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 THE IMPLEMENTATION OF LC7E MODEL ON SCIENCE PROCESS SKILLS TO FOURTH GRADE OF SD NEGERI 2 KEBUMEN

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Astika Krisnawati ◽  
Kartika Chrysti Suryandari ◽  
Muhamad Chamdani
Keyword(s):  
Life Cycle ◽  
Learning Outcomes ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Outcome ◽  
Learning Cycle ◽  
Process Skills ◽  
Science Process Skills ◽  
Fourth Grade Students ◽  
Qualitative Descriptive

<p>The study aimed to determine the effectiveness LC7E (Learning Cycle 7E) model on science process skills to fourth grade students of SD Negeri 2 Kebumen to the theme of animal life cycle and environmental protection. It was collaborative classroom action research (CAR) carried out in one cycle. It consisted of planning, implementation, observation, and reflection. The subjects were 18 fourth grade students of SD Negeri 2 Kebumen. The data were analyzed by qualitative descriptive. It concludes that Learning Cycle 7E (LC7E) model improves science process skills and natural science learning outcomes of fourth grade students. The increasing of science process skills was 37%, students learning outcome was 33.89%, and NGain was 57.14%.</p><p> </p>

scholarly journals Implementation of Integrated Science Model With Audiovisual Teaching Materials To Improve Students’ Learning Outcomes and Science Process Skills

2020 ◽  
Vol 1 (2) ◽  
pp. 134-155
Author(s):  
Emilia Candrawati ◽  
Sumpono ◽  
Agus Sundaryono ◽  
Mellyta Uliyadari
Keyword(s):  
Learning Outcomes ◽  
Chemistry Education ◽  
Student Learning Outcomes ◽  
Process Skills ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Integrated Science ◽  
Basic Competencies ◽  
Materials Used ◽  
Improve Student Learning

This study aims to determine the effectiveness of the integrated science learning type connected to achieving basic competencies and improving science process skills. This study uses a 4-D development model that is defined, design, develop, and disseminate with one-group posttest design implemented in 5th-semester students of Chemistry Education, University of Bengkulu. The research instrument is a posttest question to measure learning outcomes and observation sheets to measure science process skills. The teaching materials used are sourced from part of the process and the results of the activity test of palm oil endophytic bacteria ethyl acetate extract against Fusarium oxysporum f.sp. by TLC-bioautography is packaged in the form of learning videos. The results showed that the Integrated Science type of Connected model was used effectively to improve student learning outcomes and science process skills.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERVISI SETS DENGAN METODE DISCOVERY LEARNING UNTUK MENANAMKAN NILAI BAGI SISWA SEKOLAH DASAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Setyo Eko Atmojo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Elementary Science ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Process Skills ◽  
Learning Method ◽  
Science Process Skills ◽  
Average Student

<p>This study aims to develop the vision SETS elementary science learning with discovery learning method. To know effectivity elementary science teaching tools in growing SETS visionary science process skills and instill values in themselves and to know the implementation learning devices in the classroom. This study is a research &amp; development (R &amp; D / Research and Development) is a software product developed science learning in Fifth Grade Elementary School envisions SETS with discovery learning method. Based on the results of analysis show the validity of the learning value is 4.12 on a valid category. Average student has good science process skills, the average percentage of the value of &gt; 70 %, the effective development of learning tools for to build values in students. Average student learning outcomes in the category of either &gt; 70, the development of learning outcomes appropriate to apply &gt; 80 % of students gave positive responses. SETS visionary science learning by discovery learning methods to actively engage students in learning, can improve science process skills, instill values in students, and provide an average of student learning outcomes that achieve average scores &gt; 70. Implementation LKS and LDS assist students in learning, apply science concepts and provide opportunities for students to apply as scientists so as to provide a more in-depth experience of the concept of science.</p><p> </p><p> </p>

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 &lt;.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&lt;.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 Science Process Skills and Attitudes toward Science of Lower Secondary Students of Merbau Island: A Preliminary Study on the Development of MaritimeBased Contextual Science Learning Media

2018 ◽  
Vol 2 (2) ◽  
pp. 90 ◽  
Author(s):  
Zulirfan Zulirfan ◽  
Muhammad Rahmad ◽  
Yennita Yennita ◽  
Nina Kurnia ◽  
Muhammad Sofyan Hadi
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Science Learning ◽  
Secondary School Students ◽  
Process Skills ◽  
Lower Secondary School ◽  
School Students ◽  
Science Process Skills ◽  
8Th Grade ◽  
Attitude Toward Science

