scholarly journals LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils

2021 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Aureen Kate A. Barantes ◽  
Joseline R. Tamoria
Keyword(s):  
Basic Science ◽  
Educational Games ◽  
Process Skills ◽  
Active Response ◽  
Science Process Skills ◽  
Descriptive Research ◽  
Oral Participation ◽  
Before And After ◽  
Post Test ◽  
Advance Knowledge

Science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. Although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. This study aimed to determine the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching Science and their roles in promoting students' basic science process skills (BSPS). This action research employed a descriptive research design. Thirty Grade IV pupils in a special education-gifted talented (SPED-GT) elementary school in Zambales, Philippines, were selected using convenience sampling. A parallel test was used to determine the level of BSPS before and after the application of LARO lessons. Results revealed that before the utilization of LARO lessons, it was found out that some of the pupils had advance knowledge and they were under the average level of basic science process skills. Throughout the use of educational games, there is an improvement in pupils' performance on their oral participation as recorded in their daily recitation logs. It only shows that the pupils are eagerly motivated. After the use of LARO, pupils improved from average to outstanding level of performance of their BSPS in the post-test. It was revealed by the result of the t-test that LARO lessons were effective in enhancing the basic science process skills of pupils. The researchers recommend the use of LARO lessons as a technique to improve the pupil's BSPS.

scholarly journals The Effect of PjBLL Online Platform on Student Collaboration Skills and Basic Science Process Skills During the Covid-19 Pandemic

2021 ◽  
Vol 2110 (1) ◽  
pp. 012021
Author(s):  
Dwikoranto ◽  
R Setiani ◽  
Widiasih
Keyword(s):  
Basic Science ◽  
Process Skills ◽  
First Year Students ◽  
Ability Test ◽  
Science Process Skills ◽  
Online Platform ◽  
Gain Scores ◽  
Collaboration Skills ◽  
Post Test ◽  
Quasi Experimental

Abstract The purpose of this research to describe the effect of Project Based Laboratory Learning (PjBLL) on collaboration skills and basic science process skills of students. This type of research is quasi-experimental with one group pretest-posttest design. The subjects of this study were 60 first year students from two different classes who were enrolled in the Basic Physics course at the Department of Chemistry, Universitas Negeri Surabaya Indonesia. The collaboration ability test on kinematics and particle dynamics was used to measure students’ collaboration skills, the basic science process skills test was used to measure students’ science process skills as a pre-test and post-test. The analysis of the results showed that students’ collaboration skills were complete on all indicators with gain scores in the high and sensitive categories, while basic science process skills were completed on all indicators with gain scores in the medium and high criteria. PjBLL Online platform can be used for lectures during the COVID-19 pandemic.

scholarly journals The effect of an enrichment unit on climate change awareness and basic science process skills among gifted female primary school students

2021 ◽  
Vol 3 (1) ◽  
pp. 32-46
Author(s):  
Fatema Saeed Sanad ◽  
Fatima Ahmed Aljasim ◽  
Huda Soud AlHendal
Keyword(s):  
Climate Change ◽  
Primary School ◽  
Basic Science ◽  
Sixth Grade ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Post Test ◽  
Experimental Group

This study investigated how introducing climate change-themed lessons into the curriculum of gifted primary school females in Bahrain affected Climate Change Awareness and Basic Science Process Skills. Students included Students included 40 gifted sixth grade females divided into two groups: a 20-student experimental group and a 20-student control group. Basic Science Process Skills Activities and Climate Change Awareness Scale were used as the pre- and post-test to measure the science skills and climate change awareness among both groups. The experimental group received the enrichment unit. The Mann-Whitney & Wilcoxon tests showed that Significant differences emerged between experimental and control groups on the climate change awareness scale, but not in the behavioral domain of the scale. Possible explanations are included.

scholarly journals Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Dwi Rahayu Lestari Noviani
Keyword(s):  
High School Students ◽  
Basic Science ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

scholarly journals Learning of Multimedia-Based Physics Concept Applications to Improve Students’ Motivation and Science Process Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 681
Author(s):  
Jabaliah Jabaliah ◽  
Muhammad Adlim ◽  
Muhammad Syukri ◽  
Evendi Evendi
Keyword(s):  
High School ◽  
Student Motivation ◽  
Daily Life ◽  
Mastery Learning ◽  
Sampling Techniques ◽  
Process Skills ◽  
Scientific Process ◽  
Science Process Skills ◽  
Post Test ◽  
Concept Application

