Journal articles: 'Basic science process skills'

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Maison, Darmaji, Astalini, Dwi Agus Kurniawan, and Peni Sefiah Indrawati. "SCIENCE PROCESS SKILLS AND MOTIVATION." Humanities & Social Sciences Reviews 7, no. 5 (September 7, 2019): 48–56. http://dx.doi.org/10.18510/hssr.2019.756.

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Purpose of the study: The purpose of this research is to know the science process skill and motivation of the basic science process from Physics education student. Methodology: The research design used in this study is the Associative Quantitative research method with a correlational research design. In the research using technique sampling used is Purposive Sampling. The instruments of data collection used are questionnaires motivation and observation sheet Sains Process Skills. Measurement of students' science process skill is done when students perform Basic Physics I practice on density topic. The criteria that researchers set were physics education students who had contracted basic physics courses. Main Findings: The result of the research stated that the basic science process skill of physics education student as a whole is not good because of lack of experience in doing a practicum and their understanding of lab topics. Applications of this study: When someone is highly motivated, they will not experience difficulties in mastering their science process skills and so if someone has low motivation, they will experience difficulties in their process skills. Novelty/Originality of this study: The renewal that is seen is whether there is motivation in the science process skills. There is motivation in student learning processes, one of the results is process skills. Process skills are the result of learning from these students. Because science process skills emphasize the learning process, accreditation, creativity, values and also the attitude of a student who will later be applied in daily life. Therefore we can say that science process skills have a relationship with the motivation of a student.

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Darmaji, Astalini, Dwi Agus Kurniawan, Hanaiyah Parasdila, and Irdianti. "PRACTICUM GUIDE: BASIC PHYSICS BASED OF SCIENCE PROCESS SKILL." Humanities & Social Sciences Reviews 7, no. 2 (August 29, 2019): 594–603. http://dx.doi.org/10.18510/hssr.2019.7271.

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Purpose: This research aims to develop basic physics practicum guidebooks based on science process skills that can assist students in training and developing students' science process skills through practicum Design/methodology/approach: This research is development research that uses the analysis, design, development, implementation, and evaluation that adopted from Branch Findings: Based on the validation results indicate that the reconstruction of basic physics practicum guidebooks based on science process skills that got good category result so that it can be used. Research limitations/implications: The results of student responses when using the reconstruction of basic physics practicum guidebooks based on science process skills are well categorized so as to improve students' science process skills Social implications: By using the reconstruction of basic physics practicum guidebooks based on science process skills of this student can have good skills so as to have experience as a prospective teacher so that later can teach it to students in science class.

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Darmaji, Astalini, Dwi Agus Kurniawan, Hanaiyah Parasdila, Irdianti, Siti Hadijah, and Rahmat Perdana. "PRACTICUM GUIDE: BASIC PHYSICS BASED OF SCIENCE PROCESS SKILL." Humanities & Social Sciences Reviews 7, no. 4 (September 4, 2019): 151–60. http://dx.doi.org/10.18510/hssr.2019.7420.

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Purpose: This research aims to develop basic physics practicum guidebooks based on science process skills that can assist students in training and developing students' science process skills through practicum Design/methodology/approach: This research is development research that uses the analysis, design, development, implementation, and evaluation that adopted from Branch Findings: Based on the validation results indicate that the reconstruction of basic physics practicum guidebooks based on science process skills that got good category result so that it can be used. Research limitations/implications: The results of student responses when using the reconstruction of basic physics practicum guidebooks based on science process skills are well categorized so as to improve students' science process skills Social implications: By using the reconstruction of basic physics practicum guidebooks based on science process skills of this student can have good skills so as to have experience as a prospective teacher so that later can teach it to students in science class.

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Darmaji, Darmaji, Dwi Agus Kurniawan, Ai Suryani, and Ayu Lestari. "An Identification of Physics Pre-Service Teachers' Science Process Skills Through Science Process Skills-Based Practicum Guidebook." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 29, 2018): 239. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2690.

