Analysis of Science Process Skills in Senior High School Students

Inayah, Ardina Dwiyani; Ristanto, Rizhal Hendi; Sigit, Diana Vivanti; Miarsyah, Mieke

doi:10.13189/ujer.2020.081803

Cited by 22 publications

(21 citation statements)

References 13 publications

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“…Additionally, the learning process was teacher-centered, and it had the potential to hinder students' thinking processes and activities (Bruehl, Pan & Ferrer-Vinent, 2015;Kinay & Bagceci, 2016;Tsai, Shen & Lin, 2014). A learning process that provides fewer students' involvement in reading and discussion activities in biology learning results in less meaningful learning; therefore, content received would easily forget, and the strengthening of biology learning literacy is not maximally empowered (Inayah, Ristanto, Sigit & Miarsyah, 2020;Miarsyah et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Biology reading literacy: measurement and empowerment through circ learning model

Ristanto

2020

Journal for the Education of Gifted Young Scientists

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Reading literacy in biology learning is related to the ability to understand the meaning of organism and its processes as well as behavior and attitude in supporting reading activities. The research aims to find out the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model on students' reading literacy in Biology context. The research method used includes a quasy-experiment using a pretest-posttest non-equivalent control group design. The independent variable is a learning model that consists of two types, namely: CIRC learning model and the conventional model. The research is conducted in 8th Grade of MAH Islamic Schools, Bogor, Indonesia, by involving 66 students as the sample by random sampling. The dependent variable is reading literacy in a Biology context, which is in the subject of plant structure and its utilization in technology. Reading literacy instruments are developed by adapting from PISA that has been stated as valid and reliable. The research results indicate that CIRC learning influenced the achievement of students' reading literacy in a Biology context. The result of sig proves it. value of 0.002<0.005. CIRC was proven to be superior compared to conventional learning in plant structure and its utilization in technology learning. CIRC learning could be applied in biology learning to empower students' reading literacy.

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Section: Discussionmentioning

confidence: 99%

Biology reading literacy: measurement and empowerment through circ learning model

Ristanto

2020

Journal for the Education of Gifted Young Scientists

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“…Model pembelajaran kimia tersebut harus dapat menyesuaikan materi pembelajaran dengan situasi di kehidupan sehari-hari (Lestari & Sumarti, 2018). Keterampilan keduanya tidak hanya berguna dalam proses pembelajaran di kelas, tetapi juga memiliki keterikatan dengan kemampuan pemecahan masalah dalam kehidupan sehari-hari (Inayah et al, 2020).…”

Section: Pendahuluanunclassified

“…Siswa masih dihadapkan hambatan dalam memahami konsep materi karena pengetahuan dan keterampilan mereka tidak dikembangkan dengan baik saat proses pembelajaran (Bahtaji, 2021). Pada proses pembelajaran, siswa membutuhkan keterampilan proses sains guna untuk pemahaman konsep yang lebih mudah (Inayah et al, 2020); (Kriswantoro et al, 2021). Dengan keterampilan proses sains, siswa dituntut untuk bisa memecahkan suatu permasalahan secara ilmiah, sehingga siswa dapat mengembangkan kemampuan berpikirnya (Nurjanah & Cahyana, 2021).…”

Section: A Keterampilan Proses Sains Siswaunclassified

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Suryaningsih

Nisa

2021

japendi

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Pembelajaran diketahui sebagai aspek pendidikan yang mempunyai peran utama sebagai penentu kualitas pendidikan. Proses pembelajaran dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman. Namun, pembelajaran sains masih didominasi oleh paradigma masyarakat yang memandang ilmu sains sebagai ilmu hafalan dan guru sebagai sumber utama pengetahuan. Inovasi pembelajaran untuk membangun keterampilan proses sains dan berpikir kreatif siswa salah satunya ialah mengintegrasikan pendekatan STEAM (Science, Technology, Engineering, Art, Mathematics) dengan Project Based Learning pada proses pembelajaran kimia. Penelitian ini bertujuan untuk mengetahui keterampilan proses sains dan keterampilan berpikir kreatif siswa pada pembelajaran kimia materi titrasi asam-basa dengan integrasi STEAM project. Metode yang digunakan pada penelitian ini adalah deskriptif kuantitatif dengan melakukan pengambilan data pada 76 siswa MAN Sidoarjo yang dipilih secara purposive sampling. Penelitian ini menggunakan integrasi STEAM project dengan memberikan project poster informatif diunggah di media sosial instagram. Data penelitian didapatkan melalui kuesioner berupa google form berisikan 14 item. Penelitian menunjukkan hasil yang positif, dengan keterampilan proses sains mendapatkan skor 4,164 dengan persentase keterampilan proses sains kategori tinggi yaitu 83,3 %. Keterampilan berpikir kreatif siswa mendapatkan hasil yang baik dengan skor 4,134 dengan kategori tinggi, yaitu 82,7 %. Integrasi pembelajaran STEAM project selama proses pembelajaran melalui aplikasi WhatsApp group memanfaatkan media sosial instagram mampu menunjang keterampilan proses sains dan keterampilan berpikir kreatif siswa, literasi sains dan digital, serta keterampilan motorik siswa. Hasil ini dapat digunakan sebagai inovasi dalam proses pembelajaran sains.

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“…Science process skills are the tools needed in learning science and technology, such as problem-solving and students' development and in society, such as mental skill, physical skill, and competency skills (Inayah, Ristanto, Sigit, & Miarsyah, 2020;Akinboola & Afolabi, 2010). The students will experience in-depth learning in biology if they involve their intellectual or cognitive skills (minds-on), manual skills (hands-on), and social skills (heart on) (Rustaman, 2016).…”

Section: Introductionmentioning

confidence: 99%

Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?

Romadhona¹,

Suyanto²

2020

Biosfer

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This study aimed to examine the effectiveness of implementing a real object-based open inquiry model towards integrated science process skills of 10th- grade students in the material of plants (Plantae). This study used quasi-experimental research with nonequivalent control group pretest-posttest design. This study's population was all 10th- of Senior High School S of Yogyakarta, Indonesia, in the academic year grade students of 2018/2019. The technique sampling used in this study was random cluster sampling. The samples consisted of 30 students in the experimental class using the open inquiry model and 30 students in the control class using the guided inquiry model. The instrument used in this study was an essay test consisting of four questions that represent the aspects of science process skills. Analyze data use the independent-sample t-test. The results indicated a significant difference between the means of science process skills post-test of the 10th-grade students in the material of plants. The percentage of N-gain score in the experimental class categorized to low was 0%, categorized to moderate was 17%, and categorized to high was 83%. The most influential aspect of integrated science process skills in the experimental class is communication with 95,33. To sum up, the open inquiry learning model is useful in the 10th-grade students' integrated science process skills, particularly the aspect of communication in plants' material.

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Analysis of Science Process Skills in Senior High School Students

Cited by 22 publications

References 13 publications

Biology reading literacy: measurement and empowerment through circ learning model

Biology reading literacy: measurement and empowerment through circ learning model

Kontribusi STEAM Project Based Learning dalam Mengukur Keterampilan Proses Sains dan Berpikir Kreatif Siswa

Enhancing integrated science process skills: Is it better to use open inquiry or guided inquiry model?

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