scholarly journals Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws

2020 ◽  
Vol 85 (4) ◽  
pp. 559-573 ◽  
Author(s):  
Baydere Karsli ◽  
Alipaşa Ayas ◽  
Muammer Çalik
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Service Science ◽  
Alternative Conceptions ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Computer Animations ◽  
Gas Laws

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers? conceptual understanding and science process skills for ?gases and gas laws?. The sample of the study consisted 49 pre-service science teachers enrolled for the ?Science Laboratory Practices-I? course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question?answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (?2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers? alternative conceptions of ?gases and gas laws?, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

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 The Effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) Based Laboratory Work Activities on Pre-Service Science Teachers’ Science Process Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 21-40
Author(s):  
Fatma Coştu ◽  
Hale Bayram
Keyword(s):  
Science Teachers ◽  
Service Science ◽  
Laboratory Work ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Work Activities ◽  
Laboratory Activities ◽  
Post Test ◽  
Experimental Group

This research aims at investigating the effectiveness of the Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills. A quasi-experimental research model with pre- and post-test via control group was employed in the research. The semi-experimental study was based on 46 pre-service science teachers enrolled in the primary Science Education Program a state university. In the research, randomly selected two groups were used, one experimental group (EG; n = 22) and one control group (CG; n = 24). While the control group participated in traditional laboratory activities work, the experimental group took part in the PEODE-based laboratory work activities. Laboratory activities were carried out in both groups for a total of 9 weeks, two hours a week. Science process skills test (SPST) measuring five different scientific process skills were presented to them as pre- and post-test in order to assess pre-service science teachers’ science process skills. The test scores were analyzed quantitatively with a statistical analysis program. At the end of the research, while there was no significant differences total score of the SPST, significant statistical differences were found between the experimental and control groups in "Making Operational Comments" and "Designing the Research" sub-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 THE EFFECT OF USING THE PROJECT BASED LEARNING MODEL ON PROCESS SKILLS AND SCIENCE LITERATION SKILLS

2018 ◽  
Vol 2 (2) ◽  
pp. 25-30
Author(s):  
Ika W. Utamining Tias ◽  
Srikandi Octaviani
Keyword(s):  
Learning Process ◽  
Scientific Literacy ◽  
Learning Model ◽  
Literacy Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Nonequivalent Groups ◽  
Post Test

This research is motivated by the learning process carried out in class V of SD Negeri 8 Metro Timur, SD Negeri 1 Metro Barat, SD Negeri 1 Metro Utara dan SD Negeri 5 Metro Pusat. The implementation of the learning process carried out by teachers who generally still use conventional learning methods and models that are only fixated on books and more teacher-centered, students listen to explanations from the teacher, take notes, memorize information and work on problems. practice questions rather than doing practical activities through experiments or experiments. As a result, the learning process becomes less attractive and seems monotonous because students tend to be passive and less participatory in learning activities. Teachers lack innovation in the use of active and innovative methods or learning models that are more student centered. That is, learning that provides more opportunities for students to construct independently the process of understanding material through a more active learning process through search activities and problem solving. In response to this, researchers conduct learning using a project based learning learning model with the aim of improving students' science process skills and scientific literacy skills. The purpose of this study was to describe the influence of the PjBL model on process skills and scientific literacy skills. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the PjBL model can improve science process skills and higher scientific literacy skills compared to groups of students who get conventional learning. Keywords: skills of science literacy, skills of science process, elementary students.

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 Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

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 Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy And Science Process Skills In Laboratory Activities

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Yeni Widiyawati ◽  
Dwi Septiana Sari
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Service Science ◽  
Rank Test ◽  
Process Skills ◽  
Science Process Skills ◽  
Laboratory Activities ◽  
Key Variables ◽  
Quantitative Descriptive

<em>Laboratory self-efficacy and science process skills are the key variables that need to be measured to show it’s a correlation. These variables will determine their career as a science teacher. Pre-service science teacher must have the skills to explain the natural objects and phenomena holistically and integrative. So that, the aims of this research was to 1) reveals the laboratory self-efficacy of, 2) identify science process skills level of and 3)identify the correlation between laboratory self-efficacy and science process skills of pre-service science teacher under laboratory activities. Quantitative-descriptive, scanning models were used to collect the data. Laboratory self-efficacy scale was developed of level, strength, and generality components. Documentation and observation techniques were used to collect the science process skills data. Bandura’s theory was adopted in self-efficacy Laboratory self-efficacy scale. Mean of laboratory self-efficacy of pre-service science teachers were in moderate level while their science process skills were at a low level. Spearman Rank test showed a significant correlation between these two variables. In the other hand. Regression test showed that laboratory self-efficacy does not significantly determine the pre-service science teacher science process skills’.</em>

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

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