scholarly journals Experiential learning model with mind mapping on fungi: how to improve science process skills?

Biosfer ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 223-237 ◽  
Author(s):  
Desi Indriani ◽  
Ixora Sartika Mercuriani
Keyword(s):  
Experiential Learning ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Mind Mapping ◽  
Control Group Design ◽  
Science Process Skills ◽  
School Year ◽  
Tenth Grade

This research aimed to find out the effectiveness of experiential learning (EL) model with mind mapping to improve the science process skills (SPS) on fungi materials. It was quasi-experiment research by using pre-test post-test control group design. The population of the study was all of the tenth-grade students of Kalasan State 1 Senior High School amount of 127 students in the odd semester in 2018/2019 of the school year. Sample techniques were cluster random sampling. The sample consisted of 26 students (10 students male and 16 students female) as the experiment class by implementing EL model with mind mapping and 26 students (9 students male and 17 students female) as control class by using 5M (observing, asking, collecting, associating, communicating) learning model. The used instrument was ten essay questions. The data of the research were analyzed by using t-test (independent sample t-test). Based on the result of the normalized gain score, it showed that there was an improve of SPS about 0,85 in the experiment class higher than that in the control class about 0,70. Besides, it also showed a significant value (2-tailed) that was 0,000 (<0,05). It meant that there was a difference in science process skills between the experiment class and control class, so the learning process through EL learning model with mind mapping proved useful to improve the students’ science process skills.

scholarly journals Model Pembelajaran Inkuiri Terbimbing dan Pengaruhya terhadap Keterampilan Proses Sains Siswa (Guided Inquiry Learning Model and Its Effect on Student Science Process Skills)

2019 ◽  
Vol 2 (2) ◽  
pp. 101
Author(s):  
Mega Fauziyah Adirahayu ◽  
Fitria Eka Wulandari
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Test Method ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Science Process Skills ◽  
Equivalent Control

The purpose of this study is to find out whether there is an influence of the learning model Guided inquiry on the learning outcomes of science process skills of students at SMP Negeri 2 Wonoayu. The design of this study is the non-equivalent control group design. The samples used in this study were 2 classes with sampling techniques. Where from the two classes, one class is used as the experimental class, which is given treatment by using the guided inquiry learning model, while the next class is used as the control class by using the learning model that is usually used in the class. The research instrument used was a matter of science process skills with data collection techniques using the test method in the form of pre-test and post-test questions. Data analysis techniques are carried out using the "t" test. From the "t" test, the results show that there is a significant influence between the guided inquiry learning model on science process skills.

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 Model Pembelajaran Langsung Berbasis Praktikum Terhadap Keterampilan Proses Sains dan Kemampuan Berpikir Kritis Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 46 ◽  
Author(s):  
Ida Royani ◽  
Baiq Mirawati ◽  
Husnul Jannah
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Direct Learning

This study aims to determine the effect of practicum-based direct learning model on science process skills and students' critical thinking skills. This study is a quasi-experimental research with the Pretest-posttest Control Group Design. The sampling technique using Cluster Random Sampling. The sample in this study were students of class XI IPA 1 (18 students) as the experimental class and class XI IPA 2 (18 students) as the control class in AL-Hamzar High School Tembeng Putik. The research instruments used were learning implementation observation sheets, the science process skills observation sheets, and learning achievements tests. The data obtained were analyzed using the t test with the help of SPSS 16. The results of data analysis showed that the implementation of learning in the first meeting reached 81% and the second meeting 96% with a very good category. The students’ science process skills in both classes show that students' science process skills varies. The students’ critical thinking ability in the experimental class was higher than the control class. The results of pretest data analysis showed that students' critical thinking ability in the experimental class was 35.5 while the control class was 49.5. Students' critical thinking ability in post-test increased in the experimental class to 73.5 while the control class was 58.6. The results of the t-test show that tcount > ttable (3.45 > 2.04) so it can be concluded that the practicum-based direct learning model was affect toward students' science process skills and  critical thinking ability.

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 Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Deni Moh Budiman ◽  
Surya Gumilar ◽  
Rahmat Rizal
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Teacher ◽  
Learning Model ◽  
Service Science ◽  
Control Group ◽  
Primary School Teacher ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

scholarly journals EFEKTIVITAS SCIENTIFIC APPROACH WITH GUIDED EXPERIMENT PADA PEMBELAJARAN IPA UNTUK MEMBERDAYAKAN KETERAMPILAN PROSES SAINS SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Pinkan Amita Tri Prasasti
Keyword(s):  
Hypothesis Testing ◽  
Data Science ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Class V ◽  
Science Process Skills ◽  
Scientific Approach ◽  
Academic Year

