scholarly journals IMPLEMENTATION OF INTEGRATED SCIENCE INSTRUCTION ASSESSMENT AS AN ALTERNATIVE TO MEASURE SCIENCE PROCESS SKILLS AND SOCIAL ATTITUDES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sukardiyono Sukardiyono ◽  
Dadan Rosana
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Peer Assessment ◽  
Science Instruction ◽  
Social Attitudes ◽  
Process Skills ◽  
Self Assessment ◽  
Social Attitude ◽  
Science Process Skills ◽  
Integrated Science

Curriculum 2013 requires a paradigm shift in the teachers manage learning, including assessment. Research on the implementation of integrated science instruction assessmentis an attempt to overcome the problems in science learning assessment in Junior High School. Rate the former tend to simply measure cognitive ability, so that teachers rarely pay attention to ratings on science process skills of students and social attitudes. This research aims to; (1) produce integrated science assessment practical instruction through the feasibility test in science learning class (2) to get the measure of science process skills and social attitudes of learners using instruments developed. This research is a development that adapt the model Borg and Gall (1983). Aiken's Formula V is used to analyze the instrument by the validator. This research resulted in: (1) integrated science instruction assessment practical through feasibility testing in the classroom science lessons with the following characteristics: (a) the observation sheet form checklist used by teachers to observe the science process skills of learners is only at the stage of observing, measuring, inferring, classifying, predicting, communicating as well as observing the social attitude on stage mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive  (b) science process skills is not observed from the behavior of learners assessed by working the worksheet (c) the self-assessment of social attitudes among learners friends used only at the stage of evaluate; (2) the instrument has been developed fit for use because it meets the content validity by experts and reliability was good value. (3) Results of measurement using observation sheet science process skills get a very good category and the results of measuring social attitude of learners using observation sheets, self-assessment and peer assessment obtained either category on aspects of mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive .

scholarly journals Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 122-127
Author(s):  
Surya Warni Ridyah ◽  
Siti Sriyati
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science

AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential  learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 

scholarly journals THE DEVELOPMENT OF INTEGRATED SCIENCE PRACTICE ON SKIN HEALTH THEME ‎TO ENHANCE THE SCIENCE PROCESS SKILL OF JUNIOR HIGH SCHOOL STUDENTS ‎

EDUSAINS ◽  
2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Shinta Purnamasari ◽  
Hertien Surtikanti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Science Learning ◽  
Model Development ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Average Percentage ◽  
Assessment Sheet

Science learning have to able to provide direct experiences to the students, so they not only learn the  concepts and theories, but also can learn science as a process through lab activity. In middle school,  science  learning  conducted  in  integrated  mode  in  order  to  provide  opportunities  for  students  to understand the phenomenon from various sides. The aim of this study was to produce an experiment procedure to teach integrated science in skin health theme that can be implement it in learning process.  A hands-on activity is presented in worksheet form. This study used Research and Development method. The stages were conducted in this study consist of preliminary studies and model development. Data collected through experts assessment sheet, and readability questionnaire and science process skills test. Based on experts assessment sheet obtained that experiment procedure has a good quality with average percentage about 90.56% which includes didactic aspect (93.21%), construction aspect (88.89%), and  technical  aspect (91.67%). An experiment procedure was presented in worksheet form andhas a very  good readability level with average percentage about 82.80%. The test result showed that an experiment  procedure can enhance students’ science process skills especially in doing an experiment aspect. Keywords: experiment development; integrated science experiment; skin health; sunscreen. 

scholarly journals Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

2021 ◽  
Vol 8 (3) ◽  
pp. 295-306
Author(s):  
Gulbin Ozkan ◽  
Unsal Umdu Topsakal
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Grade Level ◽  
Science Learning ◽  
Fourth Grade ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
National Education ◽  
Grade Levels

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

scholarly journals Development of Integrated Natural Science Module With Local Content in Wetland Environment to Train Science Process Skills For 8th Grade Students of SMP N 23 Banjarmasin

