scholarly journals Integration of Science learning Apps based on Inquiry Based Science Education (IBSE) in enhancing Students Science Process Skills (SPS)

2020 ◽  
Vol 14 (09) ◽  
pp. 95
Author(s):  
Mohd Munir Baharom ◽  
Noor Azean Atan ◽  
Mohd Shafie Rosli ◽  
Sanitah Yusof ◽  
Mohd Zolkifli Abd Hamid
Keyword(s):  
Science Education ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Science Learning ◽  
School Achievement ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Samples ◽  
Quasi Experimental ◽  
The Mean

The teaching and learning process no longer has its focus on the classroom. There are various teaching methods which teachers can use these days. However, the traditional, passive and teacher-oriented methods of teaching Science are still being widely used and this has led to the deterioration of students’ interest in Science. Thus, this study was conducted to examine the effectiveness of Inquiry Based Science Education (IBSE) learning through apps in improving the level of students' mastery and achievement in the Science Process Skills (SPS). The study involved a total of 30 Year-6 students from a school in the district of Johor Bahru selected based on the their achievement in the Primary School Achievement Test. It took 5 weeks to complete the study which used quasi-experimental design of time series design followed by multiple repetitions of assessments before the post-test was given to the students. The results of the paired-samples t-test were found to be significant (t = - 11.119, df = 29, p <.05) which showed that, there was a difference in the level of the students’ performance in the pre- and post-tests. The quasi-experimental study of this series of time design used recurring measurements carried out on dependent variables and one-way ANOVA tests for repeated measures were used for the data analysis. The test results of Mauchly's Test of Sphericity showed that, there were significant differences in the three test scores F(1.63,47.4)=344, p<.05. The mean score values for test 2, test 3 and test 4 outweighed the mean of test 1. In addition, the graphical shape of plots profile shows that, teaching activities through apps enhanced students’ Science Process Skills (SPS). Therefore, it can be concluded that, the integration of Inquiry-Based Science Education (IBSE) in Science learning through Apps is capable of improving students’ mastery and achievement in their Science Process Skills (SPS).

scholarly journals Effectiveness of Experimental Laboratory Methods on Understanding the Concept of Light, Science Processes Skills, And Scientific Attitudes of Students

2019 ◽  
Vol 7 (3) ◽  
pp. 262-270
Author(s):  
Adrianus Nasar ◽  
Melkyanus Bili Umbu Kaleka
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Experimental Methods ◽  
T Test ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Quasi Experimental ◽  
Experimental Laboratory ◽  
Scientific Attitudes

Light is the material in science teaching and learning that uses a lot of laboratory activities and equipment. Learning is more effective if done through cooperative small groups. This study determines the effectiveness of science learning uses laboratory experimental methods for understanding concepts, science process skills, and scientific attitudes of students in SMP Negeri 2 Ende. This study used a non-randomized quasi-experimental design through the pretest-posttest control group. The sample amounted to 72 people consisting of 37 people in the experimental group and 35 in the control group. The research instrument used questions about understanding concepts, observation sheets, and scientific attitude questionnaires. Data obtained in the form of normalized gain and analyzed using Compare Mean - Independent Sample T Test. The results of the study showed that the laboratory experimental method was effective in improving understanding of concepts, science process skills, and scientific attitudes of students. The findings of this study, science learning is recommended to use laboratory experiment methods in which students communicate very intensively with each other and their teachers, use tools and materials, and influence students' scientific attitudes.Keywords: Laboratory Experimental Methods, Understanding Concepts, Science Process Skills, And Scientific AttitudesMateri cahaya adalah materi dalam sains yang menggunakan kegiatan dan peralatan laboratorium. Belajar lebih efektif jika dilakukan melalui kelompok kecil yang kooperatif. Penelitian ini bertujuan menentukan efektivitas pembelajaran sains menggunakan metode eksperimen laboratorium untuk memahami konsep, keterampilan proses sains, dan sikap ilmiah siswa di SMP Negeri 2 Ende. Penelitian ini menggunakan desain Nonrandomized Control Group, Pretest–Posttest Design. Sampel berjumlah 72 orang yang terdiri dari 37 orang pada kelompok eksperimen dan 35 pada kelompok kontrol. Instrumen penelitian menggunakan pertanyaan tentang tes untuk pemahaman konsep, lembar observasi untuk keterampilan sains, dan angket untuk sikap ilmiah. Data diperoleh dalam bentuk gain ternormalisasi dan data dianalisis menggunakan perbandingan rerata gain (Compare Mean – Independent Sampel T Test). Hasil penelitian menunjukkan bahwa metode eksperimen laboratorium efektif dalam meningkatkan pemahaman konsep, keterampilan proses sains, dan sikap ilmiah siswa. Temuan penelitian ini yaitu pembelajaran sains direkomendasikan untuk menggunakan metode percobaan laboratorium di mana siswa berkomunikasi sangat intensif satu sama lain dan guru mereka, menggunakan alat dan bahan, dan mempengaruhi sikap ilmiah siswa.Kata kunci: Metode Eksperimen, Pemahaman Konsep, Keterampilan Proses  Dan Sikap Ilmiah Peserta Didik