Physics concept application is widely applied in daily life but students have a lack of knowledgeconcerning the concept of physics application. This research aimed to examine the motivation and skills of the scientific process through learning the concept of multimedia-based physics applications. This is experimental research, conducted on Year IX students of Islamic Senior High School. Samples were taken with purposive sampling techniques and divided into two groups of Mastery Learning Scores (MLS), MLS ≥ 70 and MLS< 70. Data were collected from Pre-test and post-test. The motivational data was presented through the category table, while the science process skills were analyzed using the Independent sample t-test. After the treatment, the initial motivation of the MLS class ≥ 70 was increased from 66.1% to 81.9%, while it was from 63% to 82.5% for the MLS class< 70. Besides, the final science process skillswere significantly different between the two classes, indicating byt count >t table 2.14 > 1.65. This study suggested that learning concepts of multimedia-based physics applications can improve student motivation in both classes, while the science process skills only affect the students of the MLS group ≥ 70.

scholarly journals THE IMPLEMENTATION OF PROBLEM POSING WITH FERRIS WHEEL HYDROLYSIS TO IMPROVE SCIENCE PROCESS SKILLS

2021 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
Mar’atuzzakiya Ahsani ◽  
Annisa Utami ◽  
Resi Febriyanti ◽  
Eny Enawaty
Keyword(s):  
Sampling Technique ◽  
Learning Model ◽  
Problem Posing ◽  
Process Skills ◽  
Test Results ◽  
Science Process Skills ◽  
Normality Test ◽  
Before And After ◽  
The Mean ◽  
Ferris Wheel

This study aims to determine the students’ science process skills towards Salt Hydrolysis material in class XI IPA of SMA Katolik Talino Ambawang before and after being given the problem-posing learning model by using Ferris wheel hydrolysis and how much it improves the skills. It is a pre-experimental study with a one-group pretest-posttest design. The sampling technique used is saturated sampling, of which the subjects are 12 students of XI IPA. The normality test used on the pretest and posttest results is the Shapiro-Wilk test, which results in a normal distribution, Asymp.Sig. (2-tailed) greater than 0,05 with a significance pretest of 0,197 and postest of 0,547. The t-test results of the pairing sample indicate that the Asymp. Sig. (2-tailed) value is less than 0.05, which is 0,000 < 0.05. It was concluded that there is a difference between the students’ science process before and after the treatment. The mean scores of the students’ skills before and after the treatment are respectively 45,69% and 82,36%, with a high category. The value of 0,68 from the N-Gain calculation showed that the problem-posing learning model using Ferris wheel hydrolysis on Salt Hydrolysis material improved the students’ skills with the medium category. 

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 The Influence of Practicum-Based Outdoor Inquiry Model on Science Process Skills in Learning Physics

2019 ◽  
Vol 8 (1) ◽  
pp. 23-33
Author(s):  
Yeni Ristya Wardani ◽  
Mundilarto Mundilarto ◽  
Jumadi Jumadi ◽  
Insih Wilujeng ◽  
Heru Kuswanto ◽  
...  
Keyword(s):  
Sampling Technique ◽  
Control Group ◽  
P Value ◽  
Cluster Sampling ◽  
Process Skills ◽  
Science Process Skills ◽  
Study Results ◽  
Post Test ◽  
Essay Test ◽  
Test Control

The main purpose of this study is to find out the influence of practicum-based outdoor inquiry model on science process skills. Quasi-experiment design was employed as the research method by Matching Only Post-test Control Group. The research sample was taken using a cluster sampling technique. The samples consisted of experimental class (XI MIA 1) in a total of 25 students treated with practicum-based outdoor inquiry model. The control class (XI MIA 3) consisted of 29 students treated with direct instruction model. In collecting the data, essay test was used in the form of worksheets containing the aspect of science process skills of formulating hypotheses, designing experiment, interpreting data into tables, and drawing a conclusion (inferring). The study results demonstrate that practicum-based outdoor inquiry model was effective in improving the science process skills. It was shown in p-value (significant) of 0.00. The implication of this study is the need to design a practicum-based outdoor inquiry model by noticing what skills are going to improve by means of more varied outdoor activities

scholarly journals Effect of Synthetic and Natural Specimen Use on Process Skills and Applications in Secondary School Biology Practical in Ekiti State, Nigeria.

