scholarly journals Project Based Learning: Pengaruhnya terhadap Keterampilan Proses Sains Peserta Didik di Tanggamus

2018 ◽  
Vol 1 (3) ◽  
pp. 243-253
Author(s):  
Laila Okta Fitriyani ◽  
Koderi Koderi ◽  
Welly Anggraini
Keyword(s):  
Project Based Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Average Percentage ◽  
Multiple Choice Tests ◽  
Average Value ◽  
Science Process Skill ◽  
Skill Test ◽  
Significant Difference ◽  
Choice Tests

Abstract: This study aims to find out is there a significant difference between the results of science process skills of students using project based learning with the results of science process skills of students using conventional learning. The research method used was Quasi Experiment. The instrument in this study used a science process skill test, in the form of observation sheets and multiple choice tests. Based on the results of research on the experimental class posttest data showing the results of the average percentage of science process skills, the experimental class received a percentage of 69.84% while the control class received an average value of 39.64%. Then the t-test calculated from the posttest value shows that tcount = 10.17 is greater t table (0.05) = 2, so that tcount> ttable. So it can be concluded that H0 is accepted, meaning that there are influences of science process skills of students using a project-based learning model. And based on the average value of science process skills measured by observation sheet is 79.37% with good categories, and the highest indicator in the experimental class is observing 85.41% and the lowest science process skills are hypotheses which is 75%. Abstrak: Penelitian ini bertujuan untuk mengetahui adakah perbedaan yang signifikan antara hasil keterampilan proses sains peserta didik menggunakan pembelajaran berbasis proyek (project based learning) dengan hasil keterampilan proses sains peserta didik menggunakan pembelajaraan konvensional. Metode penelitian yang digunakan adalah Quasi Eksperimen. Instrumen dalam penelitian ini menggunakan tes keterampilan proses sains, berupa lembar observasi dan tes berupa pilihan ganda. Berdasarkan hasil penelitian data postest kelas eksperimen menunjukkan hasil nilai rata-rata persentasi keterampilan proses sains, kelas eksperimen mendapat persentasi sebesar 69,84% sedangkan kelas kontrol mendapat nilai rata-rata persentasi 39,64%. Kemudian dihitung uji-t dari nilai postest  menunjukkan bahwa thitung = 10,17 lebih besar ttabel(0,05) = 2, sehingga thitung > ttabel . Jadi dapat disimpulkan bahwa H0 diterima, artinya terdapat pengaruh keterampilan proses sains peserta didik dengan menggunakan model pembelajaran berbasis proyek. Dan berdasarkan nilai rata-rata keterampilan proses sains yang diukur dengan lembar obsevasi sebesar 79,37% dengan kategori baik, serta indikator tertinggi pada kelas eksperimen yaitu mengamati sebesar 85,41% dan keterampilan proses sains yang terendah adalah hipotesis yaitu sebesar 75%. 

scholarly journals THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Wiworo Retnadi Rias Rahayu
Keyword(s):  
Project Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
High Learning ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Subject Specific ◽  
Experiment Method

Curriculum 2013 to emphasize of learning result on cognitive, affective, and skill. Curriculum 2013 not only to emphasize cognitive, however, also affective and skill need to be developed in the learning process. One of the skills that should be developed is the scientific process skills, because it is the high learning result. The objectives of this research are to know the science process skill diversification. Procedure this research using experiment method to design of Nonequivalent Control-Group Pretest Posttest Design. The results of this research there are the science process skills diverse using SSP of science based on PjBL and using teacher’s SSP.

scholarly journals Melatih Karakter Siswa dan Keterampilan Proses Sains Menggunakan Model Pembelajaran Discovery Learning

2019 ◽  
Vol 7 (1) ◽  
pp. 28 ◽  
Author(s):  
Suriasa Suriasa
Keyword(s):  
Research Method ◽  
Discovery Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Analysis Techniques ◽  
Science Process Skill ◽  
School Year ◽  
Skill Test ◽  
Observation Instruments ◽  
Qualitative Descriptive

