Primary Science: Knowing about the World through Science Process Skills

Osman, Kamisah

doi:10.5539/ass.v8n16p1

Cited by 20 publications

(12 citation statements)

References 7 publications

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“…In essence, science can be viewed as a product and as a process. Science is a method of systematically finding out about nature to master knowledge, facts, concepts, principles, discovery, and scientific attitude [1]. Science also refers to the structure of experience that a person acquires through these methods.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

Hasanah

Purwoko

Hakim

2020

JoSSEd

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Teachers and students still dominate the learning process at SMAN 1 Lingsar are even less active. This study aimed to determine the effect of the Guided Inquiry learning model on students' chemistry learning outcomes. This study used quasi-experimental research (quasi-experimental) with a nonequivalent control group design pre-test-post-test design. The population in this study were all Class XI IPA SMAN 1 Lingsar. The sampling technique used a quota sampling technique. The sample consisted of 2 classes, namely class XI MIA 1 as the experimental class and class XI MIA 4 as the control class. The instruments in this study were 3, namely: RPP, LKPD, and Tests. The test is carried out at the beginning of the meeting (pre-test) and the end of the session (posttest). The resulting data were tested using the ANCOVA test. The results showed differences in chemistry learning outcomes for students who took the guided inquiry learning model with those who took the conventional learning model. The results of statistical tests obtained a significance value of the learning model of 0.011. So because the amount of the Sig value is less than 0.05, H0 is rejected. It means a linear relationship between them with the average chemistry learning outcomes in the class that received the guided inquiry empowerment model higher than the control group. Furthermore, the covariance proved also to support the improvement of students' chemistry learning outcomes with a significance level of 0.000. It means that there is a linear relationship between the covariance and the dependent variable

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Section: Introductionmentioning

confidence: 99%

The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

Hasanah

Purwoko

Hakim

2020

JoSSEd

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“…Penelitian ini menggunakan rancangan penelitian quasy experiment yang mengaplikasikan pretest posttest control group a design dengan metode penelitian kuantitatif (Osman, 2012). Subjek yang dipergunakan pada riset ini yaitu anak didik yang berusia 5-6 tahun TK Dharma Wanita Persatuan 1 Senggreng Kecamatan Sumberpucung Kabupaten Malang tahun ajaran 2018/2019.…”

Section: Metodeunclassified

Analisis Dampak Permainan Problematika Sains terhadap Kecakapan Proses Sains Anak Umur 5-6 Tahun

Wardhani

Wahyuni

Rasyad

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: This research was conducted at Dharma Wanita Persatuan 1 TK Senggreng with the purpose of describing the influence of the game of science problems on children's science process skills and describing the differences in the influence from skills of science process for children aged 5-6 years on the treatment of science problematic games and conventional learning methods. This study used a quasy experiment research design that applied the pretest posttest control group a design with quantitative research methods. The results of this research indicate that the mean posttest data score of science process proficiency in the experimental class is 16.00 and is greater than the control class which is 6.10 or 16.00> 6.10. So, there are differences in the effect of science problematics games with conventional learning methods for science process skills in children aged 5 to 6 years.Abstrak: Penelitian ini dilaksanakan dengan tujuan mendeskripsikan dampak permainan problematika sains pada kecakapan proses sains anak serta mendeskripsikan perbedaan pengaruh kecakapan proses sains anak usia 5-6 tahun untuk perlakuan permainan problematika sains dan metode pembelajaran konvensional. Penelitian ini menggunakan rancangan penelitian quasy experiment dengan metode penelitian kuantitatif. Hasil dari riset ini mengindikasikan bahwa nilai rata-rata data postes kecakapan proses sains kelas eksperimen adalah 16,00 dan lebih besar daripada kelas kontrol yang bernilai 6,10 atau 16,00 > 6,10. Jadi, terdapat perbedaan pengaruh permainan problematika sains dengan pembelajaran metode pembelajaran konvensional untuk kecakapan proses sains pada anak usia 5-6 tahun.

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“…None ICT medium for them to use, besides the teachers also facing the problem to conduct blended learning in school due to the latest Malaysians' computer to learner ratio of 13:1 (UNESCO, 2016). The student did facing problem to imagine the process of the moon phase because they are still lack of the experience to the knowledge that is more theory and abstract (K. Osman, 2012). For example, in the topic of moon phases, no useful teaching aids such as interactive video were used to explain the moon phases.…”

Section: E Problem Statementmentioning

confidence: 99%

21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

2019

IJRTE

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The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning

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Primary Science: Knowing about the World through Science Process Skills

Cited by 20 publications

References 7 publications

The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

Analisis Dampak Permainan Problematika Sains terhadap Kecakapan Proses Sains Anak Umur 5-6 Tahun

21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

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