Pengembangan Perangkat Pembelajaran Berbasis Proyek untuk Meningkatkan Keterampilan Proses Sains Peserta Didik

2020 ◽  
Vol 4 (2) ◽  
pp. 45
Author(s):  
Erdian Dwiyanti ◽  
Dadan Rosana
Keyword(s):  
Model Development ◽  
Development Project ◽  
Project Based Learning ◽  
Process Skills ◽  
Learning Tools ◽  
Science Process Skills ◽  
Modified Model ◽  
Research Activities ◽  
Limited Testing ◽  
Three Phases

Penelitian ini bertujuan mengembangkan perangkat pembelajaran berbasis proyek untuk, (1) mengetahui tingkat kelayakan, (2) mengetahui efektivitas perangkat pembelajaran berbasis proyek, dan (3) mengetahui tingkat penguasaan keterampilan proses sains dan tingkat penguasaan materi peserta didik pada materi suhu dan kalor dengan menggunakan perangkat pembelajaran berbasis proyek. Penelitian ini merupakan penelitian pengembangan hasil modifikasi model pengembangan Borg & Gall. Hasil penelitian menunjukkan bahwa: (1) prosedur pengembangan model perangkat pembelajaran berbasis proyek mengadopsi dan memodifikasi model R & D (Borg & Gall) memperoleh nilai A dengan kategori sangat baik; (2) Efektivitas perangkat pembelajaran berbasis proyek dari guru dan observer pada aspek validitas, realibilitas, objektivitas, kepraktisan, sistematis dan Bahasa pada kategori cukup baik, dan (3) ketercapaian keterampilan proses sains peserta didik pada kelas eksperirmen mencapai 86.07% sedangkan pada kelas kontrol hanya 63.48%, Adapun penguasaan materi ditinjau dari persentase peserta didik di kelas eksperimen yang mencapai KKM sebesar 96.87% sedangkan peserta didik di kelas kontrol 6.25%. This study aims to develop project-based learning tools, (1) to determine the feasibility of the products developed; (2) determine the effectiveness of the project-based learning, and (3) determine the level of mastery of science process skills and the level of mastery of the material students in the material and the temperature of the heat by using project-based learning. This research is the development of a modified model of the development of Borg & Gall. Research activities consist of three phases: development limited, testing and expanded trials. The results show that: (1) the procedure of model development project-based learning tools adopt and modify the model of R & D (Borg & Gall) obtaining an A in the category of very good; (2) The effectiveness of project-based learning teacher and observer to the aspect of validity, reliability, objectivity, practicality, and systematic language category is average categories, and (3) The achievement of students' science process skills in the experiment reached 86.07% while in the control class it was only 63.48%. The mastery of the material based on the proportion of students in the experimental class who achieved KKM was 96.87%, while students in the control class were 6.25%. 

scholarly journals Pengembangan Desain Instruksional Model Project Based Learning Terintegrasi Keterampilan Proses Sains Untuk Meningkatkan Literasi Sains

2021 ◽  
Vol 5 (1) ◽  
pp. 101-111
Author(s):  
Nuraini Nuraini ◽  
Edy Waluyo*
Keyword(s):  
Instructional Design ◽  
Learning Strategies ◽  
Science Literacy ◽  
Descriptive Analysis ◽  
Model Development ◽  
Potential Effect ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Process Skills ◽  
Science Process Skills

Facing today's 21st century learning, teachers need to foster science literacy and consider learning strategies that suit the conditions and potential of students whose learning processes focus on providing firsthand experience and applying science knowledge. Literacy skills are fundamental things that students must do in facing the global era to be able to meet the needs of life in various situations. This research aims to develop instructional design through project learning based on science process skills to improve valid, practical and effective literacy skills. This research uses a type of research on Borg and Gall model development which is a systemic process that starts from the analysis of needs, product design, product development, implementation and evaluation of products. The subjects in the research were students in grade VII SMPN 1 Selong and Madrasah Tsanawiyah Muallimat NW Pancor numbered 64 people. Data collection uses validation sheets, practicality guidelines, and tests to measure students' science literacy skills. Data is analyzed with descriptive analysis techniques. The results of the analysis showed that the instructional design of the project based learning model based on science process skills fall into the category of valid, practical and effective and feasible to use. The products developed also have a potential effect in improving students' science literacy skills indicated by an N-Gain score of 0.77 with a high category

scholarly journals THE EFFECT OF USING THE PROJECT BASED LEARNING MODEL ON PROCESS SKILLS AND SCIENCE LITERATION SKILLS

2018 ◽  
Vol 2 (2) ◽  
pp. 25-30
Author(s):  
Ika W. Utamining Tias ◽  
Srikandi Octaviani
Keyword(s):  
Learning Process ◽  
Scientific Literacy ◽  
Learning Model ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Nonequivalent Groups ◽  
Post Test

This research is motivated by the learning process carried out in class V of SD Negeri 8 Metro Timur, SD Negeri 1 Metro Barat, SD Negeri 1 Metro Utara dan SD Negeri 5 Metro Pusat. The implementation of the learning process carried out by teachers who generally still use conventional learning methods and models that are only fixated on books and more teacher-centered, students listen to explanations from the teacher, take notes, memorize information and work on problems. practice questions rather than doing practical activities through experiments or experiments. As a result, the learning process becomes less attractive and seems monotonous because students tend to be passive and less participatory in learning activities. Teachers lack innovation in the use of active and innovative methods or learning models that are more student centered. That is, learning that provides more opportunities for students to construct independently the process of understanding material through a more active learning process through search activities and problem solving. In response to this, researchers conduct learning using a project based learning learning model with the aim of improving students' science process skills and scientific literacy skills. The purpose of this study was to describe the influence of the PjBL model on process skills and scientific literacy skills. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the PjBL model can improve science process skills and higher scientific literacy skills compared to groups of students who get conventional learning. Keywords: skills of science literacy, skills of science process, elementary students.