2020 ◽  
Vol 4 (2) ◽  
pp. 81-94
Author(s):  
Hendri Dwi Pangestu ◽  
Syubhan Annur ◽  
Arif Sholahuddin
Keyword(s):  
Science Teacher ◽  
Natural Science ◽  
Science Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Local Content ◽  
Is Research ◽  
Experimental Learning ◽  
8Th Grade

The result of observation and interview with science teacher at SMPN 23 Banjarmasin shows that students do not use any books when learning at class. The learning progress run by teacher centered while the students just listening and take a notes from teacher explanation. Students also never doing experimental learning in laboratory or in the field. The aim of this research is to describe about valitidy, practicality, and effectivity of the integrated natural science module with local content in wetland environment as media development for science learning. Population of this research is 8th grades students of SMPN 23 Banjarmasin. The method of this research is Research and Development (RnD) method using development design plot by Tessmer. The research indicates that the integrated science module has 81.25 value of validity which is shows the module are valid to use for learning media. The practicality of the module is 91.75 which indicates the module are easy to use bothly the teacher and student. The effectivity of the module calculated with N-gain which get value 0.71, it means the module are effective as learning media to reach learning purposes. The module also gain value 59.41 of science process skills indicates the module can help students to learn about science process skills.

scholarly journals Pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Rizki Arumning Tyas ◽  
Insih Wilujeng ◽  
Suyanta Suyanta
Keyword(s):  
Science Learning ◽  
Lesson Plan ◽  
Discovery Learning ◽  
Average Score ◽  
Process Skills ◽  
Learning Tools ◽  
Science Process Skills ◽  
Integrated Science ◽  
Class Viii ◽  
Controlling Variables

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Populasi pada penelitian ini adalah peserta didik kelas VIII SMP N1 Cangkringan. Sampel dalam penelitian ini berjumlah 32 peserta didik yang berasal dari satu kelas, yakni kelas VIII A. Perangkat pembelajaran yang digunakan dalam penelitian ini adalah: (1) Silabus, (2) Rencana Pelaksanaan Pembelajaran (RPP), dan (3) Lembar Kegiatan Peserta Didik. Adapun instrumen penelitian yang digunakan dalam penelitian ini adalah lembar observasi keterampilan proses. Aspek yang dianalisis meliputi aspek keterampilan proses sains dasar dan terintergrasi. Setelah diperoleh rata – rata skor pada tiap aspek, rata – rata skor yang diperoleh kemudian diklasifikasikan menurut kategori sangat baik, baik, kurang, dan sangat kurang. Berdasarkan hasil penelitian, model pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah efektif meningkatkan lima aspek keterampilan proses sains dasar, yaitu keterampilan mengobservasi, mengklasifikasi, memprediksi, menarik kesimpulan, dan mengkomunikasikan, serta lima aspek keterampilan proses sains terintegrasi, yaitu menginterpretasi data, mengontrol variabel, membuat hipotesis, mendefinisikan secara operasional, serta melakukan eksperimen. Science learning based on discovery integrated regional local snacks on student science process skills AbstractThis study aimed to determine the effect of science learning based on discovery learning that was integrated with regional local snacks on student science process skills. This research was a descriptive study with a quantitative approach. The population in this research were students of class VIII SMP N1 Cangkringan. The sample in this research was 32 students from one class, namely class VIII A. The learning tools used in this study were: (1) Syllabus, (2) Lesson Plan, and (3) Student Worksheet. The research instrument used in this research was the student science process skills observation sheet. The aspects analyzed include aspects of basic and integrated science process skills. After obtaining an average score in each aspect, the average score obtained is then classified according to the category of very good, good, low, and very low. The result shows that discovery learning integrated with regional local snacks is effective in improving five aspects of basic science process skills, namely observing, classifying, predicting, drawing conclusions, and communicating, as well as five aspects of integrated science process skills, namely interpreting data, controlling variables, make hypotheses, define operationally, and conduct experiments.

