Development and validation of integrated science students worksheet based on science process skills

The purpose of research to analyse: the science process skills that are taught in a model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who has the critical thinking skills using a model of scientific inquiry than average -rata better than students who have critical thinking skills using a direct model of instruction above average, the interaction of scientific inquiry learning model using PhET media with critical thinking skills of students in improving students' science process skills. This research is quasi experimental. Technique that used to gain a sample is random cluster sampling. The instrument used is the science process skills test and test critical thinking skills. The results of this study concluded that: the science process skills of students who are taught by the model of scientific inquiry using the media PhET better than students taught by learning direct instruction, science process skills of physics students who have the critical thinking skills using a model of scientific inquiry over average better than students who have critical thinking skills using a direct model of instruction above average, there is interaction scientific inquiry model using the media PhET with critical thinking skills of students in improving students' science process skills.

This study aims (1) to determine whether the guided inquiry learning model has an effect on the students' science process skills, (2) to find out whether the PBL learning model affects the students' science process skills, (3) to find out the differences in the students' science process skills. VII SMPN 5 Dusun Selatan which uses the guided inquiry learning model and the PBL learning model. The method in this research is comparative quantitative. The research design used was the Nondomized Control Group Pretest-Posttest Design. The instrument used was a test in the form of multiple choice questions totaling 25 questions and an observation sheet for students' science process skills. The research sample was students of class VII A and class VII B at SMPN 5 Dusun Selatan. The data collection technique was carried out using the observation method of students' science process skills and learning outcomes tests. The data were analyzed descriptively. The results of this study show that (1) the value of the science process skills of students using the guided inquiry learning model has an average value of 92%, (2) the value of the science process skills of students using the PBL learning model has an average value of 96 %, (3) the difference in the science process skills of students who are taught using the guided inquiry learning model and the PBL learning model, it can be seen from the results of the average value obtained that there are differences, where the PBL learning model has a higher average value than the learning model. guided inquiry. The learning outcomes of the guided inquiry class had an average score of 39 on the pretest and 68 on the posttest. Meanwhile, the average value of the pretest in the PBL class was 40.4 and the posttest score was 69.3. These results indicate that the guided inquiry learning model and the PBL learning model can improve students' learning outcomes and science process skills.

Science process skills are one of the skills that can develop potential in students. Science process skills refer to cognitive and psychomotor aspects, so as to create a meaningful learning based on student experience. Digital literacy abilities and students' science process skills are rarely considered in the learning process, so an analysis is needed to determine students' digital literacy skills and science process skills. This study aims to analyze the relationship between digital literacy skills and science process skills in simple plane materials. The research method used is a mixed method with an explanatory design. The research subjects used were 24 students. The research instruments were digital literacy questionnaires, science process skills observation sheets, and interview sheets. Data analysis techniques used quantitative data analysis and qualitative data analysis. The results of the Pearson correlation test showed that there was a significant relationship between digital literacy skills and students' science process skills in simple plane material. The researcher hopes that further research can determine the relationship based on gender.

Abstract. Research on improving students' science process skills through an approach Whole Brain Teaching (WBT) on the material motion system in humans through the experimental method. WBT approach application through the experimental method is expected to have a positive impact on the construction of students 'knowledge and science process skills of students in the learning process, especially in the materials science of human motion system so as to improve students' understanding of the material. This study aims to determine the improvement of students' science process skills using WBT approach through experimental methods in material of human motion system. The method used was classroom action research which consists of planning, action, observation, and reflection. This research was conducted at SMP Negeri 3 Paringin in class VIII B comprised 18 students in the first semester of the school year 2013/2014. This classroom action research was conducted in two cycles, each cycle consisting of three meetings. Data collected by the observation sheet science process skills and achievement test. Qualitative data analysis techniques based on descriptive analysis of the increase from cycle to cycle two. The study concluded that: (1) The student process skills of students increased from lower to higher category. (2) the results of student learning increased from 44.44% to 88.89%. Thus the application of WBT approach can improve students' science process skills. Keywords: Whole Brain Teaching, human motion system, Experiment.

The main problem in this research was how to apply a scientific literacy-based scientific approach to improve the physics science process skills of students in the XI class of MA Muallimin Muhammadiyah Makassar, Indonesia in the 2018/2019 academic year. This study aimed to determine the magnitude of the improvement in the physics science process skills of students before and after the scientific literacy-based method is applied. This research used pre-experiment and One Group Pretest-Posttest Design consisting of three stages, which were pretest, treatment, and posttest for six meetings. The procedure in this study was divided into, namely the preparation stage, the implementation phase, and the final phase. Two variables, the independent and the dependent were used, while the sample of this research was 28 XI grade students of MA Muallimin Muhammadiyah Makassar, Indonesia in the 2018/2019 academic year assuming the whole class was homogeneous. The research instrument used was a test of physical science process skills that met valid criteria in 23 questions with material temperature and heat. The results showed that the average pretest score of students was 8.29 and the posttest was 14.50 with a normalized N-gain test score of 0.43 (medium category). To conclude, students' science process skills of class students experienced an increase after the experimental method was applied. The researchers recommended that the results of this study provide benefits for practitioners to improve the science process skills of the middle school students through the application of Science Literacy-based Scientific Method.

