scholarly journals Students’ Science Process Skills Through Generative Learning Model In the Topic of Light

2019 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Haris Rosdianto
Keyword(s):  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Generative Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Calculation Results ◽  
Class Viii ◽  
Level Of Significance

<p>Science process skills is important to developing the quality of students’ learning in science. This research aimed to determine the effect of generative learning xmodel on students' science process skills of the topic Light. This type of research was pre-exprimental with One Group Pretest-Posttest Design. The population of this research consisted of all students of class VIII in SMPN 5 Singkawang City. The research samples consisted of the students of class VIII E the total number of 20 students and the sampling technique used was simple random sampling. The research instrument used in this research was description test. Data were analyzed by using paired t-test. From the calculation results was obtained the value of -t<sub>ob</sub><sub>tained</sub> &lt; -t<sub>c</sub><sub>ritical</sub> or -21.36 &lt; -2.093, then H<sub>o</sub> was rejected and H<sub>a</sub> was accepted at the level of significance α = 0.05. So it can be concluded that there was an effect of generative learning model on students’ science process skills in the topic of Light.<em></em></p>

scholarly journals Students` Conceptual Understanding through Generative Learning Model in Topic "Light"

2018 ◽  
Author(s):  
Haris Rosdianto
Keyword(s):  
Conceptual Understanding ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Choice Test ◽  
Generative Learning ◽  
Multiple Choice Test ◽  
Concept Understanding ◽  
Class Viii ◽  
Level Of Significance

This study aimed to determine the effect of generative Learning model on the students’ conceptual understanding of the topic "Light". This type of Research was pre experimental study with One Group Pretest Posttest Design. The population of this Research consisted of all students of class VIII in SMP 5 Singkawang city. The sample of the research consisted of the students of class VIII E the total number of 20 students and the sampling technique used was simple random sampling. The research instrument used in the form of multiple choice test. Data were analyzed by using paired t-test. From the calculation resolusi was obtained the value of -t obs. &lt; -t tc.v. or -59.73 &lt; -2.093, then H 0 was rejected and H a accepted at the level of significance α = 0.05. So it can be concluded that there is an influence of generative Learning model on students’ Concept understanding in the topic “Light".

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 EFFECT OF INQUIRY TRAINING LEARNING MODEL DAN CREATIVITY ON SCIENCE PROCESS SKILLS

2016 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Purnama Silitonga ◽  
Mara Bangun Harahap ◽  
Derlina .
Keyword(s):  
Interaction Model ◽  
Sampling Technique ◽  
Learning Model ◽  
Process Skills ◽  
Learning Models ◽  
Science Process Skills ◽  
The Difference ◽  
Model Training ◽  
Cluster Random Sampling ◽  
Better Than

This study aims: 1) to determine differences in science process skills of students with learning model inquiry training and conventional learning models, 2) to determine the difference science process skills of students who have high creativity and creativity is low, 3) to determine the interaction model of learning inquiry trainingwith creativity of the science process skills. The sampling technique conducted cluster random sampling two classes, where first class as a class experiment with the number of students 32 people applied learning model inquiry training (X-1) and the second class as a class control the number of students 32 people who applied conventional learning model ( X-2). Instruments in this study is the science process skills test and a test of creativity in the form of a description. From these results it can be concluded that: 1) science process skills of students that learned with a learning model inquiry training is better than the students that learned with conventional learning models, 2)science process skills of students with high creativity better than students with creativity is low, 3) there is interaction between inquirylearning model training and creativity in influencing the science process skills of students.

scholarly journals Penerapan Model Pembelajaran Kooperatif Berbasis Hands on Activity untuk Meningkatkan Keterampilan Proses Sains

2019 ◽  
Vol 3 (3) ◽  
pp. 94
Author(s):  
Nanda Avisya ◽  
Sarah Miriam ◽  
Suyidno Suyidno
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Hands On ◽  
Complete Category ◽  
Class Viii

