional strategy in improving the integrated science process skills (ISPS), especially the skills of preparing experimental procedures, collecting data, presenting data, discussing data, and making conclusion. This research was a quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consisted of 154 students of Teacher Training for Elementary School Education of University of Mataram. The data were collected by using SPS test and the scoring of experiment report. The data were analyzed by using ANCOVA and the Kruskal Wallis test. The results indicate that there is a significant difference in the effectiveness between the three levels of inquiry and the conventional strategy in improving SPS. Among the three levels of inquiry itself, there is no any significant difference. On the ISPS, the open inquiry has the highest effectiveness and the structured inquiry has the lowest effectiveness. Keywords: guided inquiry, inquiry levels, open inquiry, structured inquiry, science process skills.

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.

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