Science learning outcomes such as science process skills and attitudes toward science are still important issues in science education. In this study the researchers tried to get a picture of the students' learning outcomes to get input on the learning process of science in the coastal area. As an initial study of the development of maritime-based contextual science learning media, the purpose of this research is to know the extent of science process skill level, attitude toward science, and academic achievement of students in coastal area. There were 114 students of the 8th grade of four lower secondary schools in Merbau Island participated as respondents in this study. Instruments used in data collection are science process skills tests and attitude toward science questionnaires for lower secondary school students. The results showed that 8th grade lower secondary school students in Merbau Island had high attitude toward science. On the contrary, the science process skills and academic achievement of their science are relatively low.

scholarly journals PKM PENDAMPINGAN PENGEMBANGAN ALAT PERAGA MEKANIKA APLIKATIF BAGI GURU IPA

2020 ◽  
Vol 4 (1) ◽  
pp. 570
Author(s):  
Islahudin Islahudin ◽  
Saiful Prayogi ◽  
Haifaturrahmah Haifaturrahmah
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Science Teachers ◽  
Science Learning ◽  
Learning Processes ◽  
Process Skills ◽  
Optimal Learning ◽  
Science Process Skills ◽  
Innovative Learning

ABSTRAKKegiatan pengabdian kepada masyarakat (PKM) ini bertujuan melaksanakan pendampingan pengembangan alat peraga mekanik aplikatif bagi guru IPA. Sebagai pendukung alat peraga yang dikembangkan, dalam kegiatan PKM ini juga dilakukan pendampingan pengembangan lembar kerja peserta didik (LKPD) berbasis keterampilan proses sains. Mitra kegiatan PKM, yaitu Madrasah Aliyah NW Sepit, Kecamatan Keruak, Kabupaten Lombok Timur, dan anggota kelompok guru mitra yang terlibat sebanyak 12 guru IPA pada rumpun mata pelajaran fisika, biologi, dan kimia. Metode pelaksanaan PKM melalui kegiatan pelatihan dan pendampingan yang dirinci menjadi empat tahap, mulai dari persiapan, pelatihan dan pendampingan, konsultasi dan presentasi produk hasil pendampingan, sampai dengan implementasi produk hasil pendampingan ke peserta didik pada pembelajaran IPA. Hasil kegiatan PKM secara umum, yaitu guru IPA sebagai kelompok mitra telah memiliki kompetensi dalam mengembangkan alat peraga mekanik aplikatif dan LKPD berbasis keterampilan proses sains sebagai pendukung implementasi alat peraga ke peserta didik. Produk alat peraga aplikatif yang dikembangkan guru menjadi fondasi pembelajaran inovatif guru IPA dalam menciptakan proses pembelajaran yang atraktif dan menarik untuk mencapai hasil belajar yang lebih optimal. Hasil kegiatan PKM ini dapat menjadi referensi pelaksanaan kegiatan PKM serupa untuk dapat dilaksanakan pada kelompok guru IPA di kabupaten lain sebagai kegiatan suplemen bagi guru dalam meningkatkan kualitas proses pembelajaran IPA di kelas. Kata kunci: Alat peraga; kelompok guru IPA; lembar kerja peserta didik; mekanika aplikatif. ABSTRACTThis community service (PKM) activity aims to assist in the development of applicative mechanical props for science teachers. As a support for the props that were developed, in this activity there was also assistance in the development of student worksheets (LKPD) based on science process skills. PKM activity partners, namely Madrasah Aliyah NW Sepit, kecamatan Keruak, kabupaten Lombok Timur, and members of the group of partner teachers involved were 12 science teachers in a group of physics, biology, and chemistry subjects. The methods of implementing PKM through training and mentoring activities are carried out in four stages, starting from preparation, training and assistance, consultation and presentation of mentored products, to implementation of mentoring products to students in science learning. The result of PKM activities is that science teachers as a partner group have been competent in developing applicative mechanical props and LKPD based on science process skills as a support for the implementation of props to the students. The applicative props product developed by the teacher becomes the foundation of innovative learning of science teachers in creating attractive learning processes to achieve optimal learning outcomes. The results of these PKM activities can be a reference for the implementation of similar PKM activities to be carried out in groups of science teachers in other districts as a supplementary activity for teachers in improving the quality of the science learning process in the classroom. Keywords: Applicative mechanical props; student worksheets; science teachers group

scholarly journals Approaches To The Assessment Of Science Process Skills: A Reconceptualist View And Option

