Implementasi Model PjBL terhadap Peningkatan Keterampilan Proses Sains dan Sikap Ilmiah Siswa Kelas VIII SMP

Abstract

It has been observed that the level of science process skills and students' scientific attitudes, to seome extent, has not been formed, so the learning activity process has been running in slow motion. This study aims to examine the impact of project based learning (PjBL model) on the improvement of students‘ science process skills (KPS) and scientific attitudes, especially on plant tissue lesson. A pretest-posttest research design was applied to two classes of 8th grade students of SMPN 9 Palangka Raya, namely class VIIIA as the treated group, and while VIIIb as the control class using conventional learning models. The instruments used were lesson plans, science process skills observation sheets, scientific attitude questionnaires, and a number of test questions for testing. The results show that PjBL can improve science process skills with an N-gain of 0.70 in treated group, which is classified as high category, and N-gain of 0.48 in the control class which is in the moderate category. The PjBL implementation does not improve scientific attitudes because the N-gain value is 0.58 in the experimental class, quite similar to 0.32 point in the control class; both fall on moderate category.

The Influence of Project-Based Learning Model on Ability to Find Research Problems in Learning Strategy Courses

“…Dengan syarat itu maka diketahui penggunaan model ini peserta didik diajak dulu menguasai materi dan keterampilan ilmiah. Apabila dalam proses student learning is involved in carrying out scientific investigation projects, the process will become more meaningful because students are given complete freedom in planning, designing, and carrying out a scientific investigation where these activities are still within the reach of their minds (Anthony Firdaus et al, 2020;Sutriyani, 2019;Utami, 2018).…”

Hubungan Antara Sikap Ilmiah Dan Keterampilan Proses Sains Peserta Didik Kelas Viii SMP Negeri 2 Barru

“…Skor terendah yang diperoleh berdasarkan hasil penelitian pada indikator keterampilan proses sains yaitu mengamati. Hal ini sesuai penelitian Firdaus & Sinaga (2020), skor terendah indikator keterampilan proses sains peserta didik pada kelas eksperimen yaitu pada indikator mengamati yang disebabkan karena pada saat pembelajaran peserta didik tidak dapat mengamati dengan baik dan konsisten bahan pembuatan proyek dengan benar yang diketahui berdasarkan tujuan pembelajaran. Perhatian peserta didik dalam mengamati materi dengan baik tidak mempengaruhi peserta didik dalam menyimpulkan materi pembelajaran dengan baik, walaupun indikator mengamati merupakan dasar dari keterampilan proses sains.…”