Analysis of Integrated Science Process Skills and Problem-Solving Abilities Through Mini-Research Learning of Biology Students

Abstract

This study aims to analyze how Mini Research learning can affect Integrated Science Process Skills (KPS) and problem-solving abilities in biology students and whether the academic level affects KPS results and problem-solving abilities. This research is an experimental study with a one-shot case study design. In this study, students carried out independent practicum outside the mini research-based laboratory. The research subjects involved students with different academic levels, namely students in semester 4 and semester 6. The research data consisted of mini-research report scores, KPS scores, and problem-solving abilities. Data were analyzed using the Manova test and linear regression. Based on the results of the regression test, it shows that the miniresearch has a significant effect on Integrated KPS and problem-solving abilities. The results of the Manova test showed that there were differences in KPS and problemsolving abilities in terms of academic level, it was explained that students with the upper academic level (semester 6) mastered KPS and problem-solving abilities were higher than students at lower academic levels (semester 4). The average KPS level for students at the top academic level is 67.6 (High), and the level of problem-solving ability is 73.7 (High), while the average KPS level for students at the lower academic level is 52 (Low) and the level of problem-solving ability is 61 (Moderate). These results indicate that research mini-research has an effect on Integrated KPS and student problem-solving abilities, as well as the KPS level and problem-solving abilities at the upper academic level higher than the lower academic level. Thus mini-research learning contributes to facilitating Integrated KPS and biological problem-solving skills.

Development of Mini-Research Based Assesment to Measure Students Competences

“…[12] The application of mini-research learning in several Biology courses can facilitate and improve students' KPS and problem solving abilities. [13]Authentic assessment is a form of assessment that requires students to display attitudes, use the knowledge and skills obtained from mini research-based learning in carrying out tasks in real situations. [14] Based on table 4, it can be seen that the affective competence (attitude) of students has a high value between cognitive and psychomotor competencies.…”