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

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.

Download Full-text

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

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v3i1.335 ◽

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.

Download Full-text

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

Journal of Physics Conference Series ◽

10.1088/1742-6596/2104/1/012027 ◽

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.

Download Full-text

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

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v5i1.184 ◽

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

Download Full-text

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

Biosfer ◽

10.21009/biosferjpb.v13n2.183-200 ◽

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.

Download Full-text

Pengaruh Model 3C3R Terhadap Kemampuan Literasi Sains Siswa Pada Konsep Interaksi Mahluk Hidup Dengan Lingkungan

Jurnal Pendidikan Biologi ◽

10.24114/jpb.v8i2.13345 ◽

2019 ◽

Vol 8 (2) ◽

pp. 46

Author(s):

Gendis Siti Rahmawati ◽

Sistiana Windyariani ◽

Suhendar Suhendar

Keyword(s):

Scientific Literacy ◽

Design Research ◽

Sampling Technique ◽

Learning Model ◽

Literacy Skills ◽

T Test ◽

Control Group ◽

Control Group Design ◽

Significance Level ◽

Quasi Experimental

This study aims to determine how the influence of the 3C3R learning model (Content, Context, Connection, Reading, Reasoning, Reflecting) on students' literacy skills after learning in the concept of interaction between living things and the environment. The sample of this study was grade VII students in SMP Negeri 13 Kota Sukabumi which were taken using a pusposive sampling technique with 24 students in the experimental class and 25 students in the control class. The instrument of this research is a matter of testing scientific literacy skills. This type of research is Quasi Experimental with a non equivalent control group design research design. The data analysis technique uses the t test with a significance level of α 0.05. The results of the t test show (tcount 6.845> ttable 2.051) so that H0 is rejected and H1 is accepted, meaning that there are significant differences in students' scientific literacy skills between the experimental class and the control group. So it can be concluded that the 3C3R learning model influences students' scientific literacy abilities.

Download Full-text

The Effect of Learning Model Cycle 5E Combined with Student Science Project Activities to the Skills of Science Process and Scientific Attitude of Grade XI Students of SMAN 14 Padang

Bioeducation Journal ◽

10.24036/bioedu.v2i1.177 ◽

2018 ◽

Vol 2 (1) ◽

pp. 61-69

Author(s):

Heffi Alberida ◽

Lani Viora Cecilia ◽

Fitri Arsih

Keyword(s):

Sampling Technique ◽

Learning Activity ◽

Control Group ◽

Process Skills ◽

Science Process Skills ◽

Science Project ◽

Significant Difference ◽

Quasi Experimental ◽

And Control ◽

Scientific Attitudes

The aim of this research was to investigate effect of 5E learning cycle model combined with science project on science-process skills and scientific attitudes. This research was based on problem of SMAN 14 Padang students whose scieence-process skills and scientific attitudes wasn’t optimally developed as a result of teacher-centered learning activity. A quasi-experimental design which was randomized control group posttest only design implemented have participants were recruited from among 3rd grade students of SMAN 14 Padang. The sample of this research had choosen by purposive sampling technique. Results of study reveal that there is significant difference between experimental and control group students’ science-process skills and scientific attitudes scores.

Download Full-text

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

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.908 ◽

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.

Download Full-text

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

Biosfer ◽

10.21009/10.21009/biosferjpb.v13n2.183-200 ◽

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

Download Full-text

THE INFLUENCE OF PROBLEM BASED LEARNING MODEL TOWARD SAINS LITERACY ‎SKILL OF STUDENT ON REACTION RATE MATERIALS

EDUSAINS ◽

10.15408/es.v9i2.1402 ◽

2017 ◽

Vol 9 (2) ◽

Author(s):

Dede Fitriani ◽

Burhanudin Milama ◽

Dedi Irwandi

Keyword(s):

Scientific Literacy ◽

Reaction Rate ◽

Problem Based Learning ◽

Sampling Technique ◽

Learning Model ◽

Literacy Skill ◽

Control Group ◽

Control Group Design ◽

Quasi Experimental ◽

Essay Test

This study was aimed to know the effect of problem-based learning model on the ability of students scientific literacy in reaction rate material. Scientific literacy that is examined in this study only on competency dimension of science. This research was conducted at SMAN 8 South TangerangCity. The method used was quasi-experimental with nonequivalent control group design. The sample was taken byusing purposive sampling technique. The data was taken by using an essay test of scientific literacy ability in competency dimension of science. The analysis of data used is t-test that obtained tcountvalue totaled 8.27 and ttable on significant level0.05is 1.99, so that thetcount>ttable. So we can concludethat Ho was refuse. This indicatesthatthe application of problem-based learning model provides a significant impact on the ability of students scientific literacy in reaction rate material. Keywords: Problem Based Learning Model; Scientific Literacy; Competency Dimension of Science; reaction Rate.

Download Full-text

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

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v7i4.779 ◽

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

Download Full-text