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This research was conducted to identify the science process skills of the physics education students of Jambi University in prism refraction practicum after using the basic physics practicum guidebook II. This research is a quantitative descriptive method. The study was conducted with a sample of 91 students. Data collection techniques were carried out using a science process skill observation sheet which was supported by interviews and documentation. Data were analyzed using descriptive statistics. The results showed that most students are highly skilled in implementing science process skills-based practicum with the following percentages: observing by 48.35%, classifying by 38.46%, measuring by 39.56%, predicting by 58.64%, compiling data tables by 51.65%, making graph by 58.24%, planning the experiment by 61.54%, and conducting the experiment by 45.05%. The students were also quite skilled in constructing hypotheses and defining variables with the percentage of 57.14% and 39.56%, respectively. The results of the study are expected to be used as a consideration for study programs and other faculties at Jambi University as well as other universities to conduct related studies.

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Putri, Eldyana Rahayu, Helendra Helendra, Indra Hartanto, and Yuni Ahda. "Correlation of Basic Science Process Skills and Learning Outcomes of High and Low Level Students In Junior High School 35 Padang." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 120. http://dx.doi.org/10.24036/apb.v4i2.5854.

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Science process skill is one of the important thing that students should have within natural science. Teacher must recognize their students’ process skills in providing learning. The purpose of this study to determine correlation between basic science process skill of grade 7th students in Junior High School 35 Padang and their cognitive domain. The sample set consisted of 136 students. This study focus to determine correlation of basic process science skills in 6 categories, there are: observed, prediction, measurement, classification, conclusion and communication with cognitive domain. Descriptive method used in this research with students’ worksheet based on basic science process skill as the instrument of measurement students’ science process skill and test as measurement cognitive domain. The correlation level between basic science process skill and cognitive domain shown by rs=0,43, it is indicate that basic science process skill have the positive and significant correlation with student’s cognitive domain. The correlation level between basic science process skills and cognitive domain of high level student shown by rs=0,43, this value indicate that basic science process skill have the positive and significant correlation with high level students’ cognitive domain. The last correlation between basic science process skill and cognitive domain of low level student with rs=0,21, it is indicate that basic science process skill have not significant correlation with low student’s cognitive domain.

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Bahtiar, B., and Nurhayati Dukomalamo. "Basic science process skills of biology laboratory practice: improving through discovery learning." Biosfer 12, no. 1 (April 29, 2019): 83–93. http://dx.doi.org/10.21009/biosferjpb.v12n1.83-93.

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Biology laboratory practice that applies the discovery learning model is expected to complement all necessary science process needed by the students during the learning activity. The research was an experiment of learning to find the differences in learning outcome in the form of students’ science process skills between discovery learning and the conventional model of biology laboratory practice. The research is conducted at the Public Junior High School 4, Ternate City for the 8th-grade students from October to December 2018. The research instrument used basic science process skills is observation sheet. The indicator of basic science process skills consists of observing, classifying, measuring, communicating, inferring, and predicting. The result of research data analysis shows that t count value was 4.261 with the significance of 0.000. The discovery learning model of biology laboratory practice is better in improving students’ basic science process skills than the learning model of conventional laboratory practice. According to the result, it was concluded that there were differences in students' basic science process skills between the discovery learning model and the conventional model of Biology laboratory practice. Discovery learning model of biology laboratory practice was better in improving the student's basic science skill than the conventional model.

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Handayani, Sri Lestari. "Comparison of Basic Science Process Skills for Students on Electrical Materials with the Rasch Model Analysis." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 1 (July 30, 2021): 73–82. http://dx.doi.org/10.21009/1.07108.

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Prospective teacher students must have good science process skills to create learning that focuses on science process skills-based learning. This study aims to describe the comparison of the basic science process skills of prospective elementary school teachers in electric subjects. This research is descriptive. The sample of this study was 184 students consisting of 104 students in the 4th semester and 80 students in the 6th semester. The data collection technique was using a test that consists of 25 questions about basic science process skills. Data analysis using the Wright Person Map in Rasch Model. Based on the results, the researcher obtained information that most prospective elementary teachers' science process skills were classified as moderate. In addition, the results were obtained that the science process skills of 6th-semester students were better than the 4th semester. This research also found that the science process skill of female students was better than male students.

