Development of Science Learning with Project Based Learning on Science Process Skill : A Needs Analysis Study

Abstract

The purpose of this study are: (1) To determine the characteristics of science learning that have been carried out by junior high school teachers in East Lombok, (2). Developing a science learning design model for junior high school by learning Science Process Skill-based Projects, (3) Science teaching materials are arranged in the form of student books. This type of research is the research development of the Dick and Carey model, which is planned for 2 (two) years. The research design in the first year was a needs analysis conducted through a survey to obtain data on the needs for the characteristics and models of junior high school science teaching that have been carried out by teachers in East Lombok as well as compiling a draft of a student’s learning design and book draft (LKS) with learning based on a Science Process Skill Project. The instrument used was a questionnaire with research subjects of science teachers and junior high school students in East Lombok. The data collected was then analyzed using descriptive analysis techniques. Based on the results of a survey of student characteristics, it can be concluded that (1) 75% of students said that science learning in the classroom was less enjoyable and 13.9% pleasant and 11.1% even tended to be boring, (2) 77.8%. Students have difficulty in solving problems that are abstract, (3) 95% of students are more interested in learning science associated with everyday problems, (4) 75% of students have not been able to think about science problems..

Assessing Critical Thinking Skills and Creativity Skills of Higher Education Students by Using ASSURE Models

“…There are changes in the learning process by conducting project-based learning, from the traditional classroom learning process to the active learning process. This learning experience allows students to optimize the surrounding environment as a learning experience that facilitates students understanding and challenges the lecturers to prepare the materials earlier, a wide range of knowledge understanding, and ensure the readiness of facilities used by students (Nuraini & Muliawan, 2020).…”

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

“…Proses pembelajaran dituntut untuk selalu dapat menyesuaikan dengan perkembangan zaman (Hasmyati et al, 2018). Namun, pembelajaran sains masih didominasi oleh paradigma masyarakat yang memandang ilmu sains sebagai ilmu hafalan dan guru sebagai sumber utama pengetahuan (Nuriani & Muliawan, 2020). Pembelajaran sains tidak ditujukan untuk menyiapkan siswa guna memperoleh pekerjaan tertentu, melainkan agar siswa memperoleh bekal hidup dalam menghadapi perubahan dunia (Rachmadtullah et al, 2020); (Sulthon, 2020).…”

“…Penelitian yang dilakukan oleh (Nuriani & Muliawan, 2020) menunjukkan hasil bahwa 95% siswa lebih tertarik mempelajari sains, jika materinya dikaitkan dengan masalah sehari-hari atau dengan kehidupan nyata. Project based learning dapat digunakan untuk mengembangkan keterampilan proses sains, sehingga siswa menjadi lebih kreatif, aktif, dan memiliki keterampilan untuk menciptakan suatu produk yang memiliki manfaat dan tentunya berkualitas (Nasir et al, 2019).…”

“…Menurut (Suarsana et al, 2019) keterampilan proses sains terfokus pada siswa untuk dapat mengembangkan keterampilan dalam memahami suatu konsep (Nuriani & Muliawan, 2020).…”

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

“…With STEAM-based and Project-Based Learning (PjBL), students get a fun learning experience by completing one or several projects that are very relevant to everyday life (Guo & Tang, 2021;Nurulwati et al, 2021). Nuriani & Muliawan (2020) stated that 95% of students are interested in studying science if it is related to the surrounding environment or daily life.…”