2020 ◽  
Vol 9 ◽  
pp. 120-139
Author(s):  
Thomas Adebisi ◽  
Oladimeji Oladimeji,
Keyword(s):  
Secondary School ◽  
Basic Science ◽  
Analysis Of Covariance ◽  
Pictorial Representation ◽  
Control Group ◽  
Process Skills ◽  
Skills Acquisition ◽  
Science Process Skills ◽  
Multiple Classification Analysis ◽  
Quasi Experimental

Effective teaching of Biology practical entails the use of specimens. However, in Nigeria, some natural specimens are difficult to obtain when needed, hindering the learning and application of science process skills. Consequently, teachers resort to pictorial representation of specimen and to online prints for Biology practical instructions. Another possible alternative less discussed is the use of synthetic or artificial specimens. The goal of this study, therefore, was to examine the effect of using synthetic and natural specimen on practical skills- process skills acquisition and application in Biology practical in secondary schools. It sought to determine the efficacy of using synthetic specimens to complement or substitute for natural specimens in teaching Biology practical. The study employed the pre-test, post-test, control group, quasi- experimental design. A total of 212 senior secondary school (SS II) Biology students in six selected government-owned high schools in Moba and Ijero Local Government Area of Ekiti state, Nigeria, were randomly selected for the study. The schools were paired and assigned to two experimental groups (using synthetic and natural specimens) and a control group (using conventional drawings). Eight instruments were employed for the study and used at treatment stage. Data collected were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and Multiple Classification Analysis (MCA). The results showed that there was a significant effect of synthetic specimens and natural specimens on the proficiency of the students in basic science process skills acquisition (F = 60.470, P<0.05). However, the mean gain of 3.884 which existed between the two groups showed that natural specimens were slightly more effective than synthetic specimens. The results also showed a significant effect for the use of synthetic specimens on process skills acquisition and applications of Biology concept among the students (F = 74.773, P<0.05). The study concluded that synthetic specimens are equally effective as natural specimens in improving the acquisition and application of basic science process skills of students in Biology.

scholarly journals MENINGKATKAN KETERAMPILAN PROSES SAINS MELALUI PENDEKATAN INKUIRI

2013 ◽  
Vol 8 (1) ◽  
pp. 31-37
Author(s):  
Rini Susanti
Keyword(s):  
Action Research ◽  
Basic Science ◽  
Basic Skills ◽  
Kindergarten Children ◽  
Process Skills ◽  
Science Process Skills ◽  
Inquiry Approach ◽  
Classroom Action Research

The purpose of this research is to improve the science process skills of the children aged 5-6 years through inquiry approach at TK Kasih Ibu, South Jakarta. The research conducted in November and December 2012 employed classroom action research within two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The subjects of this research were 12 kindergarten children. The data were collected using test and non test. After the second cycle, the research concluded that the inquiry approach can improve the science basic skills of children aged 5-6 years old. The implication of this research is inquiry approach can be alternative way to improve science process skills of children aged 5-6 years old. The improvement of the science basic science can be demonstrated through observing, comparing, classifying, measuring and communication.

scholarly journals Rozvoj vědeckého myšlení žáků prostřednictvím přírodovědného vzdělávání

2016 ◽  
Vol 7 (2) ◽  
pp. 2-17 ◽  
Author(s):  
Eva Hejnová ◽  
Dalibor Hejna
Keyword(s):  
Basic Science ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science

Přehledová studie prezentuje strukturu dovedností, které pomáhají rozvíjet vědecké myšlení žáků. V první části studie jsou uvedena východiska, která ukazují, že obecný rozumový vývoj dítěte může být zlepšen určitým přístupem k výuce základů přírodních věd, jenž spočívá v důrazu na rozvoj metakognitivních kompetencí. V druhé části studie je prezentováno třináct dovedností (ve smyslu způsobilostí k vědecké práci), které podporují rozvoj vědeckého myšlení žáků. Ty jsou rozděleny na základní dovednosti (basic science proces skills ) a vyšší (integrované) dovednosti (integrated science process skills ). Ke každé dovednosti jsou uvedeny příklady učebních činností, které jsou využitelné v běžné školní výuce. Předložená struktura dovedností a příklady aktivit mohou být východiskem pro vytváření dalších činností, které budou žákům pomáhat v rozvoji jejich vědeckého myšlení.

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