Analysis of Science Process Skills of Junior High School Students
DOI:
10.29303/jppipa.v10i5.7194Published:
2024-05-25Issue:
Vol. 10 No. 5 (2024): MayKeywords:
Junior high school students, Science, Science process skillsResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Natural Sciences (IPA) emphasizes students' science process skills in every learning process. However, looking at the facts in the field when studying science, students still tend to memorize concepts, theories, and principles without understanding the discovery process. This has an impact on the ongoing learning process being uninteresting so that students become bored and ultimately causes students' understanding of science concepts to become low. This research aims to determine the quality of science process skills of class VII students at Kanda Middle School. The research method used is quantitative. The population is all class VII students at Kanda Middle School, totaling 46 people, while the sample in this study was 23 students taken by random sampling. The instruments used are performance that assesses practicum activities as well as interview guidelines used to gather information from science teachers. Data were analyzed using the percentage value formula. This research concludes that the science process skills of class VII Kanda State Middle School students have a percentage of 70.01% in the skilled category.
References
Baah, C., Govender, I., & Rontala Subramaniam, P. (2023). Exploring the role of gamification in motivating students to learn. Cogent Education, 10(1), 2210045. https://doi.org/10.1080/2331186X.2023.2210045
Boonekamp, G. M., Dierx, J. A., & Jansen, E. (2021). Motivating students for physical activity: What can we learn from student perspectives? European Physical Education Review, 27(3), 512–528. https://doi.org/10.1177/1356336X20970215
Cannady, M. A., Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology, 59, 101802. https://doi.org/10.1016/j.cedpsych.2019.101802
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Daskalovska, N., Gudeva, L. K., & Ivanovska, B. (2012). Learner Motivation and Interest. Procedia - Social and Behavioral Sciences, 46, 1187–1191. https://doi.org/10.1016/j.sbspro.2012.05.272
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Fauziah, A. N., & Kuswanto, H. (2020). Analysis of Junior High School students’ critical thinking ability on ecosystem materials. Journal of Physics: Conference Series, 1440(1), 012098. https://doi.org/10.1088/1742-6596/1440/1/012098
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Haryanto, P. C., & Arty, I. S. (2019). The Application of Contextual Teaching and Learning in Natural Science to Improve Student’s HOTS and Self-efficacy. Journal of Physics: Conference Series, 1233(1), 012106. https://doi.org/10.1088/1742-6596/1233/1/012106
Hornstra, L., Stroet, K., Rubie-Davies, C., & Flint, A. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review, 35(3), 76. https://doi.org/10.1007/s10648-023-09788-4
Hutapea, A., Bukit, N., & Manurung, S. R. (2021). Improvement science process skills of high school students through learning models scientific inquiry. Journal of Physics: Conference Series, 1811(1), 012005. https://doi.org/10.1088/1742-6596/1811/1/012005
Jeronen, E., Palmberg, I., & Yli-Panula, E. (2016). Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review. Education Sciences, 7(1), 1. https://doi.org/10.3390/educsci7010001
Manfaat, B., Nurazizah, A., & Misri, M. A. (2021). Analysis of mathematics test items quality for high school. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(1), 108–117. https://doi.org/10.21831/pep.v25i1.39174
Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management, 9(1), 2101326. https://doi.org/10.1080/23311975.2022.2101326
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x
Masluha, S. (2021). Grammatical Errors in Literature and Philosophy Student Essays At Panca Marga University, Probolinggo. Journal of English Development, 29–44. https://doi.org/10.25217/jed.v1i01.1414
Munfaida, S., Mustadi, A., & Kurniawati, W. (2022). The Use of Practicum-Based LKM Can Improve Concept Understanding in Science Subject Energy Materials. Jurnal Penelitian Pendidikan IPA, 8(6), 2859–2863. https://doi.org/10.29303/jppipa.v8i6.2173
Mushani, M. (2021). Science Process Skills in Science Education of Developed and Developing Countries: Literature Review. Unnes Science Education Journal, 10(1), 12–17. https://doi.org/10.15294/usej.v10i1.42153
Ndruru, N. S. (2020). The Efforts to Improve Students’ability to Write Exposition Text with Discovery Learning Method by Class X (Tenth) Students of SMA Negeri 1 Hilimegai. Al’Adzkiya International of Education and Sosial (AIoES) Journal, 1(2), 132–140. https://doi.org/10.55311/aioes.v1i2.60