Abstrak: Rendahnya karakter dan keterampilan proses siswa dikarenakan mereka kurang berpartisipasi aktif dalam menggali dan menemukan pengetahuan. Penelitian ini bertujuan untuk melatih karakter dan keterampilan proses sains siswa melalui penerapan model discovery learning. Metode penelitian adalah penelitian tindakan kelas yang dibagi dalam 2 siklus, di mana setiap siklus terdiri atas 3 kali pertemuan. Subyek penelitian adalah 36 siswa kelas 7 E SMPN 24 Banjarmasin pada tahun ajaran 2018/2019. Pengumpulan data menggunakan instrumen pengamatan karakter dan instrumen tes keterampilan proses sains. Teknik analisis data karakter siswa adalah deskriptif kualitatif dan uji N-gain. Hasil penelitian menunjukkan bahwa: (1) Karakter  siswa pada siklus 1 sebesar 57,14 % dengan kategori cukup meningkat pada siklus II sebesar 85,71% dengan kategori baik; dan (2) Hasil perhitungan n-gain keterampilan proses pada siklus 1 sebesar 0,24 dan pada siklus II sebesar 0,62; berarti peningkatannya semula dalam kategori rendah meningkat menjadi sedang. Abstract: The low character and process skills of students because they lack active participation in exploring and discovering knowledge. This study aims to train students' character and science process skills through the application of discovery learning models. The research method is classroom action research which is divided into 2 cycles, where each cycle consists of 3 meetings. The subjects of the study were 36 students, grade 7 E in SMPN 24 Banjarmasin in the 2018/2019 school year. Data collection uses character observation instruments and science process skill test instruments. Student character data analysis techniques are qualitative descriptive and N-gain test. The results of the study showed that: (1) The character of students in the first cycle was 57.14% with a sufficiently increased category in the second cycle of 85.71% with a good category; and (2) The results of the calculation of n-gain process skills in the first cycle are 0.24 and in the second cycle are 0.62; means that the increase in the initial low category increases to moderate. 

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) TERHADAP MINAT BELAJAR DAN KETERAMPILAN PROSES SAINS SISWA PADA PEMBELAJARAN FISIKA DI SMAN BALUNG

2018 ◽  
Vol 7 (1) ◽  
pp. 108
Author(s):  
Muhammad Khoirur Roziqin ◽  
Albertus Djoko Lesmono ◽  
Rayendra Wahyu Bachtiar
Keyword(s):  
Learning Model ◽  
Project Based Learning ◽  
Process Skills ◽  
Scientific Performance ◽  
Science Process Skills ◽  
Physics Learning ◽  
Science Process Skill ◽  
Post Test ◽  
Learning Interest ◽  
Better Than

AbstractInterest in learning was one of the factors that affected student learningoutcomes. Physical learning in the form of products, processes and scientificattitude required skills that process on the scientific performance called the scienceprocess skills. Project-based learning presents learning in the form of scientificprocesses and attitudes that could foster students' learning motivation. This researchwas an experimental research. The purpose of this research was to examine theeffect of project based learning model on learning interest and students' scienceprocess skill in physics learning at SMAN Balung. Data of student's interest inphysics learning was obtained from questionnaire and data of science process skillobtained from post test and there were supporting data in the form ofdocumentation, interview, and observation. The result of the independent sample ttest on the interest of physics learning showed the interest of experimental classphysics learning better than the control class. While the results of mann-whitney teston the science process students 'skills showed the students' experimental classscience process skills better than the control class. Based on the analysis it could beconcluded that the project based learning model had a significant effected on thestudents' learning interest and science process skills on physics learning at SMANBalung.Keyword: interest, project based learning model, science process skill

scholarly journals The Effect of POGIL Model Toward Science Process Skills and Physics Acquisition of Student

2019 ◽  
Vol 7 (3) ◽  
pp. 157 ◽  
Author(s):  
Elfrida Toyo ◽  
Sudi Dul Aji ◽  
Chandra Sundaygara
Keyword(s):  
Direct Instruction ◽  
Sampling Technique ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Multiple Choice Tests ◽  
A Value ◽  
Choice Tests ◽  
Quasi Experimental ◽  
Instruction Model

This research aims to determine the differences in the Process Oriented Guided Inquiry Learning (POGIL) model toward science process skills and physics acquisition of students. The method used in this study was a quasi-experimental research design with posttest-only involving 64 students as samples. The research sample was chosen based on a purposive sampling technique. Instruments for measuring science process skills in the way of process skills assessment sheets and physics concept acquisition in the form of multiple-choice tests. Data analysis used is two-way ANOVA. The results showed that there were differences in science process skills between students who learned using the POGIL model and students who learned using the direct instruction model with a value of F=10.207 (p>0.05). There were differences in the mastery of concepts between students learning using the POGIL model and students who learned using a direct instruction model with F=17.771 (p>0.05) There is an interaction between the POGIL model and science process skills towards mastery of concepts with a value of F= 5.660 (p>0.05).