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Dökme, İlbilge, and Emek Aydınlı. "Turkish primary school students’ performance on basic science process skills." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 544–48. http://dx.doi.org/10.1016/j.sbspro.2009.01.098.

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Darmaji, Darmaji, Dwi Agus Kurniawan, and Ai Suryani. "Effectiveness of Basic Physics II Practicum Guidelines Based On Science Process Skills." JIPF (Jurnal Ilmu Pendidikan Fisika) 4, no. 1 (March 10, 2019): 1. http://dx.doi.org/10.26737/jipf.v4i1.693.

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The Jambi University Physics Education Study Program has developed a Basic Physics II practicum guidelines based on science process skills that valid and reliable. However, there has not been a large scale implementation to determine the effectiveness of the guidelines. The purpose of this study was to determine the mastery of student science process skills after using the Basic Physics II practicum guidelines based on science process skills on refraction subject mater. This research is a quantitative research type of pre-experimental design with the One-Shot Case Study. The research sample was the Physics Education second year students of Jambi University, amounting to 87 people. Data collection is done by observing using observation sheets about science process skills. Data were analyzed using descriptive statistics. The results showed that students were very good at mastering science process skills after using practicum guidelines based on science process skills. Percentage of mastery of science process skills for refraction practicum on parallel plan glass including: observation 64.84%; experimental planning: 64.84%; prediction 61.54%; conducting experiment 53.85%; measuring 49.45% and variabel identification 28.57%. On average, students were very good at mastering science process skills in refraction practicums in prisms with their respective percentages: planning experiments 61.54%; prediction 58.24%; observation 48.35%; conducting experiment 45.05%; measuring 39.56% and identifying variables 32.97%.

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Maison, Maison, Darmaji Darmaji, Dwi Agus Kurniawan, Astalini Astalini, Utari Prisma Dewi, and Lia Kartina. "Analysis of science process skills in physics education students." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 2 (December 31, 2019): 197–205. http://dx.doi.org/10.21831/pep.v23i2.28123.

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This study aims to analyze students' science process skills on specific heat material by reviewing two aspects of basic science process skills indicators (observation and classification), and two indicators of integrated science process skills (identifying variables and making hypotheses). This research uses a descriptive quantitative method. In this study, the sample used was 35 students of physics education of batch 2018 who were randomly selected. The assessment instrument used was the science process skills observation sheet with the skill score used in the form of a Likert scale. The results of the study show that the students' mastery of basic science process skills on the observation indicator is 65% in the good category, 30% in the high category, and 10% in the category of not good to low, whereas, the classification indicators obtained are 54.3% and 37.1% of students have mastered classification skills in both good and high categories. The remaining 8.6% are classified in the not good category. For the mastery of integrated science process skills in the variable identification indicator, 60% of them are in the good category and 14.3% in the high category. The rest are in the category of not good and low. For the indicators of skills in making hypotheses, 65.7% and 14.3% are in the good and high categories. It proves that physics education students have mastery of science process skills that are in the good category.

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Saparini, Saparini, Nely Andriani, and Abidin Pasaribu. "Analysis of Science Process Skills for Student in Basic Physics Course." Kasuari: Physics Education Journal (KPEJ) 2, no. 1 (June 9, 2019): 1–10. http://dx.doi.org/10.37891/kpej.v2i1.60.

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The low cognitive learning outcomes and science process skills of students encourage the need for learning that not only emphasizes learning outcomes but also the learning process. The purpose of the research is to (1) find out the profile of science process skills of students when attending basic physics practicum lectures, and (2) to find out the most dominant science process skills in students while attending basic physics practicum lectures. The research method used is descriptive method with a qualitative approach. The subject of this study was chosen by purposive sampling and obtained by students of the 2017/2018 academic year Physics Education study program FKIP Sriwijaya University. The research data was collected using documentation techniques, observation, and interviews. The data obtained is then processed through the stages of data reduction, data presentation, data analysis, and conclusion drawing. Data analysis was carried out descriptively, so as to increase trust in the results of the study triangulation of data collection techniques was conducted. The research that has been done obtained results that (1) science process skills of students while following the basic physics practicum lectures in the high category that is equal to 68.1%; (2) the dominant science process skills namely observing skills of 91.0% are very high categories and measure 91.1% in very high categories. The results of the study illustrate that the implementation of basic physics practicums still needs improvement to train students' science process skills.

