Science Process Skills and Its Implementation in the Process of Science Learning Evaluation in Schools

Abstract

The study aimed to find out the science process skills and its implementation in the process of science learning evaluation in the schools. The studied aspects in the study consisted of the nature of science process skills, types of science process skills, assessment techniques for science process skills, and the assessment implementation of science process skills in learning in the schools. The research used a literature study containing relevant theories and further elaborated and its implementation in science learning in the schools. The study emphasized that science process skills were closely related to science learning and prioritize the overall assessment following the nature of science, such as product, process, and attitude dimensions. Those were covered in basic and integrated process skills. The most possible evaluation technique in measuring the science process skills was by observation or performance and written questions following the indicators of science process skills.

Implementation of Dialogic Teaching Through Concept Cartoon Worksheets to Improve High School Students' Science Process Skills

“…This activity seems to train science process skills, namely interpreting skills. This is the opinion of Kurniawati (2021) that interpreting skills can be trained through activities to recognize and relate patterns from observation and draw a conclusion from the observed data. The observation results also show that the learning process that occurs in the experimental class is by the indicators of dialogic teaching, namely interactions that encourage students to think, and think in different ways; questions that invite more than just recall; and discussion and argumentation that investigates and challenges rather than simply accepting opinions or answers without hesitation.…”

“…The activities that occurred in the experimental class seemed to develop students' communication skills and were appropriate. Kurniawati (2021) states that communication skills can be trained by presenting the results of observations in the form of graphs, tables, diagrams, or posters and presenting the results of observations. Whereas in the control class students' communication skills were only trained during post-practicum group discussion activities.…”

Science Process Skills in Education: Bibliometric Analysis and Review

“…Current and future science process skills must be taught in an interesting way (Mirana, 2019) because through science process skills, students can study real-life problems, take responsibility for their learning while growing, find solutions, communicate with classmates, and actively participate in learning (Pay & Taş, 2022) assessed through observation, performance and written questions (Kurniawati, 2021). Mushani's research (2021) illustrates that there is an uneven integration of SPS in curriculum and their implementation in all levels of science education in both developed and developing countries.…”

Integrating a blended discovery learning model with a bioenial website to empower science process skills and scientific attitude

“…In biology learning, SPS is related to scientific attitudes because scientific attitudes must be possessed by someone who carries out the scientific process (Guswita et al, 2018). According to Kurniawati (2021), scientific attitude components are fostered in SPS-based learning, including responsibility, curiosity, honesty, openness, objectivity, creativity, and so on related to scientific attitudes. Effective science education involves developing process skills and scientific attitudes so that students can develop the habit of using scientific research when learning about new scientific ideas and products.…”