Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.

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Analysis of Science Process Skills of Summative Test Items in Physics of Grade X in Surakarta

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v7i1.10439 ◽

2018 ◽

Vol 7 (1) ◽

pp. 34-40 ◽

Cited By ~ 6

Author(s):

D. Ratnasari ◽

S. Sukarmin ◽

S. Suparmi ◽

D. Harjunowibowo

Keyword(s):

Content Analysis ◽

Process Skills ◽

Science Process Skills ◽

Process Skill ◽

Test Items ◽

Science Process Skill ◽

Academic Year ◽

Descriptive Method

The objective of this research is to analyze the science process skills (SPS) of the summative test items in physics in Surakarta. This research used a descriptive method with content analysis, namely: summative test items in Academic Year 2015/2016 in Surakarta. Each item was analyzed based on science process skill indicators prepared and elaborated by the researchers. The result and discussion of the research showed that the SPS found in the summative test items in Physics in Surakarta included those of formulating hypotheses (2.88%), designing experiments (2.10%), interpreting data (5.10%), applying concepts (70.20%), communicating (6.64%), and drawing conclusions (13.08%) respectively.

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Profil Keterampilan Proses Sains Siswa Kelas V SD Inpres Unggulan BTN Pemda Kota Makassar Melalui Penerepan Model Pembelajaran Predict Observe, Discuss, Explain (PODE)

Publikasi Pendidikan ◽

10.26858/publikan.v8i1.4239 ◽

2018 ◽

Vol 8 (1) ◽

pp. 7

Author(s):

Muhammad Irfan ◽

Syahrani Syahrani

Keyword(s):

Direct Observation ◽

Quantitative Data ◽

Science Classroom ◽

Data Type ◽

Process Skills ◽

Study Objective ◽

Science Process Skills ◽

Process Skill ◽

Science Process Skill ◽

Descriptive Method

This study objective is to determine how the description of the skills of science process skills of grade V students of Primary Inpres superior of BTN PEMDA through the application of Learning Model Predict Observe, Discuss, and Explain (PODE). This research is designed in descriptive form to explain exactly what kind of science classroom process skill V SD Inpres superior BTN PEMDA Makassar City. The use of descriptive method aims to get an overview of the skills of science process students in grade V SD Inpres Superior of BTN PEMDA in depth, detailed and intact. The type of data taken is descriptive quantitative data type, where the data is taken from direct observation by the researcher related to science process skill of grade V SD Inpres Superior of BTN PEMDA. The results of the research are: 1) the ability to observe is categorized well; 2) the ability to make predictions / hypotheses is categorized well; 3) the ability of the child to experiment is categorized as good; 4) the ability to draw conclusions and report the observed results are adequately categorized. Overall student process skills can be categorized well although there are still some aspects that need to be improved

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DEVELOPING STUDENTS’ SCIENCE PROCESS SKILLS IN USING COLOR GRAB APPLICATION TO DETERMINE THE MASS OF COLORED SOLUTION

EDUSAINS ◽

10.15408/es.v10i2.7824 ◽

2018 ◽

Vol 10 (2) ◽

pp. 235-242

Author(s):

Ferli Septi Irwansyah ◽

Ida Farida ◽

Ihda Fitriyati ◽

Ila Susilawati

Keyword(s):

Student Performance ◽

Chemical Separation ◽

Classroom Research ◽

Average Score ◽

Process Skills ◽

Science Process Skills ◽

Process Skill ◽

Student Activity ◽

Science Process Skill ◽

Development Of Students

PENGEMBANGAN KETERAMPILAN PROSES SAINS MAHASISWA PADA PENGGUNAAN APLIKASI COLOR GRAB DALAM PENENTUAN MASSA ZAT LARUTAN BERWARNAAbstractThe purpose of this study is to analyze the development of students science process skills on the determination mass of colored solution using color grab application. The method used in this research was classroom research with subjects of 33 students taking chemical separation course. The instrument used was student activity observation sheet, practicum worksheet, and checklist of student performance. The results showed the use of smartphones in the practice of determination mass of colored solution can develop students science process skills . The overall student science process skill is interpreted very well with an average score of 81, with acquisition of experimental plan value with value of 82, observed 92, interpreting data 84, concludes 66, and communicating 79. Student activity on experiments using smartphones as a whole is excellent with percentage of 96%.AbstrakTujuan penelitian ini untuk menganalisis pengembangan keterampilan proses sains mahasiswa pada penentuan massa zat larutan berwarna menggunakan aplikasi color grab. Metode penelitian yang digunakan adalah adalah penelitian kelas pada mahasiswa mata kuliah kimia pemisahan sebanyak 33 orang. Instrumen penelitian menggunakan lembar observasi aktivitas mahasiswa, lembar kerja praktikum, dan daftar ceklis kinerja mahasiswa. Hasil penelitian menunjukkan penggunaan smartphone dalam praktikum penentuan massa zat larutan berwarna dapat mengembangkan KPS mahasiswa. Keterampilan proses sains mahasiswa secara keseluruhan diinterpretasikan sangat baik dengan nilai rata-rata 81, dengan perolehan nilai pada indikator merencanakan percobaan 82, mengamati 92, menafsirkan data 84, menyimpulkan 66, dan mengomunikasikan 79. Aktivitas mahasiswa pada percobaan menggunakan smartphone secara keseluruhan sangat baik dengan persentase 96%.