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Darmaji, Darmaji, Dwi Agus Kurniawan, and Irdianti Irdianti. "Physics education students’ science process skills." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (June 1, 2019): 293. http://dx.doi.org/10.11591/ijere.v8i2.16401.

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The purpose of this study was to determine the description of the process carried out in the physics education study program on the lens material. The process skills used in this study are the methods used, namely measurement, measurement and measurement processes which consist of table data, data, and training, conducting experiments. Total sampling technique was choosen to recruit 91 students to participate in the study. They are contracted in basic physics practicum courses. The results show that physics students have done their own lab work in the learning process that has been incorporated into the good category. The science process skills that are most mastered in concave movement practices are observations with a percentage of 51.65% and have an average of 82.76. Whereas for convex lens practices are skills and data that have good categories with a percentage of 81.32% and have an average of 73.67.

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Leonor, Jigger P. "Exploration of Conceptual Understanding and Science Process Skills: A Basis for Differentiated Science Inquiry Curriculum Model." International Journal of Information and Education Technology 5, no. 4 (2015): 255–59. http://dx.doi.org/10.7763/ijiet.2015.v5.512.

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Ong, Eng Tek, Puspa Ramiah, Kenneth Ruthven, Sabri Mohd Salleh, Nik Azmah Nik Yusuff, and Siti Eshah Mokhsein. "Acquisition of Basic Science Process Skills among Malaysian Upper Primary Students." Research in Education 94, no. 1 (November 2015): 88–101. http://dx.doi.org/10.7227/rie.0021.

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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, Hanaiyah Parasdila, Irdianti Irdianti, Susbiyanto Susbiyanto, Kuswanto Kuswanto, and Muhammad Ikhlas. "E-Module Based Problem Solving in Basic Physics Practicum for Science Process Skills." International Journal of Online and Biomedical Engineering (iJOE) 15, no. 15 (December 17, 2019): 4. http://dx.doi.org/10.3991/ijoe.v15i15.10942.

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This paper presents The research on e-modules is based on problem solving for science process skills. E-modules are made with the stages of development, implementation, and evaluation adopted from the Branch. The purpose to see the science process skills and physical education students' perceptions of Edinburgh University after using e-module basic physics lab-based science process skills using the model of problem solving using kvisoft application.

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Samosir, Sofia Christine, and Lidia Gurning. "RELATIONSHIP BETWEEN THE PERCEPTION AND SKILLS OF STUDENT BASIC SCIENCE PROCESS IN THE USE OF M-MODULE IN BASIC PHYSICS PRACTICUM." Jurnal Pena Sains 7, no. 1 (April 30, 2020): 8–17. http://dx.doi.org/10.21107/jps.v7i1.6342.

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This study aims to determine the relationship between perception and basic science process skills through the use of the m-module in basic physics practicum II. This research is a quantitative study using correlational design. data collection instruments used in the form of perception questionnaire instruments and observation sheets to measure students' science process skills. This study used a sample of 36 physics students at Universitas Jambi. The results of the study will be analyzed using descriptive statistics and inferential statistics. The results of this study indicate that students give a good perception of the use of the m-module in basic physics practicum II. Flat mirror material is proven from the value of the perception of 63.9% in the good category according to a predetermined range. And the basic science process skills of students are in a good category with a percentage of 50.0%. Pearson correlation results show the number 0.756 and sig 0.05 which is 0.00, this shows that there is a strong relationship between perceptions and students' science process skills in using the m-module. This means that a high perception will result in high science process skills.

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Karamustafaoğlu, Sevilay. "Improving the Science Process Skills Ability of Science Student Teachers Using I Diagrams." International Journal of Physics & Chemistry Education 3, no. 1 (February 20, 2011): 26–38. http://dx.doi.org/10.51724/ijpce.v3i1.99.

