Enhancement of Learning Achievement and Integrated Science Process Skills Using Science Inquiry Learning Activities of Chemical Reaction Rates

Lati, Wichai; Supasorn, Saksri; Promarak, Vinich

doi:10.1016/j.sbspro.2012.06.279

Cited by 72 publications

(59 citation statements)

References 5 publications

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“…One of the lessons that can be applied is an inquiry. The inquiry is most often used in science learning activities for improving the conceptual understanding and students' science process skills (Lati, Supasorn, & Promarak, 2012). Inquiry learning students trained to conduct experiments that are mental processes: to observe, to formulate the problem, create and test hypotheses, designing experiments, conducting experiments, collecting data onto experiments and analyse data and draw conclusions and communicate the results of the experiment results both verbally and in writing (Hatzikraniotis et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

Arantika¹,

Saputro²,

Mulyani³

2018

International Journal of Pedagogy and Teacher Education

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Process skills are an important aspect of learning science. Scientific process skills help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.

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Section: Discussionmentioning

confidence: 99%

Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

Arantika¹,

Saputro²,

Mulyani³

2018

International Journal of Pedagogy and Teacher Education

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“…The existence of at least information, causing obstacles in solving the problem of the problem faced. Some abilities that can develop here are the ability to analyze questions, express opinions, and cross-check opinion [8][9][10].…”

Section: Introductionmentioning

confidence: 99%

Investigation to reduce students’ misconception in energy material

Wijayanti

Raharjo

Saputro

et al. 2018

J. Phys.: Conf. Ser.

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Abstract. The purpose of this study is to analyse the misconception of Teacher Candidate of Elementary School (PGSD) on energy materials. This research is expected to be a common misconception in teaching and learning activities. One solution to overcome misconceptions is by investigation. This study uses qualitative research. The subject of this research needs 35 students. Data analysis is done by comparing the observation and test results. The results of this study is the result of students learning outcomes through cycle I and cycle II. The first cycle is due to overweight misconceptions of 18.57% and cycle II of 35.71%. Misconception can be caused by a procedural negligence. Students of PGSD Are examined to show if they understood in a simple movement problem which needs a neverse proportionality concept, to find out a way to prevent misunderstanding. The examination may consist of the question of energy materials by different representation for each student. The conceptual knowledge of the students show incorrectness because they feel confused of existing knowledge they got in their daily lives. It can cause scientific misunderstanding. The declining in student misconceptions is caused by investigation process. Search and data collection are helpful in improving their thinking skills.

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“…With this approach, students can reach the target resource and are able to study them, can ask questions easily and receive knows that answers are consistent. By this way, student's attitudes towards science and scientific inquiry changes (Lati, Supasorn and Promarak, 2012;German, Aram and Burke, 1996). It is seen on the literature that several studies aiming to evaluate scientific process skills have done from 1960's (Lati et al, 2012;Shahali & Halim, 2010;Walbesser, 1965;Tannenbaum, 1971;Ludeman.…”

Section: Introductionmentioning

confidence: 99%

“…By this way, student's attitudes towards science and scientific inquiry changes (Lati, Supasorn and Promarak, 2012;German, Aram and Burke, 1996). It is seen on the literature that several studies aiming to evaluate scientific process skills have done from 1960's (Lati et al, 2012;Shahali & Halim, 2010;Walbesser, 1965;Tannenbaum, 1971;Ludeman. 1975;Molitor & Kenneth, 1976;Shaw, 1983;McKenzie & Padilla, 1986;Smith & Welliver, l990;Solano-Flores, 2000;Beaumont-Walters and Soyibo, 2001).…”

Section: Introductionmentioning

confidence: 99%

Determination of Levels of Use of Basic Process Skills of High School Students

Gürses

Çetinkaya

Doğar

et al. 2015

Procedia - Social and Behavioral Sciences

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It aims to determine the abilities of use of basic process skills of the students and the levels of conceptual learning of the students as oriented to general chemistry topics. The sampling comprises 160 students whose were studying at 10 th and 11 th grades of seven different high schools in Turkey. The study design is based on Survey model. The questionnaire prepared by considering the levels of conceptualization of chemistry topics of the students aims to measure their ability of use of science process skills. The questions and items were selected in the manner that it covers basic skills such as observation, classification, measurement, the sensing of space-time relationship and communicating, and also classified on the Bloom Taxonomy of cognitive development which consist of knowledge, comprehension, application, analysis, synthesis, and evaluation. The results from analysis of variance (ANOVA) show that. The differences between students' grade levels, score and order of admission to high school and the type of school have a significantly effect on the potential of use of basic process skills.

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Enhancement of Learning Achievement and Integrated Science Process Skills Using Science Inquiry Learning Activities of Chemical Reaction Rates

Cited by 72 publications

References 5 publications

Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

Student's Need Analysis for the Development of Chemistry Modules Based Guided Inquiry to Improve Science Process Skill

Investigation to reduce students’ misconception in energy material

Determination of Levels of Use of Basic Process Skills of High School Students

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