ANALISIS KETERAMPILAN PROSES SAINS SISWA DALAM PEMBELAJARAN IPA SD

2015 ◽  
Vol 2 (2) ◽  
pp. 41 ◽  
Author(s):  
Mahmud Alpusari
Keyword(s):  
Primary Schools ◽  
Gain Control ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Skills Learning ◽  
And Control ◽  
Research And Design

This research is a quasi experimental research and design used is ARandomized Pretes-Postest Control Group Design. The subject of the researchdetermined by random toward experimental and control groups. The results of this studyshowed that there was differences class between implements the inquiry learning andconventional learning. Mean score N-Gain science of process skills students washighest in primary schools reached 0.29 A, while for the N-Gain lowest in primaryschools C of 0.15 As for the indicators of science-process skills, process skills of thehighest indicators in the experimental class there is the aspect of the hypothesis, whilethe lowest indicator contained in the aspect of the question. In the control class there areindicators that contained by aspects of the hypothesis while the lowest was on aspects ofobservation. The results visible experimental class science process skills results showedhigher levels of N-gain control of the class. The results in the experimental classsignificantly more improve students’ science process skills than conventional class.Keywords: Science Process Skills, Learning Science

scholarly journals The Use of Concrete Media in Science Learning in Inquiry to Improve Science Process Skills for Simple Machine subject

2020 ◽  
Vol 12 (1) ◽  
pp. 1-17
Author(s):  
Muhamad Taufik Bintang Kejora
Keyword(s):  
Science Learning ◽  
Gain Control ◽  
Control Group ◽  
Process Skills ◽  
Test Results ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
The Media ◽  
Process Gain

This study aims to determine the improvement of science process skills with the media using concrete in science learning by inquiry.  The study was conducted using a quasi-experimental design with a nonequivalent control group design.  In the experimental group applied to learn to utilize concrete media in learning science in an inquiry, while the control class applied to conventional learning utilizing audio-visual media. Subject: The study included 60 students of class V Elementary School performances in Purwakarta district. The test results for the normalization gain skills enhancement process gain values obtained experimental class (N-gain 0.46) is greater than the value of the class gain control (N-gain 0.17).  Based on the test results mean difference two improvements by using the t-test, obtained t = 2.688 table = 2.045, with sig. 0.012 α 0.05 then H0 is rejected and Ha.  Therefore, inquiry science learning by utilizing concrete media can significantly improve students' science process skills.

scholarly journals PENGARUH MODEL PEMBELAJARAN GENERATIF DENGAN TEKNIK GUIDED TEACHING TERHADAP KETERAMPILAN PROSES SAINS

2017 ◽  
Vol 3 (2) ◽  
pp. 128
Author(s):  
Rasydah Nur Tuada ◽  
Gunawan Gunawan ◽  
Susilawati Susilawati
Keyword(s):  
High School ◽  
Control Group ◽  
Generative Learning ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Effect Of Treatment ◽  
And Control

The purpose of this research is to know the effect of generative learning with guided teaching technique towards science process skills of students high school 7 Mataram. This research is a quasi-experimental with non-equivalent control group design. Population in research is all students class X of high school 7 Mataram. Sampling method is cluster random sampling, with students sample of X-E class (class experiment) and X-C class (class control). Instruments used to measure of the science process skill is a multiple-choice grounded test. The initial ability of the experimental and control classes is homogeneous, so the effect of treatment is the result of the final test. Test the hypothesis using the t-test polled variants. Improved science process skills are determined based on the N-gain test. Interesting findings from the study indicate an increase in the science process skills in both classes. This show the generative learning with guided teaching techniques were applied successfully improve science process skills.

scholarly journals MODEL PBL BERBASIS SIMULASI VIRTUAL DAN PRAKTIKUM, HASIL BELAJAR DAN KETERAMPILAN PROSES SAINS.