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This study was carried out to identify the level of Science and Technology student teachers’ science process skills and to determine how efficient I diagrams are in developing these skills. The corpus of the study was consisted of 40 science and technology student teachers who were having Instructional Technologies and Material Design course during the 2009-10 academic years at Amasya University, Faculty of Education. The study was conducted as a basic experimental design. A science process skills test was applied on the student teachers as pre-test and post-test, then the points they got from each test were compared. During the study, the student teachers developed I-diagrams on science topics with the guidance of their supervisors. The resultsrevealed that the student teachers had problems with the pre-tests, and especially with the integrated process skill. At the end of the study it was observed that the student teachers’ skills on developing I-diagrams were increased as well as their integrated process skills problems were disappeared. Accordingly, it was concluded that I-diagrams were important for the acquisition and development of science process skills.

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Asy'ari, Muhammad, and Herdiyana Fitriani. "Literatur Reviu Keterampilan Proses Sains sebagai Dasar Pengembangan Keterampilan Berpikir Tingkat Tinggi." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 5, no. 1 (June 26, 2017): 1. http://dx.doi.org/10.33394/j-ps.v5i1.1114.

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This article aims to describe empirically and theoretically the role of science process skills as a basis for learning high-level thinking skills. Science process skills are skills that are able to answer the demands of learning in accordance with the principles of constructivism related to the nature of science learning which is divided into three categories, namely (1) basic science process skills, (2) intermediate science process skills, and (3) science process skills high. Science process skills are claimed by many experts as the basis for developing high-level thinking skills. Activities such as (1) observation allow a person to be open to inquiry and be sensitive and willing to observe, (2) comparison, (3) classification, (4) measure, (5) communication, (6) inference, (7) prediction , (8) hypotheses, and (9) define and control variables, are activities in science process skills that are indispensable as basic skills to be able to think higher through integration in the learning process. High-level thinking skills such as critical thinking, creative thinking, and problem solving can be built through science learning that emphasizes the process. Critical thinking skills which are reflective processes in analyzing and evaluating information to determine one's beliefs and behavior can be built through creative processes that are lues, flexible, original, and precise in the stages of problem solving identification, planning, implementation and reflection.

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Widdina, Shofwa, Diana Rochintaniawati, and Lilit Rusyati. "The Profile of Students’ Science Process Skill in Learning Human Muscle Tissue Experiment at Secondary School." Journal of Science Learning 1, no. 2 (March 31, 2018): 53. http://dx.doi.org/10.17509/jsl.v1i2.10146.

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It is important for people absorbs and understand the information of how world their live in works, as human basic form of learning process, science process skills serve as the tools it is not used only by the scientist in the process of their discovery, but also by the people as tools to understand information about the world. The aim of this study was to profile students’ basic science process skills, to profile students’ integrated science process skills, and the profile of students’ science process based on gender. In gaining the data this study uses observation method in students’ laboratory activity. The results of the study indicated that students’ basic science process skills used in the study categorized in a high category with index value above 60%, and integrated science process skills indicators science process used in this study categorized into two categories with; low (23%) and very high (90.7%). There are no differences more than 24% in the profile students science process skills based on gender other than male students did outperform female students.

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Rowland, Paul McD, and Carol L. Stuessy. "The Effectiveness of Mentor Teachers Providing Basic Science Process Skills Inservice Workshops." School Science and Mathematics 90, no. 3 (March 1990): 223–31. http://dx.doi.org/10.1111/j.1949-8594.1990.tb15538.x.

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Noviani, Dwi Rahayu Lestari. "Pengaruh Pembelajaran Demonstrasi Interaktif terhadap Keterampilan Proses Sains Dasar Siswa SMA pada Materi Perubahan Lingkungan." Assimilation: Indonesian Journal of Biology Education 2, no. 2 (September 30, 2019): 58. http://dx.doi.org/10.17509/aijbe.v2i2.20249.

