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 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 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 Examining the Effects of Geography Lessons Taught with Place Based Teaching to Science Process Skills for Classroom Teacher Candidates

2018 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Nihal Yıldız Yılmaz
Keyword(s):  
Teacher Candidates ◽  
Classroom Teacher ◽  
Control Group ◽  
Process Skills ◽  
Mixed Method Research ◽  
Science Process Skills ◽  
Teaching Activities ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The aim of this research is to examine the effects of the General Geography lessons, which are taught by using place, based teaching activities, on the science process skills for classroom teacher candidates. A nested pattern, which is one of the mix method research patterns, is used for this research. The quasi-experimental design with pre-test and post-test control group is used in the quantitative part, which is in accordance with the mixed method research; whereas in qualitative part, case study is used. The study group of the research consists of first year teacher candidates who study at Karamanoglu Mehmetbey University, Department of Classroom Teaching. In the experimental group of the study, in accordance with the place based teaching activities, the General Geography lesson was taught outside the classroom for 4 weeks, and in the control group, the course was taught in the classroom in accordance with the program. As a result of the research, between the experimental group and control group students, no significant difference is found in pre-test, while a significant difference is found in post-test. A significant difference is found between the pre test-post test average points, in favor of post-test, regarding science process skills of the students in the experimental group.

scholarly journals SCIENCE PROCESS SKILL ASSESSMENT PRACTISE BY SCIENCE TEACHERS IN JOHORE SECONDARY SCHOOL

2019 ◽  
Vol 4 (33) ◽  
pp. 143-153
Author(s):  
Norlly Mohd Isa ◽  
Hamimah Abu Naim
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Practical Work ◽  
Skill Assessment ◽  
Survey Method ◽  
Process Skills ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Paper Method ◽  
Work Method

This study aims to examine the practice of the Science Process Skills (SPS) assessment conducted by science teachers in secondary schools in Johor. A total of 254 teachers became survey respondents who answered 28 questions on the assessment methodology practiced in assessing the skills of the student science process skills in the classroom. In this study, four most commonly used assessment methods were selected based on the initial studies conducted. The four methods of assessment are oral questioning, test papers, worksheets and practical work. The information in this study was obtained through survey method using questionnaire instrument. Respondents made the choice of practice form of SPS assessment used by respondents in the classroom by frequency. The reliability index of the respondent is 0.90 showing a high and very good value with Cronbach Alpha value of 0.93. The findings of the study show that the method of worksheet is the most commonly used method with average measurements of -0.32 followed by practical work method (-0.19), oral questioning method (0.21) and most commonly used for estimating SPS is the test paper method (0.24). Although the range of each method is very small, it shows the four methods used by the teacher consistently during the assessment of SPS.

scholarly journals IMPLEMENTATION OF COOPERATIVE LEARNING MODEL TYPE NUMBERED HEAD TOGETHER (NHT) TO TRAIN SCIENCE PROCESS SKILL IN ACID BASE MATTER OF GRADE STUDENTS AT SMAN JOGOROTO JOMBANG

2020 ◽  
Vol 3 (2) ◽  
pp. 42
Author(s):  
Mulia Sri Rahmawati
Keyword(s):  
Cooperative Learning ◽  
Base Material ◽  
Learning Model ◽  
Second Phase ◽  
Process Skills ◽  
Acid Base ◽  
Science Process Skills ◽  
High Category ◽  
Science Process Skill ◽  
Third Phase

The purpose of this research is to describe  the implementation of syntax of the numbered heads together (NHT) type of cooperative learning model and the students science process skills when applying the Numbered Heads Together (NHT) type of cooperative learning model to the acid base material. This research uses One-Group Pretest-Posttest Design. The results of the research are shown as follows: (1) The implementation of the syntax of the NHT types of cooperative learning model obtained a percentage at three meetings in the first phase of 62.5%, 75.0%, 87.0%; the second phase of 75.0%, 87.0%, and 100%; the third phase of 75.0%, 75.0%, and 100%; the fourth phase of 62.5%, 87.0%, and 100%; the fifth phase of 75.0%, 87%, 100%; the sixth phase 50%, 100%, and 100%. (2) Science process skills of students to formulate problems get n-gain values of 0.31 in the medium category, compile hypotheses to get n-gains value off 0.49 in the medium category, collecting data get n-gain values of 1,00 with a high category, analyzing the data get a n-gain value of 0.99 with a high category, and make conclusions to get a n-gain value of 0.92 with a high category.Keywords: numbered head together (NHT), science process skills, acid base.

scholarly journals KORELASI KETERAMPILAN PROSES SAINS DENGAN HASIL BELAJAR MAHASISWA PADA PRAKTIKUM KIMIA DASAR II ( KINETIKA REAKSI)