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KORELASI KETERAMPILAN PROSES SAINS DENGAN HASIL BELAJAR MAHASISWA PADA PRAKTIKUM KIMIA DASAR II ( KINETIKA REAKSI)

Hydrogen: Jurnal Kependidikan Kimia ◽

10.33394/hjkk.v7i1.1686 ◽

2019 ◽

Vol 7 (1) ◽

pp. 46 ◽

Cited By ~ 2

Author(s):

Yusran Khery ◽

Pahriah Pahriah ◽

Abdul Kadir Jailani ◽

Abu Rizqiana ◽

Nurma A. Iswari

Keyword(s):

Data Analysis ◽

Process Skills ◽

Learning Achievement ◽

Science Process Skills ◽

Process Skill ◽

Science Process Skill ◽

Data Collecting

The aim of this research was to evaluate correlation between students science process skill and learning achievement. In form of correlation research, this research was conducted at Chemestry Laboratory of IKIP Mataram in time of 2015-2018. Subject of this researh consists of 138 students who got basic II chemistry practice. Instrument of this research was guestionnaire and test. With 98,22% of validity, the instrument was highly eligible to used in data collecting. The data analyzed by product moment. The data analysis showed that rtest (0,1743) higher than rtable (0,1676). The research showed that there is significant correlation betwen science process skills and students learning achievement.

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An Identification of Physics Pre-Service Teachers' Science Process Skills Through Science Process Skills-Based Practicum Guidebook

Jurnal Ilmiah Pendidikan Fisika Al-Biruni ◽

10.24042/jipfalbiruni.v7i2.2690 ◽

2018 ◽

Vol 7 (2) ◽

pp. 239 ◽

Cited By ~ 6

Author(s):

Darmaji Darmaji ◽

Dwi Agus Kurniawan ◽

Ai Suryani ◽

Ayu Lestari

Keyword(s):

Physics Education ◽

Process Skills ◽

Education Students ◽

Science Process Skills ◽

Science Process Skill ◽

Study Programs ◽

Basic Physics ◽

Data Tables ◽

Quantitative Descriptive ◽

Descriptive Method

This research was conducted to identify the science process skills of the physics education students of Jambi University in prism refraction practicum after using the basic physics practicum guidebook II. This research is a quantitative descriptive method. The study was conducted with a sample of 91 students. Data collection techniques were carried out using a science process skill observation sheet which was supported by interviews and documentation. Data were analyzed using descriptive statistics. The results showed that most students are highly skilled in implementing science process skills-based practicum with the following percentages: observing by 48.35%, classifying by 38.46%, measuring by 39.56%, predicting by 58.64%, compiling data tables by 51.65%, making graph by 58.24%, planning the experiment by 61.54%, and conducting the experiment by 45.05%. The students were also quite skilled in constructing hypotheses and defining variables with the percentage of 57.14% and 39.56%, respectively. The results of the study are expected to be used as a consideration for study programs and other faculties at Jambi University as well as other universities to conduct related studies.

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

DIDAKTIKA TAUHIDI JURNAL PENDIDIKAN GURU SEKOLAH DASAR ◽

10.30997/dt.v3i1.313 ◽

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.

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PENGEMBANGAN BAHAN AJAR DENGAN MODEL CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MENINGKATKAN AKTIVITAS DAN KETERAMPILAN PROSES SAINS PESERTA DIDIK

Journal of Banua Science Education ◽

10.20527/jbse.v1i2.9 ◽

2021 ◽

Vol 1 (2) ◽

pp. 61-68

Author(s):

Lina Hartati ◽

Mustika Wati ◽

Suyidno Suyidno

Keyword(s):