scholarly journals Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

2021 ◽  
Vol 8 (3) ◽  
pp. 295-306
Author(s):  
Gulbin Ozkan ◽  
Unsal Umdu Topsakal
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Grade Level ◽  
Science Learning ◽  
Fourth Grade ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
National Education ◽  
Grade Levels

This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

scholarly journals Stimulasi Keterampilan Proses Sains Anak Melalui Model Pembelajaran Sains Berbasis Proyek

2021 ◽  
Vol 4 (01) ◽  
pp. 71-80
Author(s):  
Niken Farida
Keyword(s):  
Science Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Process Skills ◽  
Research Subjects ◽  
Science Process Skills ◽  
Series Design ◽  
Equivalent Time ◽  
The Mean ◽  
One Way Anova

This study aims to improve the science process skills of children aged 5-6 years through a project-based learning model. This research is a type of quasy experiment with an equivalent time series design. The research subjects consisted of 88 group children, namely children aged 5-6 years from 6 Kindergartens in Sleman Regency. Data collection was carried out using observation. Then the data were analyzed using one way ANOVA and got the sig value. 0.00, which means that there is a difference in the mean ranking of process science skills after using a project-based science learning model, so the results of this study indicate that an effective project-based science learning model is used to improve science process skills of children aged 5-6 years.

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.

The Effect of Mind Mapping-Assisted Problem-Based Learning (PBL) Model on Science Process Skills of Fifth Graders

2020 ◽  
Vol 9 (5) ◽  
pp. 527-535
Author(s):  
Rifka Ayu Anratriningrum ◽  
Joko Sutarto ◽  
Sungkowo Edy Mulyono
Keyword(s):  
Teaching And Learning ◽  
Science Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Process Skills ◽  
Scientific Principle ◽  
Mind Mapping ◽  
Science Process Skills ◽  
Mapping Model ◽  
Pbl Model

Science learning model directs students to learn concept understanding and scientific principle. Scientific principle in science learning relate to investigation or experiment to drill science process skills that can develop critical thinking and problem-solving abilities. Process skills are students' abilities to manage what has been gained in teaching and learning activities. The purpose of this study was to analyze the effect of using the Mind Mapping, Problem Based Learning (PBL) model, and Problem Based Learning model assisted by Mind Mapping on students' science process skills. The research method used quantitative research in the form of quasi experimental design. The sample of this study were students of 5th grade with 30 students as experimental class, 24 students as control-1 class, and 28 students as control-2 class. The data collection techniques used in this study were written test, observation, and documentation. The results of the analysis showed that simultaneously a learning model affected students' science process skills by 13%. This study had also showed that of the three models that had been used, problem-based learning assisted by mind mapping model was the most effective model for improving students' science process skills compared to problem-based learning model or mind mapping model

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

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 Effect of Model Problem Solving on Students' Science Process Skills Class VIII SMPN 34 Padang

2019 ◽  
Vol 4 (4) ◽  
pp. 33
Author(s):  
Riza Elpia Delita ◽  
Rahmadhani Fitri ◽  
Dezi Handayani ◽  
Heffi Alberida
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Student Activities ◽  
Problem Solving Model ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Class Viii ◽  
Knowledge Competencies

The problem of research at SMPN 34 Padang is the low level of Science Process Skills of students from the results of previous observations by carrying out tests conducted in class VII SMPN 34 Padang, showing the average science process skills of students is less than 50%. This study aims to look at the effect of the Problem Solving Model on Science Process Skills in Grade VIII students of SMPN 34 Padang. In Indonesia science process skills is very minimal, because in the learning process the teacher still tends to use the lecture model and question and answer method, so the science process skills is not given to students. This type of research is quasi-experimental with research design Control Group Postest Only Design. The population in this study were eighth grade students of SMPN 34 Padang in the academic year 2018/2019. The samples from this study were class VIII6 as the experimental class and VIII7 as the control class. The research instrument used to view the science process skills of students is the Observation Sheet for Student Activities observed by the observer. Based on the results of research on the knowledge competencies of students, the tcount 4.96> t table 1.67 The Science Process Skills Activity of students in the experimental class was higher than the control class. The conclusion of the study was that the application of the Problem Solving Model had a positive effect on the Science Process Skills of Grade VIII students of SMPN 34 Padang.

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