Analysis of Students' Science Process Skill of Junior High School in Ngawi District in Material Classification and its Changes

Abstract

This study aims to determine the science process skills in material classification and its changes 7 th grade of junior high school in Ngawi. The method used in this research is quantitative descriptive. The sample of this research is taken by stratified random sampling technique. The initial profile of science process skills is analyzed from 51 state junior high schools in Ngawi with sampling proportion 10% in each strata. The sample which were used were 93 students from 3 schools which is include high categorized (SMPN 2 Ngawi), medium categorized (SMPN 2 Karangjati, SMPN 3 Karangjati, SMPN 1 Pangkur) and low categorized (SMPN 3 Ngawi). Technique of data collecting was written test in form of multiple choice. The result of this research from aspect science process skill was: 1) observing was equal to 88,17%,2) classifying was equal to 72,60%, predicting was equal to 23,77%, communicating was equal to 44,97%, measuring was equal to 60,41%, inferring was equal to 28,72%, designing experiment was equal to 46,76%, interpreting data was equal to 42,31%, defining operationally was equal to 27,58%, formulating models was equal to 49,99%, controlling variables was equal to 25,39% and formulating hypotheses was equal to 43,91%. From those data, can be concluded that the science process skills of students in 7 th grade junior high school needs to be improved, especially in predicting, communicating, inferring, designing experiment, interpreting data, defining operationally, formulating models, controlling variables and formulating hypotheses.

Development of Online science process skills test for 8th grade pupils

“…The findings of this study are consistent with the literature, which indicates that multiplechoice questions are widely used to measure science process skills (Aydoğdu, 2017;Aydoğdu et al, 2012;Bahşi & Açıkgül Fırat, 2022;Ergül et al, 2011;Fathonah et al, 2018;Gill, 2019;Özçelik, 2019;Özgelen, 2012;Şensoy & Yıldırım, 2017;Şıvgın, 2019;Smith, 1995;Uysal & Cebesoy, 2022). However, there are also studies that utilized open-ended questions and activities, considering that the data collected only with multiple-choice questions would not be sufficient due to the nature of science process skills (Azizah et al, 2018;Çepni, 2004;Indri et al, 2022;Rezba et al, 1995;Rillero, 1998;Şahin et al, 2018;Serevina et al, 2018;Strong, 2013;Wu, 1994).…”

“…Furthermore, the study's findings revealed that the devised online science process skills test could provide science educators with accurate and efficient results when assessing pupils' science Sarıoğlu, 2023 process skills. This is consistent with the literature, which highlights the importance of science process skills evaluation in science education (Fathonah et al, 2018;Gill, 2019;Özgelen, 2012;Şensoy & Yıldırım, 2017;Ülger, 2021). The test is also a web-based tool that is supported by videos that provide a more engaging and interactive experience for pupils.…”

“…Measuring a pupil's grasp of these skills allows teachers to identify areas where specialised instruction or support may be required; it can offer insightful feedback that will provide pupils with direction pertaining to recognising their strengths along with their weaknesses thereby directing targeted efforts at getting better overall proficiency levels associated with science process skills. When the literature is examined, many researchers have utilised only multiple-choice questions to measure science process skills (Aydoğdu, 2017;Aydoğdu et al, 2012;Bahşi & Açıkgül Fırat, 2020;Ergül et al, 2011;Fathonah et al, 2018;Gill, 2019;Özçelik, 2019;Özgelen, 2012;Şensoy & Yıldırım, 2017;Şıvgın, 2019;Smith, 1995;Uysal & Cebesoy, 2020). However, there are also studies that utilised open-ended questions and activities, considering that the data collected only with multiple-choice questions would not be sufficient due to the nature of science process skills (Azizah et al, 2018;Çepni, 2004;Indri et al, 2020;Rezba et al, 1995;Rillero, 1998;Şahin et al, 2018;Serevina et al, 2018;Strong, 2013;Wu, 1994).…”

“…When the related literature is analysed, it is seen that the basic science process skills that pupils are expected to acquire at the primary school level are low (Aydoğdu et al, 2012;Fathonah et al, 2018;Keskinkılıç Yumuşak, 2017;Özçelik, 2019;Özgelen, 2012). Studies involving science process skills associated with cognitive processes (Çepni & Kara, 2019;Özgelen, 2012;Uysal & Cebesoy, 2020) with various learning approaches (Lederman & Stefanich, 2007;Şensoy & Yıldırım, 2017;Türkmen & Kandemir, 2011) are frequently encountered.…”

Media Video Pembelajaran Tri Hita Karana Untuk Meningkatkan Daya Serap Siswa Kelas V Sekolah Dasar

“…Daya serap merupakan suatu tolak ukur seorang pendidik untuk mengetahui sejauh mana kemampuan seorang peserta didik dalam menguasai dan memahami suatu materi pembelajaran yang di ajarkan atau disampaikan dalam proses belajar mengajar (Aryantini et al, 2021;Meganingtyas et al, 2019). Daya Serap sangat berpengaruh pada hasil belajar siswa karena dengan siswa memiliki saya serap yang tinggi pada materi pembelajaran akan secara langsung membuat siswa memiliki hasil belajar yang baik (Aryantini et al, 2021;Fathonah et al, 2018). Oleh karena itu, daya serap yang baik sangat penting dimiliki oleh siswa dalam proses pembelajaran (Angelia Widyastuti & Widiana, 2020).…”