This study was based on the importance of motivation as an internal factor that influences student engagement in learning, particularly in developing science process skills, which are central to the scientific learning approach. Lack of self-motivation shows that students are less active in learning activities. This study aimed to determine the correlation between learning motivation and students' science process skills. This research used the Guided Inquiry model to enhance learning motivation and science process skills. The subjects of this study were students class X-A of Islamic boarding school in Pamekasan in 2023/2024 academic year with 23 students. This research was a correlational study with regression correlation analysis techniques. Data collection on learning motivation used ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation questionnaire, while science process skills used a rubric. The results of this study indicated that there was a significant relationship between learning motivation and science process skills. The regression analysis results showed a large R value of 0.647 which indicated that there was high relationship between learning motivation and science process skills. The findings indicated that an increase in students’ learning motivation was associated with an improvement in their science process skills. Guided Inquiry learning model can be a recommended model in empowering students' learning motivation and science process skills, especially in biology learning.

The main problem in learning science is shaping students' interests, attitudes and science process skills. Students' science process skills have not been developed optimally. This study aims to analyze the comparison and relationship of interests, attitudes and science process skills in science learning in two schools. This research method is quantitative with comparative type. The number of respondents as a sample is 140 students. The data collection technique used purposive sampling. The results of the study using the t-test that there are significant differences in the indicators of interest, attitude and science process skills of students. The results of the correlation test between interests, attitudes and science process skills in students showed that interests, attitudes and science process skills were interrelated. The limitation of this study is that it only uses two indicators per variable. It is better to use several indicators to find out in more detail the influence of the variables of interest, attitude, and science process skills on students. The researcher recommends further research to vary more indicators used in order to find out in more detail the variables studied and the researcher recommends conducting research at the junior high school level.

The importance of students' interest in learning is learning skills, so research is carried out to assess students' interests and skills in depth based on grade level and gender in a school so that interests and skills can be known in depth based on the indicators tested. There has been no research that examines student interest and science process skills in detail based on grade level and generation in a school. So the autor make this study with purpose to analyze how the interest and science process skills between women and men compare in science subjects and to analyze how the relationship between students' interests and science process skills with science subjects. This study uses a quantitative method with a comparative type. Quantitative research is a field of inquiry that stands alone, is scientific in nature and aims to understand social reality. The instrument in this study used a questionnaire and an observation sheet, namely a student interest questionnaire and an observation sheet for science process skills. Based on the results of hypothesis testing, research testing and data analysis, the conclusion of this study is from the T-test there are differences in the interests of female students and male students in class VII A and VII B. From the results of the T test for students' science process skills there are differences in the interests of female students and male students in grades VII A and VII B. Based on the results of the correlation test between interests and science process skills of grade VII A students there is a relationship between interests and science process skills between female and male students as well as in class VII B. Students' interest and science process skills have a significant influence on curiosity, learning materials and teacher attitudes, student observation and communication.

This study aims to determine the improvement of learning outcomes and science process skills of students through the implementation of the guided inquiry model in learning qualitative analytical chemistry practicum.This study is needed since most practicum activities are currently still doing a lot of traditional verification practicum guides which do not encourage students to be creative in organizing their competence especially science process skill.Therefore, a research was conducted to 27 students at Department of Chemistry Education, Universitas Negeri Medan in fourth semester of 2019/2020 academic year.The growth and development of science process skills of students was observed by using an observation sheet in the form of rubrics for students' practicum analysis group I, II, III, IV and V.The result showed that the implementation of this model in analytical chemistry practicum able to improve student's learning outcomes and science process skill significantly.Indicators which classified as high category are consisted of designing the practicum, applying the concept, hypothesizing and communicating.Meanwhile the medium categories are skill of predicting, interpreting and observing.In another hand, the student's learning outcomes were increased from 81.88 in average pre-test to be 85.49 in post-test with N-gain approximately 20%.The highest percentage of student worksheets was achieved in communication skills around 90%.These findings give contribution for chemistry education especially to prospective chemistry teachers for equip their science process skill such that it develops aspects of basic abilities including cognitive, affective and psychomotor.