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The achievement of students science process skills in Indonesia is relatively low, this is partly because learning has not yet explored and facilitated students science process skills. This study aims to identify the effect of interactive demonstrations to basic science process skills of senior high school students in environmental change concept, with global warming sub concept. The subjects of this study were X grade of science in second semester, academic year 2017/2018. The method used in this research was quasi experiment with non equivalent pre-test post-test control group design. The research data was collected by using basic science process skills test, observation form, and questionnaire. The results of data analysis using the Mann Whitney test with a significance level of 0,05 to the value of the post-test of basic science process skills showed a significant difference in basic science process skills of students between experimental group and control group. N-gain of basic science process skills in the experimental group is 0,56, while in the control group is 0,43. Improved basic science process skills in the experimental group and control group are in the medium category. Neverthless, the average of N-gain in the experimental group is higher than the control group. The results of this study indicate that 97,5% of learning activities performed well. Based on the results of the research, it can be concluded that the interactive demonstrations learning trains to improve students basic science process skills.

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Darmaji, Darmaji, Dwi Agus Kurniawan, Astalini Astalini, Febrina Rosa Winda, Heldalia Heldalia, and Lia Kartina. "The Correlation Between Student Perceptions of the Use of E-Modules with Students' Basic Science Process Skills." JPI (Jurnal Pendidikan Indonesia) 9, no. 4 (December 3, 2020): 719. http://dx.doi.org/10.23887/jpi-undiksha.v9i4.28310.

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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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Ika, Yasinta Embu, and Hamsa Doa. "The Development of Physics Students’ Worksheets Based on Science Process Skills in Basic Physics Course At Flores University." Jurnal Pendidikan Fisika 9, no. 1 (January 30, 2021): 35–45. http://dx.doi.org/10.26618/jpf.v9i1.4764.

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This study aims to determine the feasibility level of physics worksheets and to figure out the increase on student’s understanding after using the physics worksheets based on science process skills. This study is a development research employing ADDIE development model which consists of five stages, namely: analysis, design, development, and implementation. The design of this study was One Group Pretest-Posttest Design. The instruments used were validity assessment sheet, feasibility assessment sheet, questionnaire about the students’ response toward the worksheets based on science process skills, and assessment of science process skills. the data were analyzed by using percentage of agreement (R), and N-gain (g). The results showed that the physics students’ worksheet based on science process skills was feasible and could be used in learning as the feasibility level reached 97%. The students’ understanding of fluid material gained through working with the worksheets can improve students’ science process skills both at the basic level and at the integrated level. This is proven by the results of the initial test or pre-test which indicate that the students' science process skills affected the learning outcomes obtained in which 62.25% of students’ scores were in good category and 35.75% of students’ scores were in fair category. Meanwhile, in the final test or post-test of students' science process skills, it was obtained that 74.50% of students’ scores were in very good category and 25.50% of students’ scores were in the fair category. This means that there is an increase by 0.7 % in students' science process skills when using the students’ worksheets.

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Irwanto, Irwanto, Eli Rohaeti, and Anti Kolonial Prodjosantoso. "UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA." Journal of Baltic Science Education 17, no. 5 (October 15, 2018): 751–64. http://dx.doi.org/10.33225/jbse/18.17.751.

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This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS. Keywords: academic majors, grade levels, science process skills, undergraduate students.

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Irawati, Irawati, and Aziza Putri Ningsi. "Description of Science Process Skills of Physics Education Students of Jambi University on Refraction Material on Concave Lenses Using E-Module." Integrated Science Education Journal 2, no. 1 (January 31, 2021): 34–40. http://dx.doi.org/10.37251/isej.v2i1.124.

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Purpose of study: This study was conducted to determine the science process skills of physics education students for refraction material on a concave lens. The questions discussed in this study are to describe the basic and integrated science process skills of Jambi University physics education students, what are the obstacles faced when the implementation of the e-module basic physics practicum II is applied, what are the solutions to the obstacles faced. Methodology: This study uses a quantitative approach with descriptive methods. This research was conducted in the Physics Education Laboratory of the Teacher Training and Education Faculty, Jambi University. The sample l in this study were 40 physics education students contracting basic physics II subjects. The sampling technique used in this study was a total sampling technique. Main findings: With the use of a Manual for Basic Physics 1 practicum in the form of e-module, it can improve students' science process skills. It can be seen from the research results, that the science process skills of physics education students at Jambi University on refraction practicum material on concave lenses Novelty/Originality of this study: With this research, students are motivated to improve science process skills so that they become more active and more familiar with the concept of learning and can improve learning outcomes. Through this research, students can become more innovative and creative teachers, and can also find out the extent of students' science process skills.