scholarly journals Examining the correlation between resilience levels and math and science process skills of 5-year-old preschoolers

2020 ◽  
Vol 10 (2) ◽  
pp. 203-228
Author(s):  
Yasin Tok ◽  
Merve Ünal
Keyword(s):  
Family Income ◽  
Income Level ◽  
Education Level ◽  
Process Skills ◽  
Mathematical Skills ◽  
Skill Levels ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Significant Difference ◽  
Mathematics And Science

The aim of this study is to determine whether the resilience levels and mathematics and science process skills of 5-year-old preschoolers vary significantly based on independent variables (gender, number of siblings, education level of the mother, education level of the father, and family income level) and to detect the correlations between them. The sample of the study consisted of 384 children. "Child Information Form, Risk Factors List, Early Childhood Resilience Scale, Early Childhood Mathematics Education Content Standards Scale, and Science Observation Form" were used as data collection tools. In the study, it was determined that there was a significant difference between the resilience levels of children and gender, education level of the father, and family income level. A significant difference was observed between the mathematical skills of the children and the number of siblings, parental education level, and family income level. Also, a significant difference was determined between the science process skill levels of the children and the number of siblings, family income level, and father's education level. There was a moderate positive correlation between resilience and mathematical skills and a high positive correlation between resilience and science process skills. In addition, it was concluded that the resilience levels of children were a significant predictor of their mathematics and science process skill levels.

scholarly journals INFLUENCING OF PROJECT-BASED LEARNING MODEL TOWARD SCIENCE PROCESS SKILLS ON ENVIRONMENT MANAGEMENT MATERIAL

2017 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Sulton Nawawi ◽  
Amilda Amilda ◽  
Maya Puspita Sari
Keyword(s):  
Environmental Management ◽  
Learning Model ◽  
Project Based Learning ◽  
Average Score ◽  
Process Skills ◽  
Experimental Science ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Quasi Experimental

<p><em>This study aims to determine the effect of the application of Project Based Learning Model to Skill of Science Process on Environmental Management Material. This research design uses posttest-only control design with Quasi-Experimental method (quasi-experiment). The sample of this research is 35 students. Based on the results of the analysis of students' science process skills show that the implementation of learning using the model of Project Based Learning is better than the conventional learning model. This can be seen from the calculation of the test-t skills of the science process shows for sig tcount 0.000 &lt;0,05, then Ha accepted and H0 rejected. The result of analysis of the average score of mastery of experimental science process skill class achieves 2.87 with good criteria while the students 'science process skill in control class 1.73 is sufficient to mean that the students' experimental class science process skill is higher than the control class science process skill. Thus, it can be concluded that the model of Project Based Learning affects the Skills of Science Process on Environmental Management Material.</em></p><p><em><strong><em>Keywords: project based learning model; skills of science process</em></strong><em>.</em></em></p>

scholarly journals Pengaruh Strategi Pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) terhadap Keterampilan Proses Sains Siswa

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Syintia Syintia ◽  
Budhi Akbar ◽  
Luthpi Safahi ◽  
Susilo Susilo
Keyword(s):  
Learning Strategies ◽  
Design Research ◽  
Sampling Technique ◽  
Target Population ◽  
Process Skills ◽  
Science Process Skills ◽  
Significance Level ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Cluster Random Sampling

This study aims to determine the effect of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning strategies on students' science process skills. This research was carried out in SMA Negeri 11 Bekasi City from April to May 2017. The method used in this study was Quasi Experiment, with the Posttest Only Control Design research design. The target population is all students of class X MIA totaling 240 students. The sampling technique used Cluster Random Sampling, and obtained the X MIA 2 class as the experimental class and X MIA 3 class as the control class. Data collection is done by using multiple choice tests to measure 9 indicators of student science process skills. Hypothesis testing using the t test at a significance level α = 1%, obtained tcount = 3.06> t0.99 = 2.38, which means that H0 is rejected, so there is a very significant effect on both groups. So, it can be concluded that the use of REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning strategies has an effect on students' science process skills.

scholarly journals Analysis of Science Process Skills of Summative Test Items in Physics of Grade X in Surakarta