2010 ◽  
Vol 7 (6) ◽  
Author(s):  
K. O. Oloruntegbe
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
The Body ◽  
Performance Assessments ◽  
Process Skills ◽  
Science Process Skills ◽  
Paper And Pencil ◽  
Conventional Practice ◽  
And Performance ◽  
Science Activities

Assessment means many things to many people. There is a plethora of terms and definitions. To measure science-learning outcomes at skills level, assessment was modified and restructured not only in form and context, but in vocabularies and nomenclatures. Thu, there emerged different forms, like alternative, authentic and performance assessments, which are labeled the most suitable for assessing science process skills demonstrated and developed by students during science activities. The author of this paper took a critical look at these various forms and found them not being strong and precise enough for that purpose. What is demanded from the students and teachers in the various forms of assessments differs not much from those of the conventional paper-and-pencil types. Or, at best, it is the product of investigation written on paper and marked by conference examiners. The disadvantages of this conventional practice are much. The author is therefore advocating on-the-spot assessment of skills as complements and supplements to these others. The advantages are overwhelming and are stated in the body of the paper. 

scholarly journals Development of Integrated Natural Science Module With Local Content in Wetland Environment to Train Science Process Skills For 8th Grade Students of SMP N 23 Banjarmasin

2020 ◽  
Vol 4 (2) ◽  
pp. 81-94
Author(s):  
Hendri Dwi Pangestu ◽  
Syubhan Annur ◽  
Arif Sholahuddin
Keyword(s):  
Science Teacher ◽  
Natural Science ◽  
Science Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science ◽  
Local Content ◽  
Is Research ◽  
Experimental Learning ◽  
8Th Grade

The result of observation and interview with science teacher at SMPN 23 Banjarmasin shows that students do not use any books when learning at class. The learning progress run by teacher centered while the students just listening and take a notes from teacher explanation. Students also never doing experimental learning in laboratory or in the field. The aim of this research is to describe about valitidy, practicality, and effectivity of the integrated natural science module with local content in wetland environment as media development for science learning. Population of this research is 8th grades students of SMPN 23 Banjarmasin. The method of this research is Research and Development (RnD) method using development design plot by Tessmer. The research indicates that the integrated science module has 81.25 value of validity which is shows the module are valid to use for learning media. The practicality of the module is 91.75 which indicates the module are easy to use bothly the teacher and student. The effectivity of the module calculated with N-gain which get value 0.71, it means the module are effective as learning media to reach learning purposes. The module also gain value 59.41 of science process skills indicates the module can help students to learn about science process skills.

scholarly journals Pembelajaran IPA Terpadu dengan Tipe Connected dengan Model Experiential Learning untuk Meningkatkan Keterampilan Proses Sains Siswa SMP

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 122-127
Author(s):  
Surya Warni Ridyah ◽  
Siti Sriyati
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Integrated Science