The condition of the covid-19 pandemic makes face-to-face learning become distance learning, learning activities from home are no exception to practicum learning. Alternative solutions using PhET Interactive Simulations. The research aims to describe the influence and great influence of PhET Interactive Simulations-based distance practicum learning on the science process skills of junior high school students. The research method uses quasi-experimentation with matching pre-test post-test control group design. The research population is grade VIII students of SMP Sepuluh Nopember Sidoarjo with a sample of 2 grade VIII, namely VIII H as an experimental class and VIII F as a control class of 40 students each. Research instruments use science process skills tests with 7 indicators namely formulating problems, formulating hypotheses, identifying variables and operational definitions of variables, assembling tools and materials, presenting data, conducting data analysis, and concluding. The results showed there is a huge influence between distance learning practicum based on PhET interactive simulations on the science process skills of secondary school students in natural science subjects. Further research increases the number of research variables, in addition to science process skills as well as understanding of student concepts to science, and so on.

The research aims to develop a PhET-aided Ryleac learning model device that is valid, practical, and effective for elevating students’ science process skills in vibration and wave materials. The research type was the 4-D (Define, Design, Develop, and Disseminate) model development research with a limited test on ten students and an extended one on 20 students (class A) and 19 students (class B). All students were eighth graders at SMP Negeri Tangagah in the academic year of 2021/2022. The results exhibited that: · According to the experts, the PhET-aided Ryleac learning model device developed was valid, · The learning device was practical, as featured by the mean score of learning implementedness and students’ positive responses to learning, · The learning device was effective, as indicated by: o Student activities were good and excellent, o Based on the observation results, student science process skills in the indicators of observing, predicting, data-interpreting, communicating, and concluding were good, and The science process skill test scores acquired from limited and extended tests were 0.71 and 0.65, considered low and medium, respectively, indicative of the effectiveness of the PhET-aided Ryleac learning model device.

Applying the project-based learning model in learning can train and develop scientific attitudes and problem-solving skills so that students can increase creativity, innovation, and critical perspectives. This research aims to determine the effect of the project-based learning model on student's science process skills and critical thinking. The research subjects of class X Phase E. This research was quantitative research with a quasi-experimental research design with a non-randomized control-group pretest-posttest design. The instruments used are essay questions on science process skills and critical thinking. The test results were analyzed using Quade's rank analysis of covariance statistical test and the One Way Ancova test. The research results show that the average pretest-posttest score of experimental class students taught using the project-based learning model is higher than that of control class students taught using the problem-based learning (PBL) model. Hypothesis testing using Quade's rank analysis of Covariance and One Way Ancova tets informs that the use of the project-based (PjBL) model affects student's science process skills and critical thinking.

The science process skills of elementary school students in Langsa city are still relatively low, despite these skills being a crucial element in science education based on the Merdeka curriculum. Additionally, teachers have reported several challenges, including the presence of abstract science material, textbooks that use two-dimensional visualizations, and the inability to practice all science concepts. This research developed the SIAR book (Interactive Science with Augmented Reality) to enhance science process skills. The study produced an elementary school science book that includes observational activities and integrates augmented reality (AR) to present more concrete three-dimensional visualizations. The objectives of this study were to create a valid and effective SIAR book product for improving science process skills. This research employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) for development. Participants included three expert validators and 100 elementary school students. The results indicated that: (1) the SIAR book is highly valid for improving science process skills, with a validity score of 96.11%; (2) the SIAR book is effective in enhancing science process skills, achieving a gain score of 0.76, which falls within the high criteria. Based on these findings, it can be concluded that a book integrated with AR can assist students in improving their science process skills. As science process skills improve, students' understanding of science also increases. Therefore, science education in schools should leverage digital technology, as it meets students' needs and facilitates the learning process in science.

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students’ science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as “eco-hunt” group and the other had no experimental treatment, defined as control group. This study used intact four classes which consisted of 119 students and randomly assigned to the treatment (n = 63) and control groups (n = 56). Students’ science process skill was measured by a self-developed Science Process Skills Test and students’ scientific curiosity was measured using Children Scientific Curiosity Scale adapted from Harty and Beall (1984). The results showed a significant difference in post-test mean scores between students in “eco-hunt” group and control group in both students’ science process skills and scientific curiosity. Follow-up comparisons on the dimensions of science process skills and scientific curiosity were analyzed and discussed. The findings of this study will provide a framework for science teachers to teach students through interesting and meaningful outdoor activities.

The purpose of this research has described difference: (1) skill of student science process between inquiry training assist media of handout and direct instruction, (2) skill of student science process between student possess attitude scientific upon and under of mean, and (3) interaction of inquiry training assist media handout and direct instruction with attitude scientific increase skill of student science process. Type of this research is experiment quasi, use student of senior high school Private sector of Prayatna as population and chosen sample by cluster sampling random. The instrument used essay test base on skill of science process which have valid and reliable. Data be analysed by using ANAVA two ways. Result of research show that any difference of skill of student science process (1) between inquiry training assist media of handout and direct instruction, where inquiry training assist media of handout better then direct instruction, (2) between student possess attitude scientific upon and under of mean, where possess attitude scientific upon of mean better then student possess attitude scientific under of mean and (3) any interaction between inquiry training assist media of handout and direct instruction with attitude scientific increase skill of student science process, where interaction in class direct instruction better then inquiry training assist media of handout.