Learning Outcomes ◽

Materials Science ◽

Lesson Plan ◽

Process Skills ◽

Teaching Materials ◽

Science Process Skills ◽

Student Activity ◽

Science Process Skill ◽

Addie Model ◽

Skills Learning

The lack of availability of teaching materials that can foster student activity causes science process skills to be untrained. Therefore, research is aimed at teaching materials with the Children Learning in Science (CLIS) model is feasible to improve the students’ activities and science process skill. This development design uses the ADDIE model. The trial subjects were 30 students of class XI MIPA 3 SMAN 8 Banjarmasin. Data were analyzed quantitatively. Data collectoin was through validation sheets, observation of lesson plans, activity observation and students' science process skills, learning achievement tests. The results showed; (1) the validation results of lesson plan, worksheet, teaching materials, and assessment test were valid, (2) the implementation of lesson plan was very good, (3) the activities and the students’ science process skills in the category are very good. Other than that N-gain of the learning outcomes of 0.62 are in the medium category. It was concluded that teaching material with the CLIS model is feasible to increase the students’ activities and science process skills.Keywords: activities, teaching materials, science process skillsAbstrakMinimnya ketersediaan bahan ajar yang mampu menumbuhkan aktivitas peserta didik menyebabkan keterampilan proses sains belum terlatih. Oleh karena itu, penelitian ini bertujuan menghasilkan bahan ajar dengan model Children Learning in Science (CLIS) yang layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik. Desain bahan ajar ini menggunakan model ADDIE. Subjek uji coba ada 30 orang peserta didik kelas XI MIPA 3 SMAN 8 Banjarmasin. Data dianalisis secara kuantitatif. Pengumpulan data melalui lembar validasi pakar, pengamatan pembelajaran, pengamatan aktivitas dan keterampilan proses peserta didik, serta tes hasil belajar. Hasil penelitian menunjukkan; (1) hasil validasi RPP, materi ajar, LKPD, dan tes hasil belajar berkategori valid, (2) keterlaksanaan RPP berkategori sangat baik, (3) aktivitas dan keterampilan proses sains peserta didik berkategori sangat baik. Selain itu, N-gain hasil belajar kognitif sebesar 0,62 berkategori sedang. Diperoleh simpulan bahwa bahan ajar dengan model CLIS adalah layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik.Kata kunci: aktivitas, kelayakan bahan ajar, keterampilan proses sains

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PENGEMBANGAN MODUL IPA BERBASIS DISCOVERY LEARNING DALAM MENINGKATKAN, KETRAMPILAN PROSES, PESERTA DIDIK PADA MATERI GETARAN, GELOMBANG, DAN BUNYI

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v8i2.1239 ◽

2020 ◽

Vol 8 (2) ◽

pp. 95-102

Author(s):

PUJI RAHAYU ◽

BASA T RUMAHORBO ◽

IRFAN WAHYUDI

Keyword(s):

Research And Development ◽

Research Method ◽

Discovery Learning ◽

Small Scale ◽

Process Skills ◽

Science Process Skills ◽

Process Skill ◽

Is Research ◽

Science Process Skill ◽

Class Viii

This research is a research and development that aims to know to create an integrated IPA module, the feasibility of integrated IPA module, the improvement of the activity, science process skill, and student’s learning result by using integrated IPA module, the advantage and disadvantages using integrated IPA module based on discovery learning on vibration, waves, and sounds materials. The research method is research and development. This research conducted in class VIII C of SMP YPK 2 Manokwari with 30 students. The result shows that : 1) The feasibility of integrated IPA module based on discovery learning on vibration, waves, and sounds materials from validator 91,49% with very decent category, IPA teachers got 90,83% with very good category, and the result of try out in small scale got 87,75% 2) The integrated IPA module based on discovery learning on vibration, waves, and sounds can improved the science process skills with skilled categories (63,15%) 3)

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

Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi ◽

10.25134/edubiologica.v7i1.2398 ◽

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

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DEVELOPMENT OF BIOLOGY LEARNING INSTRUCTIONAL TO INCREASE STUDENTS’ ACHIEVEMENT AND SELF-DIRECTED BY SCIENCE PROCESS SKILLS APPROACH

Jurnal Pena Sains ◽

10.21107/jps.v4i2.3206 ◽

2017 ◽

Vol 4 (2) ◽

pp. 105

Author(s):

Armansyah Putra ◽

Rudiana Agustini ◽

Yuni Sri Rahayu

Keyword(s):

Junior High School ◽

Development Model ◽

Development Research ◽

Science Process Skills ◽

Process Skill ◽

Science Process Skill ◽

Qualitative Descriptive ◽

Biology Learning ◽

Is Development ◽

Descriptive Method

This research is aimed to develop biology learning materials in Junior High School for plants movement topic to increase students’ achievement and self-directed through Science Process Skill approach. This is development research refers to Kemp’s development model. The learning kit is taught in SMPN 1 Blega Bangkalan Madura for 28 students grade VIII employing science process skill approach. The research design uses One Group Pretest-Posttest and data is analyzed with the qualitative descriptive method. This research reveals that the implementation of learning kit is 83%, dominant student’s activities in 1st and 2nd learning process are observing (22% - 24%), most of the students have positive responses which are indicated by 99% of students expressing their like, the result of students’ learning mastery satisfies the classical criteria for 86%, the rate of students self-directed varies from 55,56% to 83,32%. Based on the data analysis, it can be concluded that the Development of Biology Learning Kit is feasible.Keywords: Achievement, Self-directed, Science Process skill approach.

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