AbstractThis study aims to identify the increasing mastery of skills of junior high school science students after the application of the Experiential Learning in Integrated Science learning. The method used was pre-experimental with design pretest-posttest of one-group which was conducted in one of the Junior High School in Bandung, with a sample of eighth grade students (Class VIII H) as many as 34 students in the 2nd half of 2014/2015 academic year. The research instrument was like pretest and posttest to measure the increase of science process skills, finished learning observation sheets and questionnaires to determine the response of students to the implementation of Experiential Learning model. The results showed integrated science learning by implementation of Integrated Experiential Learning model can improve skills of science process skills of junior high school students. Increased each KPS's indicator has a value that varies in sequence from largest to smallest: hypothesizing (0,65), interpretating (0,58), applying the concept (0,36) and communicating (0,35).These results indicated the model of Experiential Learning is one of learning model that can improve students' mastery KPS.Keywords: connected; experiential  learning; science process skillsAbstrakPenelitian ini bertujuan untuk mengidentifikasi peningkatan keterampilan proses sains siswa SMP setelah penerapan model experiential learning pada pembelajaran IPA Terpadu. Metode penelitian yang digunakan adalah pre-eksperimen dengan desain one-group pretest-posttest yang dilakukan di salah satu SMP Negeri di Kota Bandung, dengan sampel siswa kelas VIII H sebanyak 34 siswa semester 2 Tahun Ajaran 2014/2015. Instrumen penelitian berupa soal pretest dan posttest untuk mengukur peningkatan keterampilan proses sains, lembar observasi untuk keterlaksanaan pembelajaran, dan lembar angket untuk mengetahui tanggapan siswa terhadap pelaksanaan. Hasil penelitian menunjukkan pembelajaran IPA Terpadu dengan penerapan model experiential learning dapat meningkatkan keterampilan proses sains siswa SMP pada topik tekanan. Hal ini dapat dilihat dari rata-rata skor N-Gain dari penguasaan konsep siswa sebesar 0,55 berada pada kategori sedang. Rata-rata N-gain KPS adalah 0,53 pada kategori sedang. Peningkatan masing-masing indikator KPS memiliki nilai yang bervariasi secara berurut dari yang terbesar hingga terkecil yaitu: berhipotesis (0,65), interpretasi (0,58), menerapkan konsep (0,36) dan mengkomunikasikan (0,35). Hasil-hasil ini menunjukkan model experiential learning merupakan salah satu model pembelajaran yang dapat meningkatkan keterampilan proses sains siswa.Kata Kunci: connected; experiential learning; keterampilan proses sains Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1802 

scholarly journals Pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Rizki Arumning Tyas ◽  
Insih Wilujeng ◽  
Suyanta Suyanta
Keyword(s):  
Science Learning ◽  
Lesson Plan ◽  
Discovery Learning ◽  
Average Score ◽  
Process Skills ◽  
Learning Tools ◽  
Science Process Skills ◽  
Integrated Science ◽  
Class Viii ◽  
Controlling Variables

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah terhadap keterampilan proses sains. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Populasi pada penelitian ini adalah peserta didik kelas VIII SMP N1 Cangkringan. Sampel dalam penelitian ini berjumlah 32 peserta didik yang berasal dari satu kelas, yakni kelas VIII A. Perangkat pembelajaran yang digunakan dalam penelitian ini adalah: (1) Silabus, (2) Rencana Pelaksanaan Pembelajaran (RPP), dan (3) Lembar Kegiatan Peserta Didik. Adapun instrumen penelitian yang digunakan dalam penelitian ini adalah lembar observasi keterampilan proses. Aspek yang dianalisis meliputi aspek keterampilan proses sains dasar dan terintergrasi. Setelah diperoleh rata – rata skor pada tiap aspek, rata – rata skor yang diperoleh kemudian diklasifikasikan menurut kategori sangat baik, baik, kurang, dan sangat kurang. Berdasarkan hasil penelitian, model pembelajaran IPA berbasis discovery learning terintegrasi jajanan lokal daerah efektif meningkatkan lima aspek keterampilan proses sains dasar, yaitu keterampilan mengobservasi, mengklasifikasi, memprediksi, menarik kesimpulan, dan mengkomunikasikan, serta lima aspek keterampilan proses sains terintegrasi, yaitu menginterpretasi data, mengontrol variabel, membuat hipotesis, mendefinisikan secara operasional, serta melakukan eksperimen. Science learning based on discovery integrated regional local snacks on student science process skills AbstractThis study aimed to determine the effect of science learning based on discovery learning that was integrated with regional local snacks on student science process skills. This research was a descriptive study with a quantitative approach. The population in this research were students of class VIII SMP N1 Cangkringan. The sample in this research was 32 students from one class, namely class VIII A. The learning tools used in this study were: (1) Syllabus, (2) Lesson Plan, and (3) Student Worksheet. The research instrument used in this research was the student science process skills observation sheet. The aspects analyzed include aspects of basic and integrated science process skills. After obtaining an average score in each aspect, the average score obtained is then classified according to the category of very good, good, low, and very low. The result shows that discovery learning integrated with regional local snacks is effective in improving five aspects of basic science process skills, namely observing, classifying, predicting, drawing conclusions, and communicating, as well as five aspects of integrated science process skills, namely interpreting data, controlling variables, make hypotheses, define operationally, and conduct experiments.

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