The purpose of this study was to determine the effectiveness of Scientific Approach with Guided Experiment on learning science to empower Science Process Skills. This study is a quasi-experimental research. The study design used Posttest Only Control Group Design is divided into two groups: an experimental group using a Scientific Approach with Guided Experiment and control groups using the method of lecture and discussion. The population in the study were all students of class V SD SD N Banjarejo Academic Year 2016/2017 by the number of 122 students. The sampling technique is cluster random sampling done by taking a sample of 37 fifth grade students in the experimental class A and 36 students of class V C in the control class. The instrument used was a questionnaire, observation sheets, interview and test. Data science process skills were tested by t-test. The results of the analysis of hypothesis testing using t-test with significance level of 5% yield significance at p = 0.000 and the value = 0.018. Classes that implement Scieintific aproach with Guided Experiment has an average KPS higher than the class without using Scieintific aproach with Guided Experiment in the amount of 82.34 and 71.14. Based on the results of hypothesis testing can dismpulkan that Scieintific aproach with Guided Experiment in empowering capabilities of Science Process Skills Student GradeV SD N Banjarejo Madiun Academic Year 2016/2017

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 PENERAPAN PEMBELAJARAN DENGAN PENDEKATAN KETERAMPILAN PROSES SAINS UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA SMK NEGERI 3 MATARAM

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Henikusniati ◽  
Yayuk Andayani ◽  
Lalu Rudyat Telly Savalas
Keyword(s):  
Learning Outcomes ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Validity Data ◽  
Science Process Skills ◽  
Significance Level ◽  
Chemistry Learning

This study aims to determine the application of science process skills to improve chemistry learning outcomes at SMK Negeri 3 Mataram. This study used a quasi-experimental design with pre-test post-test control group design. Sampling was done by using purposive sampling technique. The research sample for the experimental class were 37 students and 37 students in the control class. Data were retreived using multiple choice test that has been tested for its validity. Data were analyzed using independent sample t-test at a significance level of 0.05. N-Gain value calculation was also used to determine the chemistry learning outcome. The result showed that value of N-Gain in the experimental and control group were 0,45 and 0,42 respectively. The results showed that the science process skills approach increased students learning outcomes to medium category. The results of the t-test in both groups were shown not to be significant (α = 0.05). It can be concluded that there is no significant learning outcomes improvement of experimental group in comparison to the control group.Keywords: Science process skills, Learning outcomes

scholarly journals PERBEDAAN HASIL BELAJAR IPA BIOLOGI MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN TIPE MIND MAPPING PADA SISWA KELAS VII SMP NEGERI 19 MATARAM TAHUN AJARAN 2017/2018

2018 ◽  
Vol 13 (1) ◽  
pp. 37
Author(s):  
Arilda Setiya Ningrum ◽  
Nur Lestari ◽  
Kusmiyati Kusmiyati
Keyword(s):  
Student Achievement ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Group Design ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA Biologi pada siswa kelas VII menggunakan model pembelajaran tipe Team Asissted Indovidualization (TAI) dengan model pembelajaran Mind Mapping di SMPN 19 Mataram tahun ajaran 2017/2018. Jenis penelitian ini adalah penelitian komparatif. Desain penelitian yang digunakan adalah pretest-postest non-control group design. Populasinya adalah seluruh kelas VII SMP Negeri 19 Mataram. Penentuan sampel dilakukan dengan teknik simple random sampling dan diperoleh kelas VII C sebagai kelas eksperimen I dan kelas VII D sebagai kelas eksperimen II. Instrumen yang digunakan untuk mengukur hasil belajar adalah tes objektif dan tes subjektif untuk hasil belajar kognitif, lembar observasi siswa untuk hasil belajar afektif dan psikomotorik. Data yang diperoleh dianalisis dengan uji-t polled varians dengan taraf signifikansi 5%. Data yang diuji dengan uji-t adalah data gain score. Hasil uji-t untuk data hasil belajar kognitif didapatkan bahwa thitung > ttabel yakni 2,16 > 1,99. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar siswa menggunakan model pembelajaran Team Assisted Individualization (TAI) dengan model pembelajaran Mind Mapping di SMP Negeri 19 Mataram tahun ajaran 2017/2018. This research aimed to determine the difference of science biology learning outcomes in VII grade students through the application of Team Assisted Individualization (TAI) learning model with Mind Mapping learning model at SMPN 19 Mataram academic year 2017/2018. The type of research was a comparative research. Pretest-posttest non-control group design was used as the design of this research. The population is the entire class VII SMP Negeri 19 Mataram. Samples were determined by simple random sampling technique that has chosen VII C as experiment class I and VII D as experiment class II. Objective and subjective tests were used to measure student achievement for cognitive student achievement, student observation sheets for effective and psychomotor student achievement. The data obtained were analyzed by t-test polled variance with a significance level of 5 %. The data tested by the t-test is the gain score data. Result of t-test for cognitive learning has found tcount  >  ttable that 2,16 > 1,99. The data analysis showed a difference in student learning result using TAI learning model with Mind Mapping learning model at SMP Negeri 19 Mataram academic year 2017/2018.

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