Science Process Skill in Science Program Higher Education

Maison, .; Astalini, Astalini; Aatalini,; Kurniawan, Dwi Agus; Haryanto, Haryanto; Kurniawan, Wawan; Suryani, Ai; Lumbantoruan, Artha; Dewi, Utari Prisma

doi:10.13189/ujer.2020.080238

Cited by 12 publications

(12 citation statements)

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“…Therefore, facets of solving problems may be applied by directing students to apply established information in themselves. The skills which can be transferred in the classroom can be built through the learning process [52].…”

Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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Good physics teaching in secondary schools and colleges emphasize problem-solving. Although students are effective in conventional tests of problem-solving, there is evidence that they have little or no comprehension of basic concepts. There are two (2) reasons that justify the claim that solving plays a broad role in the physics curriculum at most levels of education, namely problem solving can facilitate students learning physics and physics can assist students in developing the skills needed to solve problems in the real world. This study aims to provide a descriptive description of the physics problem-solving ability of Halu Oleo university physics education students on static fluid material. This type of research is a quantitative descriptive study with research subjects in 4 classes of physics education students at Halu Oleo University. The research instrument and data collection made in the form of problem-solving essay test questions given to 120 students from 4 classes. The material of the investigation took one of the topics, namely static fluid. The problem-solving assessment consists of a useful description, physics approach, specific application of physics, mathematical procedures, logical progression adopted from the research of Docktor et al. 2016. The results of the analysis found that in the four classes that were tested on conceptual problem-solving tests, the average of all students were in the useful description category. In other words, students could only translate and organize information from problems into appropriate and useful representations, and summarize the essence of the information provided symbolically, visually and in writing. As for the category of physics approach, specific application of physics, mathematical procedures, logical progression that are in the low category is still weak.

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Section: Resultsmentioning

confidence: 99%

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Sukariasih¹,

Tahang²,

Nursalam³

et al. 2020

ujer

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“…This is supported by research conducted by (Dewi & Firman, 2019) that the practicum worksheet which contains practicum instructions according to indicators of science process skills can affect students' science process skills. (Maison et al, 2020) that mastery of science process skills are influenced by the type of practicum guidelines used.…”

Section: Discussionmentioning

confidence: 99%

The Correlation Between Student Perceptions of the Use of E-Modules with Students' Basic Science Process Skills

Kurniawan

Astalini

Winda

et al. 2020

j. pendidik. indonesia.

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This study aims to analyze the correlation of students' perceptions of e-module toward students' basic science process skills. The subject of the study were second semester students of Department of Physics Education in Universitas Jambi. This research used a mixed-method research with data collection instruments consisting of student perception questionnaire, observation sheet of students' science process skills, and also interviews. From the results of data analysis, students' perceptions were in the good category with an average of 74.95, and the basic science process skills of students were also in the good category with an average of 69.08. Based on the correlation test conducted there is a significant relationship between the level of student perception of e-module with students’ basic science process skills using Pearson correlation values 0,927, and Sig. (2-tailed) 0.00 at a significance of 1%.

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“…In chemistry learning, understanding concepts and theories need practicum as a direct learning experience. In chemistry there are two things that closely related, chemistry as a product (chemical knowledge in the form of facts, concepts, theories, and principles) and the process (scientific work) (Effendi-Hasibuan, Fuldiaratman, Dewi, Sulistiyo, & Hindarti, 2020;Hairida, 2018;Maison et al, 2020). Both of these things can be achieved by students through practicum.…”

Section: Introductionmentioning

confidence: 99%

“…Practicum guide is needed to make practicum carried out well or following the objectives to be achieved. A practicum guide is a facility provided by lecturers/teachers so that students can learn and work well (Maison et al, 2020;Sumarti, Nuswowati, & Kurniawati, 2018).…”

Section: Introductionmentioning

confidence: 99%

Basic Chemistry Practicum Handbook with Occupational Health and Safety (K3) to Prevent Work Accidents in Laboratory: Validity and Feasibility

Sudiana

Suja

2021

JPP

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First year students of the Chemistry Education Study Program have some problems in practicum because the students' basic laboratory skills are low. The current practicum guide is not sufficient to provide information on basic skills for working in the laboratory. This condition causes students to have problems practicum and there is a potential risk of accidents. This study aims to produce a handbook for Basic Chemistry I with Occupational Health and Safety (K3) which is feasible to be implemented in Basic Chemistry Practicum I. This research was a Research and Development (R&D) with a 4-D development model, consist of 4 main stages, Define, Design, Develop and Disseminate. The research was limited to the development stage, which ended in the legibility test. Based on expert assessment the results showed that the handbook for Basic Chemistry Practicum I with K3 was very valid in terms of content (3.75), language (3.70), and media (3.6) from a maximum score of 4. The results of the readability test from 9 students showed that all students gave clear assessments. They understood the contents and guidelines for practicum on Basic Chemistry 1 with K3 very well. The conclusion of this study is Basic Chemistry Practicum I Handbook with K3 content is valid to be implemented from the aspects of content, presentation, language, media, and readability.

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Science Process Skill in Science Program Higher Education

Cited by 12 publications

References 0 publications

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

Description of Physics Problem-solving in the Topic of Static Fluid: Case Study of Physics Education in Halu Oleo University

The Correlation Between Student Perceptions of the Use of E-Modules with Students' Basic Science Process Skills

Basic Chemistry Practicum Handbook with Occupational Health and Safety (K3) to Prevent Work Accidents in Laboratory: Validity and Feasibility

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