Keterampilan proses sains peserta didik khususnya dalam hal memprediksi, menyimpulkan dan mengomunikasikan data hasil percobaan masih rendah. Oleh karena itu, diterapkan model pembelajaran kooperatif berbasis hands on activity untuk meningkatkan keterampilan proses sains peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran kooperatif berbasis hands on activity. Adapun tujuan secara khusus, yaitu untuk mendeskripsikan: 1) keterlaksanaan rencana pelaksanaan pembelajaran, 2) keterampilan proses sains dan, 3) hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins yang terdiri atas 3 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: 1) keterlaksanaan RPP pada siklus I, II, dan III terlaksana dengan baik, 2) keterampilan proses sains pada siklus I dengan kriteria baik (mengobservasi), kriteria cukup (menyimpulkan dan mengomunikasikan) dan kriteria kurang baik (memprediksi) mengalami peningkatan pada siklus II dan III menjadi kriteria baik dan sangat baik, 3) hasil belajar siswa meningkat dari siklus I (18,75%) dan siklus II (56,25%) dengan kategori tidak tuntas menjadi (87,50%) dengan kategori tuntas pada siklus III. Diperoleh simpulan bahwa keterampilan proses sains siswa di kelas VIII-E SMPN 25 Banjarmasin meningkat setelah penerapan model pembelajaran kooperatif berbasis hands on activity Science process skills of students, especially in terms of predicting, concluding and communicating experimental results data is still low. Therefore, a hands-on-based cooperative learning model is applied to improve students' science process skills. The purpose of this study is to describe the improvement of science process skills of students after applying a cooperative learning model based on hands on activity. The specific objectives, namely to describe: 1) the implementation of the learning implementation plan, 2) science process skills and, 3) student learning outcomes. This type of research is a Hopkins model action research consisting of 3 cycles. Data collection techniques obtained through observation and tests. The results showed: 1) the implementation of lesson plans in cycles I, II, and III were carried out well, 2) science process skills in cycle I with good criteria (observing), sufficient criteria (inferring and communicating) and unfavorable criteria (predicting ) experienced an increase in the second and third cycles into good and very good criteria, 3) student learning outcomes improved from cycle I (18.75%) and cycle II (56.25%) with the incomplete category being (87.50%) with complete category in cycle III. It was concluded that the science process skills of students in class VIII-E SMPN 25 Banjarmasin increased after the application of hands-on-based cooperative learning models.

scholarly journals Relationship of Science Process Skills on Critical Thinking Ability Review By Gender In Madrasah Aliyah

2021 ◽  
Vol 9 (4) ◽  
pp. 711-735
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan* ◽  
Agnes Aktapianti Br.Ginting
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Approach ◽  
Process Skills ◽  
Science Process Skills

Science process skills are very important to be mastered by students to help improve critical thinking skills. The purpose of this study was to determine whether there is a relationship between science process skills and critical thinking skills in terms of gender. This type of research used is an experiment with a quantitative research approach. The sampling technique in this study was a simple random sampling technique with a sample size of 50 students. The instruments used in this study were observation sheets of science process skills and critical thinking skills test questions. The data analysis technique used is descriptive statistical analysis and inferential statistics. Based on the results of the correlation test that has been carried out, the Pearson correlation value is 0.648, which means that there is a strong relationship between science process skills and students' thinking skills. This research can be used as a guideline for scientific process skills research on critical thinking skills in the future. The update in this research is the relationship between science process skills and critical thinking skills based on gender

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

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

2020 ◽  
pp. 38-48
Author(s):  
Ammalia Nurjannah ◽  
Abdul Gani ◽  
Evendi Evendi ◽  
Muhammad Syukri ◽  
Elisa Elisa
Keyword(s):  
Scientific Literacy ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Conventional Models

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.

scholarly journals Pengaruh Model Pembelajaran Auditory Intellectually Repetition Terhadap Kemampuan Multi Representasi Matematis Siswa Smp

2020 ◽  
Vol 6 (2) ◽  
pp. 107-115
Author(s):  
Rika Wahyuni ◽  
Nindy Citroresmi.P
Keyword(s):  
Student Motivation ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Learning Activities ◽  
Mathematical Representation ◽  
Student Activities ◽  
Mathematical Representations ◽  
Class Viii

