Literatur Reviu Keterampilan Proses Sains sebagai Dasar Pengembangan Keterampilan Berpikir Tingkat Tinggi

Abstract

This article aims to describe empirically and theoretically the role of science process skills as a basis for learning high-level thinking skills. Science process skills are skills that are able to answer the demands of learning in accordance with the principles of constructivism related to the nature of science learning which is divided into three categories, namely (1) basic science process skills, (2) intermediate science process skills, and (3) science process skills high. Science process skills are claimed by many experts as the basis for developing high-level thinking skills. Activities such as (1) observation allow a person to be open to inquiry and be sensitive and willing to observe, (2) comparison, (3) classification, (4) measure, (5) communication, (6) inference, (7) prediction , (8) hypotheses, and (9) define and control variables, are activities in science process skills that are indispensable as basic skills to be able to think higher through integration in the learning process. High-level thinking skills such as critical thinking, creative thinking, and problem solving can be built through science learning that emphasizes the process. Critical thinking skills which are reflective processes in analyzing and evaluating information to determine one's beliefs and behavior can be built through creative processes that are lues, flexible, original, and precise in the stages of problem solving identification, planning, implementation and reflection.

Analisis Keterampilan Proses Sains (Kps) Mahasiswa Melalui Kegiatan Praktikum Ekologi

“…Pengajaran sains di indonesia cenderung lebih fokus pada hafalan konsep sains (Prayitno, at.al, 2017) menyebabkan keterampilan proses sains (KPS) dikategorikan sedang (Andini, 2018). KPS merupakan keterampilan berpikir, (Asy'ari & Fitriani, 2017) sehingga KPS sangat penting untuk menumbuhkembangkan konsep yang baik bagi peserta didik, Nur (2011) menyatakan bahwa penerapan konsep merupakan keterampilan yang sangat penting karena penerapan konsep merupakan tujuan utama dari pendidikan sains. KPS merupakan prasyarat untuk belajar keterampilan berpikir (Nur, 2011) yang secara langsung terkait dengan aspek kognitif dan psikomotorik (Akani, 2015) sehingga penting untuk dibelajarkan (Andini, 2018) (Turiman et al, 2012) dalam membaguan pengetahauan dan keterampilan memecahkan masalah.…”

Exploring the Prospective Teachers’ Critical Thinking and Critical Analysis Skills

“…In addition, the material contained in textbooks in fulfilling functions as a source of learning and improving the quality of learning must be supported by actions or activities carried out by students, because the presentation of knowledge is not enough, presentation of material must be combined with a process skills approach (Kurnia & Fathurrohman, 2014), as a basis for gaining knowledge and developing high-level thinking skills (Adisendjaja & Romlah, 2007;Asy'ari & Fitriani, 2017) so as to be able to learn independently, develop themselves and lifelong learning (Ibrahim et al, 2010).…”

“…Critical analysis is the ability of students to describe information into smaller parts so that deeper meaning is obtained through organizing and connecting the parts in the information so that more comprehensive meaning is obtained based on the results of the analysis students will be able to make decisions correctly (Asy'ari & Fitriani, 2017). Appropriate decision making is a component of critical analysis that is closely related to critical thinking (ability to evaluate) (Ennis, 2011).…”

Analysis of science process skills of chemical education students through self project based learning (SjBL) in the pandemic COVID 19 era

“…Markawi (2013) states that science process skills (SPS) are skills possessed by scientists, comprehensive, systematic skills, analysis based on logical thinking, and methodology, involving physical and mental activities, in exploring, obtaining, understanding, and mastering science. Science process skills have a positive effect on increasing problem-solving abilities (Markawi, 2013), increasing scientific literacy (Handayani, Adisyahputra & Insrayanti, 2018) the ability to make decisions in everyday life (Ozgelen, 2012), increasing students' creative thinking skills (Asy'ari & Fitriani, 2017), improve critical thinking skills (Nugraha, Suyitno & Susilaningsih, 2017). Science process skills will improve the quality of science learning, so that it will improve academic abilities as well as develop students' thinking abilities and potential (Winarti, Yuanita & Nur, 2019).…”