Integrating Smartphone-Controlled Paper Airplane Into Gamified Science Inquiry for Junior High School Students

2020 ◽  
pp. 073563312095359
Author(s):  
Mengmeng Cheng ◽  
Chien-Yuan Su ◽  
Kinshuk
Keyword(s):  
High School ◽  
Mobile Devices ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Science Inquiry ◽  
Process Skills ◽  
Science Process Skills ◽  
Design Elements ◽  
Paper Airplane

Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity “we are aircraft designers”. Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL GUIDED INQUIRY UNTUK MELATIHKAN KETERAMPILAN PROSES SAINS DAN MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 6 (1) ◽  
pp. 1167
Author(s):  
Anik Sulistyorini ◽  
Tjandrakirana Tjandrakirana ◽  
Soetjipto Soetjipto
Keyword(s):  
Student Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Material ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Materials ◽  
Science Process Skills ◽  
High Category

This research was done by developing science learning materials (lesson plans, student’s worksheets, student’s book, and learning achivement test) based on guided inquiry learning model using 4D development model to facilitate student’s science process skills and improving student’s learning achivement on environmental pollutions matter. The objective of this research was to trial learning materials in 35 of junior high school’s students with one group pretest-postest design. Results were analyzed by descriptive quantitative-qualitative are: (1) Validity of learning material valid category (3.00); (2) Practicalitybased on: a) Feasibility of instruction good category (3,8); b) Readability of worksheets and student’s book students stating that the content and appearance of worksheets and student’s book is interesting; c) The response of students very positively (85.6%); (3) Effectiveness based on: a) Student’s activities who stand out were practice science process skills is high category (38,5%); b) Student’s science process skill in very high category as shown by student’s worksheet achivement (3,46); c) student learning achivement increased (N-Gain: 0.2-1.0). The conclusion of this research that science learning material depeloped base on guided inquiry learnig model, eligible to facilitate student’s science process skills and improve student learning achivement in junior high school. Telah dilakukan penelitian dengan mengembangkan perangkat pembelajaran (RPP, LKS, Materi Ajar, dan Tes Hasil Belajar) model guided inquiry dengan model pengembangan 4D untuk melatihkan keterampilan proses sains pada pokok bahasan pencemaran lingkungan dengan tujuan meningkatkan hasil belajar siswa. Sasaran penelitian adalah perangkat pembelajaran yang diujicobakan pada 35 siswa SMP dengan rancangan One Group Pretest-Postest Design. Kelayakan perangkat pembelajaran yang dikembangkan dianalisis secara deskriptif kuantitatif-kualitatif dengan hasil : (1) Validitas perangkat kategori valid (3,00); (2) Kepraktisan perangkat yang meliputi: a) Keterlaksanaan baik (3,8); b) Keterbacaan LKS dan buku siswa menyatakan bahwa isi LKS dan buku menarik, c) Respon siswa sangat positif (85,6 %); (3) Keefektifan perangkat permbelajaran yang meliputi: a) Aktivitas siswa yang menonjol adalah berlatih keterampilan proses sains dengan kategori tinggi (38,5 %);  b) Hasil keterampilan proses siswa dalam mengerjakan LKS sangat tinggi (3,46); c) Hasil belajar siswa meningkat (N-Gain: 0,2-1,0).  Simpulan penelitian ini adalah perangkat pembelajaran IPA model guided inqury layak untuk melatih keterampilan proses sains dan meningkatkan hasil belajar siswa SMP

Implikasi Pembelajaran Sains Terpadu (Integrated Science Instruction) di SMP

1970 ◽  
Vol 14 (1) ◽  
pp. 172-188 ◽  
Author(s):  
Mujakir Yasin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science Instruction ◽  
Integrated Science ◽  
Inquiry Approach

The instruction of Integrated Science at Junior High School considers with the use of Inquiry Approach. The students are provided with the daily reality occurs in their life. The Integrated Science at Junior High School has some features covering the developing ability in questioning, searching the questions, understanding the questions, and completing the questions on “what”, “why”, and “how” about the natural symptom as well as its characteristics systematically that to be applied in the environment and the technology. Such understanding of that integrated should be balanced with the students’ psychology in which they are led to the content, so the process and the psychomotor are more urgent but the cognitive side is not to be ignored.

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