scholarly journals THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Wiworo Retnadi Rias Rahayu
Keyword(s):  
Project Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
High Learning ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Subject Specific ◽  
Experiment Method

Curriculum 2013 to emphasize of learning result on cognitive, affective, and skill. Curriculum 2013 not only to emphasize cognitive, however, also affective and skill need to be developed in the learning process. One of the skills that should be developed is the scientific process skills, because it is the high learning result. The objectives of this research are to know the science process skill diversification. Procedure this research using experiment method to design of Nonequivalent Control-Group Pretest Posttest Design. The results of this research there are the science process skills diverse using SSP of science based on PjBL and using teacher’s SSP.

scholarly journals Integrated STEM Project Based Learning Implementation to Improve Student Science Process Skills

2020 ◽  
Vol 1464 ◽  
pp. 012016
Author(s):  
Y B Bhakti ◽  
I A D Astuti ◽  
I Y Okyranida ◽  
D A S Asih ◽  
G Marhento ◽  
...  
Keyword(s):  
Project Based Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Stem

scholarly journals DEVELOPMENT OF SCIENCE PROCESS SKILLS STUDENTS WITH PROJECT BASED LEARNING MODEL- BASED TRAINING IN LEARNING PHYSICS

2016 ◽  
Vol 5 (1) ◽  
pp. 58
Author(s):  
Ratna Malawati ◽  
Sahyar .
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Learning Model ◽  
Additional Treatment ◽  
Project Based Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Model Based ◽  
Model Project

This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.

scholarly journals Analysis of Validation Development Science Learning Tools using Guided Inquiry Model Assisted by Real Media to Improve the Understanding Concepts and Science Process Skills of Students

2020 ◽  
Vol 7 (1) ◽  
pp. 41
Author(s):  
Susilawati Susilawati ◽  
Aris Doyan ◽  
Putu Artayasa ◽  
Hary Soeprianto ◽  
Ahmad Harjono
Keyword(s):  
Science Learning ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Process Skills ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Validation Process ◽  
Plan Implementation ◽  
Science Process Skills ◽  
Device Validation

Development of natural science learning tools with guided inquiry model assisted by real media to improve students' mastery of science process concepts and skills has been successfully carried out. The purpose of this development is to produce a science learning tool guided Inquiry model assisted by valid real media. The development of these tools uses the 4D model (define, design, develop, and disseminate). Science learning tools developed in the form of syllabus, lesson plan implementation, student worksheets, science process skills instruments, and students' mastery of concepts. The results showed that the device validation process developed with the guided inquiry learning model fulfilled the content validation and construct validation. This suggests that it has produced a very valid device

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) TERHADAP MINAT BELAJAR DAN KETERAMPILAN PROSES SAINS SISWA PADA PEMBELAJARAN FISIKA DI SMAN BALUNG

2018 ◽  
Vol 7 (1) ◽  
pp. 108
Author(s):  
Muhammad Khoirur Roziqin ◽  
Albertus Djoko Lesmono ◽  
Rayendra Wahyu Bachtiar
Keyword(s):  
Learning Model ◽  
Project Based Learning ◽  
Process Skills ◽  
Scientific Performance ◽  
Science Process Skills ◽  
Physics Learning ◽  
Science Process Skill ◽  
Post Test ◽  
Learning Interest ◽  
Better Than

AbstractInterest in learning was one of the factors that affected student learningoutcomes. Physical learning in the form of products, processes and scientificattitude required skills that process on the scientific performance called the scienceprocess skills. Project-based learning presents learning in the form of scientificprocesses and attitudes that could foster students' learning motivation. This researchwas an experimental research. The purpose of this research was to examine theeffect of project based learning model on learning interest and students' scienceprocess skill in physics learning at SMAN Balung. Data of student's interest inphysics learning was obtained from questionnaire and data of science process skillobtained from post test and there were supporting data in the form ofdocumentation, interview, and observation. The result of the independent sample ttest on the interest of physics learning showed the interest of experimental classphysics learning better than the control class. While the results of mann-whitney teston the science process students 'skills showed the students' experimental classscience process skills better than the control class. Based on the analysis it could beconcluded that the project based learning model had a significant effected on thestudents' learning interest and science process skills on physics learning at SMANBalung.Keyword: interest, project based learning model, science process skill

scholarly journals The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

2020 ◽  
Vol 1 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Safaruddin Safaruddin ◽  
Nurlaiha Ibrahim ◽  
Juhaeni Juhaeni ◽  
Harmilawati Harmilawati ◽  
Laeli Qadrianti
Keyword(s):  
Electronic Media ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Average Score ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to analyze the effect of using Project Based Learning (PjBL) strategy assisted by Electronic Media in increasing learning motivation and Science Process Skills (KPS) on the material “Heat Transfer”. The study used a quasi-experimental pretest-posttest experimental design with 59 students. The experimental group was taught using the PjBL strategy while the control group was taught with a conventional strategy that was teacher-centred. Learning motivation is measured using questionnaires distributed to students, and KPS is measured through observation using observation sheets. The results, average score of KPS with the PjBL strategy = 86.33, the conventional strategy = 74.52; the average score of learning motivation with PjBL strategy = 78.05, conventional strategy = 69.49. Conclude from this data that the use of the PjBL based on e-media strategy is effective and influences the improvement of KPS and learning motivation of elementary school students.

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