AbstractThis study aims to determine the effect of the AIR learning model on students' multi-mathematical representation abilities, student activities and learning motivation. The population of this research is all students of class VIII. Samples were taken by simple random sampling technique. The selected sample consisted of two classes, namely VIIIB as the experimental class and VIIIC as the control class. This research is an experimental research design with Pretest-Postest Control Gruop. The results of the study can be concluded that: (1) There is a difference in the ability of multi mathematical representation of students in the class using the AIR learning model and the class using the direct learning model. (2) The effect of the AIR model is relatively high on the ability of students' multiple mathematical representations; 3) student learning activities as a whole are classified as very active; 4) student motivation is categorized high. Keywords : Auditory Intellectually Repetition, multi representations, student activities, student  motivation

scholarly journals Penggunaan Media Audiovisual pada Model Inkuiri Terbimbing terhadap Keterampilan Proses Sains dan Penguasaan Konsep IPA

2019 ◽  
Vol 4 (1) ◽  
pp. 96
Author(s):  
Ainun Magfirah ◽  
Arif Hidayat ◽  
Susriyati Mahanal
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Audiovisual Media ◽  
Average Value ◽  
Quasi Experimental ◽  
And Control

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to know the use of audiovisual media in a guided inquiry model of science processskills and mastery of students' concepts in science subjects. The low level of science process skills and mastery of concepts that exist today, becomes the urgency of this research. in this study, the type of research used was quasi-experimental research using two learning classes as research samples with different treatments. The sample is divided into experimental class and control class with simple random sampling technique. The analysis showed that there were significant differences in the experimental class with media use audiovisual in the guided inquiry model with the average value of science process skills and mastery of concepts is higher than the control class.</p><p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui penggunaan media audiovisual pada model inkuiri terbimbing terhadap keterampilan proses sains dan penguasaan konsep siswa pada mata pelajaran IPA. Rendahnya keterampilan proses sains dan penguasaan konsep saat ini, menjadi urgensi penelitian ini. Jenis penelitian yang digunakan merupakan penelitian kuasi eksperimen dengan menggunakan dua kelas belajar sebagai sampel penelitian dengan perlakuan yang berbeda. Sampel tersebut dibedakan menjadi kelas eksperimen dan kelas kontrol dengan <em>simple random sampling</em>. Hasil kajian menghasilkan ada perbedaan yang signifikan pada kelas eksperimen dengan penggunaan media audiovisual pada model inkuiri terbimbing dengan nilai rata-rata Keterampilan Proses Sains dan penguasan konsep lebih tinggi dibandingkan kelas kontrol.</p></td></tr></tbody></table></div>

scholarly journals Description of students' Integrated Science Process Skills on Friction Material on a Flat Field

2020 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Mashelin Wulandari ◽  
Ricky Purnama Wirayuda ◽  
Febritia Aldila ◽  
Retno Wulandari
Keyword(s):  
Sampling Technique ◽  
Total Sample ◽  
Friction Material ◽  
Process Skills ◽  
Research Subjects ◽  
Science Process Skills ◽  
Integrated Science ◽  
Class Viii ◽  
Data Tables ◽  
Data Collection Technique

Science Process Skills have an important function in the process of student curiosity and scholarship, so it is necessary to do a description of students' science process skills. This study aims to describe students' integrated science process skills on friction material on a flat plane at SMPN 9 Muaro Jambi. The observed science process skills consist of ten observation indicators, namely experimental analysis, planning experiments, conducting experiments, describing the relationship between variables, defining variables operationally, making data tables, obtaining and processing data, making hypotheses, identifying variables and making graphs. This type of research is qualitative research with descriptive type. The research subjects were students of class VIII at SMP Negeri 9 Muaro Jambi which consisted of class VIII D and VIII E. The sampling technique was total sampling where the total sample was 40 students. While the data collection technique uses observation sheets that have been validated by a team of experts. The data that has been obtained were analyzed using descriptive statistical techniques with the help of IBM SPSS statistics software. The results of the research on students' mastery of integrated science process skills in the friction practicum on the flat plane were classified into the good category with a percentage of 57.5%. This means that students have good science process skills, because most students are skilled at doing practicum based on experimental indicators. The conclusion of this study shows that the integrated science process skills possessed by students are categorized as good.

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