2018 ◽  
Vol 7 (1) ◽  
pp. 34-40 ◽  
Author(s):  
D. Ratnasari ◽  
S. Sukarmin ◽  
S. Suparmi ◽  
D. Harjunowibowo
Keyword(s):  
Content Analysis ◽  
Process Skills ◽  
Science Process Skills ◽  
Process Skill ◽  
Test Items ◽  
Science Process Skill ◽  
Academic Year ◽  
Descriptive Method

The objective of this research is to analyze the science process skills (SPS) of the summative test items in physics in Surakarta. This research used a descriptive method with content analysis, namely: summative test items in Academic Year 2015/2016 in Surakarta. Each item was analyzed based on science process skill indicators prepared and elaborated by the researchers. The result and discussion of the research showed that the SPS found in the summative test items in Physics in Surakarta included those of formulating hypotheses (2.88%), designing experiments (2.10%), interpreting data (5.10%), applying concepts (70.20%), communicating (6.64%), and drawing conclusions (13.08%) respectively.

scholarly journals Analysis Science Process Skills Content in Chemistry Textbooks Grade XI at Solubility and Solubility Product Concept

2017 ◽  
Vol 2 (1) ◽  
pp. 72
Author(s):  
Bayu Antrakusuma ◽  
Mohammad Masykuri ◽  
Maria Ulfa
Keyword(s):  
Solubility Product ◽  
Process Skills ◽  
Science Process Skills ◽  
Process Skill ◽  
Product Concept ◽  
Student Activity ◽  
Science Process Skill ◽  
Chemistry Textbooks ◽  
Descriptive Method

<p class="Abstract">The aim of this research was to determine the analysis of science process skills in textbooks of chemistry grade XI in SMA N 1 Teras, Boyolali. This research used the descriptive method. The instruments were developed based on 10 indicators of science process skills (observing, classifying, finding a conclusion, predicting, raising the question, hypothesizing, planning an experiment, manipulating materials, and equipment, Applying, and communicating). We analyzed 3 different chemistry textbooks that often used by teachers in teaching. The material analyzed in the book was solubility and solubility product concept in terms of concept explanation and student activity. The results of this research showed different science process skill criteria in 3 different chemistry textbooks. Book A appeared 50% of all aspects of science process skills, in Book B appeared 80% of all aspects of science process skills, and in Book C there was 40% of all aspects of the science process skills. The most common indicator in all books was observing (33.3%), followed by prediction (19.05%), classifying (11.90%), Applying (11.90% ), planning experiments (9.52%), manipulating materials and equipment (7.14%), finding conclusion (4.76%), communicating (2.38%). Asking the question and hypothesizing did not appear in textbooks.</p>

scholarly journals The Effect of Guided Inquiry Learning Model on Process Skills Science and Students' Higher-Level Thinking Skills on Heat and Transfer Themes of Class V SD Negeri 104260 Melati

2021 ◽  
Vol 4 (2) ◽  
pp. 901-910
Author(s):  
Ahmad Marwan ◽  
Hasruddin Hasruddin ◽  
Yusnadi Yusnadi
Keyword(s):  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
High Order ◽  
Process Skills ◽  
Guided Inquiry ◽  
Higher Order Thinking Skills ◽  
Science Process Skills ◽  
Average Value ◽  
High Order Thinking

This research aims to determine the effect of guided inquiry learning models on science process skills and higher order thinking skills on the theme of heat and its displacement in grade V SD Negeri 104260 Melati. The research instrument included observation of science process skills and tests of higher order thinking skills. This study uses the analysis of the Independent Sample Test (t test).The average value of science process skills in the guided inquiry class was 81.62 and the direct instruction learning model class was 79.02. A significant influence on students' science process skills in the learning process on the theme of heat and its displacement, with a score of tcount (2.384)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.021) <α = 0.05, so that H₀rejected. then Ho was rejected and Ha accepted. The average value of high-order thinking skills in the guided inquiry class is 75.57 and in the class of direct instruction learning model. A total of 67.43. The results of the analysis of high-order thinking skills have tcount (3.597)> ttable (2.004) for n = 56, α = 0.05 and sig. 2 tailed (0.001) <α = 0.05, so that H₀rejected and Ha accepted. Guided inquiry learning model affects science process skills and high-order thinking skills of students on the theme of heat and its displacement in grade V SD Negeri 104260 Melati.

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