Comparative Effects of Argumentation and Laboratory Experiments on Metacognition, Attitudes, and Science Process Skills of Primary School Children

Kalemkuş, Jale; Bayraktar, Şule; Çiftçi, Sabahattin

doi:10.17509/jsl.v4i2.27825

Cited by 5 publications

(3 citation statements)

References 23 publications

(25 reference statements)

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“…Necessary process skills are recording data, classifying, measuring, communicating, observing, using the space-time relationship between numbers and space, estimating (predicting), and drawing conclusions (Marjanah et al, 2021). Integrated process skills are: hypothesizing, determining/controlling variables, interpreting data, designing/conducting experiments, modeling, and defining operationally (Kalemkuş et al, 2021). Many reports on learning science emphasized that students should not only gain conceptual and quantitative information but also need to develop science process skills such as hypothesizing, designing experiments and making conclusions based on data and observations, and working with other people as a team to solve complex and open-ended problems.…”

Section: Resultsmentioning

confidence: 99%

Influence of Volta Element-Based Learning Media on Students’ Science Process Skills

Sudirman¹

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Based on the results of interviews with science subject teachers for class IX as initial observations at SMP Negeri 5 North Polongbangkeng, it was found that there were obstacles during the learning process in class where educators still played an active role in learning (middle teacher). Besides that, the facts found in class show that learning is less effective and enjoyable so students are less enthusiastic about learning, and only memorize concepts but applying these concepts in everyday life is still difficult. The purpose of this study was to increase students' abilities in scientific processes with voltaic media. The type of research used in this research is Quasi Experiment. The design of this study was (the matching only pretest-posttest control group design). Learning media based on voltaic elements is media that can utilize natural resources in the surrounding environment and specifically for science-based subjects, besides being able to increase students’ learning abilities and improve students' abilities and science process skills.

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Section: Resultsmentioning

confidence: 99%

Influence of Volta Element-Based Learning Media on Students’ Science Process Skills

Sudirman¹

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Therefore, science process skills play an important role in science education [11]. Other than that, science process skills serve as a driving factor for scientific inquiry [12]The next process skills required are recording data, classifying, measuring, communicating, observing, using the space-time relationship between numbers and space, predicting, and drawing conclusions [13].…”

Section: The Discourse On the Provision Of A Cycle Curriculummentioning

confidence: 99%

Implementation of Science Process Skills in Elementary Science Learning During the Covid-19 Pandemic

Nugroho¹,

Shalikhah²

2023

Proceedings of the 3rd Borobudur International Symposium on Humanities and Social Science 2021 (BIS-HSS 2021)

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The outbreak of the COVID-19 outbreak has led to the provision of an emergency curriculum that triggers online learning. However, the implementation of the distance learning system during the pandemic is still considered not running optimally. Moreover, it is necessary to develop science process skills through direct learning experiences. This study aims to examine the implementation of science process skills in elementary science learning during the Covid-19 pandemic. The research method uses qualitative methods, data on the implementation of the science learning process is collected through in-depth interviews with teacher respondents. As a result, the implementation of science process skills during the COVID-19 pandemic did not run optimally because it was dominated by learning oriented to material delivery. This is caused by; general knowledge of teachers is still varied, not all have mastered STEM-based learning, the blended learning design is not implemented. As well as the limitations of teachers in monitoring and assisting student learning. For this reason, elementary science teachers can develop instruments or procedures for science process skills that can be used to monitor, measure and implement science process skills during the COVID-19 pandemic.

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“…Teachers should also be aware of the impact of metacognition on the learning process. In this way, you can improve learning outcomes by motivating students to think about their own learning (Asy'ari et al, 2019;Kalemkus et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Metacognition on Elementary School Students’ Problem-Solving Skills in Science Learning

Fauziana¹,

Fazilla²

2022

j. ilm. sekol. Dasar

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The concept of education at the basic education level plays an important role in character building and students' cognitive, affective, and psychomotor development. Through science learning, it is hoped that students will not only know the concept, but are directed to be able to solve problems in the surrounding environment. However, the facts show that students in elementary schools still have difficulty solving analytical problems in science learning. This study aims to analyze the effect of metacognition on the ability to solve science problems in fifth grade elementary school students. The method used in this study is a quantitative method. The sample in this study were 50 grade 5 students, who were selected using a random sampling technique. Data was collected using an instrument in the form of a questionnaire. The data analysis method used is simple linear regression analysis. The results showed that the value of tcount was greater than ttable, namely 3,086 > 2,312 at a significance level of = 0.05. Thus, it can be concluded that there is a significant effect of metacognition on the ability to solve science problems. The implications of the results of this study are expected to be used as evaluation material and input for teachers in choosing and using appropriate learning strategies so as to improve problem-solving skills in science learning at the elementary school level.

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Comparative Effects of Argumentation and Laboratory Experiments on Metacognition, Attitudes, and Science Process Skills of Primary School Children

Cited by 5 publications

References 23 publications

Influence of Volta Element-Based Learning Media on Students’ Science Process Skills

Influence of Volta Element-Based Learning Media on Students’ Science Process Skills

Implementation of Science Process Skills in Elementary Science Learning During the Covid-19 Pandemic

The Impact of Metacognition on Elementary School Students’ Problem-Solving Skills in Science Learning

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