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 148
Author(s):  
Agung Ma'rufin ◽  
Syahmani Syahmani ◽  
Mella Mutika Sari
Keyword(s):  
Learning Outcomes ◽  
Class Ii ◽  
Class I ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Class Viii ◽  
And Control

Abstract.  This study aims to determine the differences in learning outcomes and students' science process skills between classes using PBL models based on virtual simulations, PBL models based on practicum, and conventional learning. This quasi-experimental research uses nonequivalent control group design. The population of this research is VIII grade students of MTsN 2 Banjarmasin. The research sample is class VIII E as the control class, class VIII F as the experimental class I, and class VIII G as the experimental class II. Data collection uses test and observation techniques. Data analysis techniques use the Kruskall-Wallis test and descriptive analysis. The results showed that (1) There were differences in knowledge learning outcomes between experimental class I, experimental class II, and control class (2) There were differences in students' science process skills between experimental class I, experimental class II, and control class. Keywords: Problem Based Learning, Virtual Simulation, Practicum, Knowledge Learning Results, Science Process Skills Abstrak. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar dan keterampilan proses sains siswa antara kelas dengan menggunakan model PBL berbasis simulasi virtual, model PBL berbasis praktikum, dan pembelajaran konvensional. Penelitian eksperimen semu ini menggunakan nonequivalent control group design. Populasi penelitian ini adalah siswa kelas VIII MTsN 2 Banjarmasin. Sampel penelitian adalah kelas VIII E sebagai kelas kontrol, kelas VIII F sebagai kelas eksperimen I, dan kelas VIII G sebagai kelas eksperimen II. Pengumpulan data dengan menggunankan teknik tes dan observasi. Teknik analisis data menggunakan uji Kruskall-Wallis dan analisis deskriptif. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan  hasil belajar pengetahuan antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol (2) Terdapat  perbedaan keterampilan proses sains siswa antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol. Kata kunci: Problem Based Learning,  Simulasi Virtual, Praktikum, Hasil Belajar Pengetahuan, Keterampilan Proses Sains

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 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 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 EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING

2020 ◽  
Vol 19 (2) ◽  
pp. 276-288
Author(s):  
Irene Lue Leh Ping ◽  
Lilia Halim ◽  
Kamisah Osman
Keyword(s):  
Practical Work ◽  
Experimental Methodology ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Explicit Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills

scholarly journals SETS-based guided experiment book: Empowering science process skills of elementary school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Pinkan Anita Tri Prasasti ◽  
Ivayuni Listiani
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Before And After ◽  
And Control ◽  
Experimental Group

In this 21st–century, students are expected to have current competencies in which one of them is science process skills. The aim of this research was to empower science process skills through the SETS-based guided experiment book. This Posttest Only Control Group Design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. The activities were carried out for three months outside of school. The empowerment of science process skills was measured from the increasing scores before and after the implementation of the SETS Guided Experiment Book. The results showed that there was a significant different between experimental group and control group as the significancy value was 0.01 (sig. < 0.05). This means that the SETS-based guided experiment book can empower Science process skill of elementary school students.

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 Integrated project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM): its effect on science process skills

Biosfer ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 183-200
Author(s):  
Siti Nur Mufida ◽  
Diana Vivanti Sigit ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Science Technology ◽  
Research Population ◽  
Quasi Experimental ◽  
E Learning ◽  
And Mathematics

This research aims to analyze the effect of the project-based e-learning with science, technology, engineering, arts, and mathematics (PjBeL-STEAM) learning model on students’ science process skills. The PjBeL-STEAM learning model emphasizes on project activities with interdisciplinary through online learning. The research employs a quasi-experimental method with a pretest-posttest control group design. The research population includes students of grade X in ecosystem learning at one of public senior high schools in Jakarta Timur, Indonesia. The research sample consists of 72 students taken using purposive sampling. The main projects in PjBeL-STEAM learning include creating an animation of biogeochemical cycles and independent experiments. The research data on science process skills are collected using pretest and posttest questions. Students’ response to learning uses Likert scale instruments. The data analysis technique employs an Independent sample t-test. The research results indicate that the PjBeL-STEAM learning model provides better effects on science process skills than in control class. It is necessary to implement the PjBeL-STEAM learning model in online Biology learning to improve science process skills in better ecosystem learning.

Sign in / Sign up

Export Citation Format

Share Document