2019 ◽  
Vol 7 (1) ◽  
pp. 46 ◽  
Author(s):  
Yusran Khery ◽  
Pahriah Pahriah ◽  
Abdul Kadir Jailani ◽  
Abu Rizqiana ◽  
Nurma A. Iswari
Keyword(s):  
Data Analysis ◽  
Process Skills ◽  
Learning Achievement ◽  
Science Process Skills ◽  
Process Skill ◽  
Science Process Skill ◽  
Data Collecting

The aim of this research was to evaluate correlation between students science process skill and learning achievement. In form of correlation research, this research was conducted at Chemestry Laboratory of IKIP Mataram in time of 2015-2018. Subject of this researh consists of 138 students who got basic II chemistry practice. Instrument of this research was guestionnaire and test. With 98,22% of validity, the instrument was highly eligible to used in data collecting. The data analyzed by product moment. The data analysis showed that rtest (0,1743) higher than rtable (0,1676). The research showed that there is significant correlation betwen science process skills and students learning achievement.

scholarly journals An Identification of Physics Pre-Service Teachers' Science Process Skills Through Science Process Skills-Based Practicum Guidebook

2018 ◽  
Vol 7 (2) ◽  
pp. 239 ◽  
Author(s):  
Darmaji Darmaji ◽  
Dwi Agus Kurniawan ◽  
Ai Suryani ◽  
Ayu Lestari
Keyword(s):  
Physics Education ◽  
Process Skills ◽  
Education Students ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Study Programs ◽  
Basic Physics ◽  
Data Tables ◽  
Quantitative Descriptive ◽  
Descriptive Method

This research was conducted to identify the science process skills of the physics education students of Jambi University in prism refraction practicum after using the basic physics practicum guidebook II. This research is a quantitative descriptive method. The study was conducted with a sample of 91 students. Data collection techniques were carried out using a science process skill observation sheet which was supported by interviews and documentation. Data were analyzed using descriptive statistics. The results showed that most students are highly skilled in implementing science process skills-based practicum with the following percentages: observing by 48.35%, classifying by 38.46%, measuring by 39.56%, predicting by 58.64%, compiling data tables by 51.65%, making graph by 58.24%, planning the experiment by 61.54%, and conducting the experiment by 45.05%. The students were also quite skilled in constructing hypotheses and defining variables with the percentage of 57.14% and 39.56%, respectively. The results of the study are expected to be used as a consideration for study programs and other faculties at Jambi University as well as other universities to conduct related studies.

scholarly journals Pengaruh Pembelajaran Inkuiri dengan Scaffolding terhadap Keterampilan Proses Sains dan Pemahaman Konsep Siswa pada Materi Cahaya

2020 ◽  
Vol 5 (12) ◽  
pp. 1800
Author(s):  
Dimas Abdi Haidar ◽  
Lia Yuliati ◽  
Supriyono Koes Handayanto
Keyword(s):  
Inquiry Learning ◽  
Fourth Grade ◽  
Control Group ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Significant Difference ◽  
Equivalent Control ◽  
Light Material ◽  
Class Iv

<p><strong>Abstract:</strong> The purpose of this study is to examine the effect of inquiry learning with scaffolding on science process skills and understanding of light material concepts in fourth grade students. This type of research is a quasi-experimental design with a non-equivalent control group. The samples taken were students of class IV A (experimental) with 25 students and class IV B (control) with 22 students. The results of this study indicate that the value of science process skills and the percentage of students' understanding of concepts in light material in the experimental class have a significant increase compared to the control class. From the results of Man-Whitney and Anacova statistics it can be concluded that, there is a significant difference in the use of Inquiry learning with scaffolding of science process skills and understanding of light material concepts in fourth grade elementary school students. </p><strong>Abstrak:</strong> Tujuan dari penelitian ini yaitu untuk menguji pengaruh pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV. Jenis penelitian ini merupakan eksperimen semu dengan desain <em>non-equivalent control group</em>. Sampel yang diambil merupakan siswa kelas IV A (eksperimen) dengan 25 siswa dan kelas IV B (kontrol) dengan 22 siswa. Hasil penelitian ini menunjukan bahwa nilai keterampilan proses sains dan persentase pemahaman konsep siswa pada materi cahaya di kelas eksperimen memiliki peningkatan signifikan dibanding kelas kontrol. Dari hasil statistik <em>Man-Whitney</em> dan Anacova dapat diambil kesimpulan bahwa, ada perbedaan signifikan penggunaan pembelajaran Inkuiri dengan <em>scaffolding</em> terhadap keterampilan proses sains dan pemahaman konsep materi cahaya pada siswa kelas IV SD.

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