Nilawati, N. K., Bayu, G. W., & Jayanta, I. N. L. (2023). Pengembangan Modul Praktikum Bahasa Inggris. Journal for Lesson and Learning Studies, 6(3), 369–378. https://doi.org/10.23887/jlls.v6i3.65194
Ningrum, A. W., Adi, B. S., & Nugroho, I. A. (2022). Profile of Science Processing Skill Primary Teacher Education Students in Simulation of Science Learning Media in Online Learning Period. AL-ISHLAH: Jurnal Pendidikan, 14(4), 4815–4820. https://doi.org/10.35445/alishlah.v14i4.2361
Parmar, T. K., Rawtani, D., & Agrawal, Y. K. (2016). Bioindicators: The natural indicator of environmental pollution. Frontiers in Life Science, 9(2), 110–118. https://doi.org/10.1080/21553769.2016.1162753
Savitri, E. N., Wusqo, I. U., Ardhi, M. W., & Putra, P. D. (2017). Enhancement of Science Students’ Process Skills through Implementation of Green Learning Method (GeLem) with Conservation-Based Inquiry Approach. Jurnal Pendidikan IPA Indonesia, 6(2), 237. https://doi.org/10.15294/jpii.v6i2.11286
Senisum, M., Susilo, H., Suwono, H., & Ibrohim. (2022). GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes. Education Sciences, 12(4), 228. https://doi.org/10.3390/educsci12040228
Septiani, A., & Rustaman, N. Y. (2017). Implementation of Performance Assessment in STEM (Science, Technology, Engineering, Mathematics) Education to Detect Science Process Skill. Journal of Physics: Conference Series, 812, 012052. https://doi.org/10.1088/1742-6596/812/1/012052
Soykurt, M. (2010). Practicum students’ life in a nutshell. Procedia - Social and Behavioral Sciences, 2(2), 5313–5325. https://doi.org/10.1016/j.sbspro.2010.03.866
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2023). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 1–59. https://doi.org/10.1080/03057267.2023.2207148
Stuart, N. J., & Barnett, A. L. (2023). The writing quality scale (WQS): A new tool to identify writing difficulties in students. British Journal of Special Education, 50(2), 258–267. https://doi.org/10.1111/1467-8578.12464
Sumanti, F., Khairil Anwar, & Nursina Sari. (2023). Improving Science Process Skills and Student Cooperation Skills Using the POGIL Model Assisted by Animated Media. Journal for Lesson and Learning Studies, 6(3), 469–478. https://doi.org/10.23887/jlls.v6i3.61997
Susilaningsih, E., Khotimah, K., & Nurhayati, S. (2018). Development of performance assessment instrument based contextual learning for measuring students laboratory skills. IOP Conference Series: Materials Science and Engineering, 349, 012018. https://doi.org/10.1088/1757-899X/349/1/012018
Tang, Y., & Hew, K. F. (2022). Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: A quasi-experimental study. International Journal of Educational Technology in Higher Education, 19(1), 3. https://doi.org/10.1186/s41239-021-00306-6
Väätäjä, J. O. (2023). A community of practice approach to the co-development of digital pedagogy: A case study of primary school teacher education practicum. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2023.2198102
Vincent‐Lancrin, S. (2023). Fostering and assessing student critical thinking: From theory to teaching practice. European Journal of Education, 58(3), 354–368. https://doi.org/10.1111/ejed.12569
Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. https://doi.org/10.1186/s41235-017-0087-y
Winarto, W., Cahyono, E., Sumarni, W., Sulhadi, S., Wahyuni, S., & Sarwi, S. (2022). Science Teaching Approach Ethno-SETSaR to improve pre-service teachers’ creative thinking and problem solving skills. Journal of Technology and Science Education, 12(2), 327. https://doi.org/10.3926/jotse.1367
Wola, B. R., Rungkat, J. A., & Harindah, G. M. D. (2023). Science process skills of prospective science teachers’ in practicum activity at the laboratory. Jurnal Inovasi Pendidikan IPA, 9(1), 50–61. https://doi.org/10.21831/jipi.v9i1.52974
Yenitha, M. S., & Miranda, Y. (2019). The Scientific Literacy Strategy in Efforts to Eliminate Student Misconceptions. Journal of Advances in Education and Philosophy, 03(10), 342–349. https://doi.org/10.36348/JAEP.2019.v03i10.001
Author Biographies
Apriani Herni Rophi, Universitas Cenderawasih
Ruth Megawati, Universitas Cenderawasih
Yaneta Tabita Aiboy, Senior High School Satu Atap Kanda
Mivtha Citraningrum, Universitas Muhammadiyah Sorong
Edoward Krisson Raunsay, Universitas Cenderawasih
License
Copyright (c) 2024 Apriani Herni Rophi, Ruth Megawati, Yaneta Tabita Aiboy, Mivtha Citraningrum, Edoward Krisson Raunsay
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).