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Nur Aisiyah, Laily. "PENINGKATAN KETERAMPILAN PROSES SAINS DASAR DENGAN PENDEKATAN OPEN-INQUIRY." Pancaran Pendidikan 6, no. 1 (May 18, 2017): 13. http://dx.doi.org/10.25037/pancaran.v6i1.2.

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The objetive of this action research was to understand comprehensively the effort to improve basic science process skills of kindergarten children in group B of TK Muslimat 02 Singosari Malang. The method that have been use in aim to improve basic science process skills is open-inquiry approach in science learning. The data were collected through participant using interview, observation, and test. The data analysis and interpretation indicates that open-inquiry approach in science learning can be used to improve basic science process skills of kindergarten children in group B of TK Muslimat 02 Singosari Malang. Open inquiry approach that have been used in this research consist of four stages which are playing stages, causal thinking (associative thinking) developing stages, chalenge stage, and investigation stage. The findings lead to the recommendation for the teacher to use the open-inquiry approach in science learning to improve basic science process skills.

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Asy'ari, Muhammad, Herdiyana Fitriani, Siti Zubaidah, and Susriyati Mahanal. "The Science Process Skills of Prospective Biology Teachers in Plant Cell Material Based on Gender." International Journal of Emerging Technologies in Learning (iJET) 14, no. 19 (October 7, 2019): 168. http://dx.doi.org/10.3991/ijet.v14i19.11208.

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This study aims to describe prospective biology teachers' science process skills in plant cell material. Components of basic process skills such as (1) observing, (2) connecting, and (3) inference, and integrated process skills such as (4) analysis, (5) hypothesis, and (6) defining variables operationally, become the science process skills components examined in this study. This research is a descriptive-quantitative study with survey method to identify science process skills of 100 prospective biology teacher (50 male and 50 female). Fifteen item tests on plant cell material were used to collect data on science process skills of the prospective teacher who was first empirically validated before use. The results showed that the science process skills of biology teacher in IKIP Mataram were significantly different on the components of (1) observed (p < 0.05), (2) inference (p < 0.05), and (3) analysis (p < 0.05), wheres the science process skills of prospective biology teacher are generally in the moderate category (60.38).

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Serafin, Cestmir. "Information Science in Technical Education Process in Czech Republic." International Journal of Engineering Pedagogy (iJEP) 9, no. 5 (November 22, 2019): 89. http://dx.doi.org/10.3991/ijep.v9i5.11142.

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Information and Communication Technologies are one of the basic educa-tions of areas in the Framework Educational Programme for Basic Education to enable students to acquire a basic level of information literacy. The aim is to equip students with elementary skills in operating of computer equipment and modern information and communication technologies, but also to navi-gate in the world of information, creatively work with information and use them in further education and in practical life. The paper deals with the analysis of the situation and draws conclusions on the system of education in the Czech Republic in the context of the chal-lenges of INDUSTRY 4.0 in response to the capture, the robotics industry and services.

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Mohammad Alayasrah, Mohammad Nayef, and Shima’ Mkhymr Salih Yahyaa. "The Analysis of the Science Textbooks for the First Three Grades in the Brimary Education in Jordan in the Domain of Science Process Skills (2017)." Review of European Studies 9, no. 4 (November 8, 2017): 68. http://dx.doi.org/10.5539/res.v9n4p68.

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The current study aims at detecting the essential and integrated science process skills in the first three grades of the primary education in Jordan using the analytical and descriptive Method. The study population consists of the science textbooks of the first three grades in the primary education in Jordan in 2015/2016.The sample of the study is its population. The study has shown that the most basic science process skills included in the science textbooks is the observation process. The textbooks also include all the integrated science process skills, and the experimental process is the most frequent one. However, the books do not include the processes of using time and place elations and the connection process. According to its results, the study has recommended the following. The process of using numbers in the science textbooks of the first grade, and also the processes of using time and place processes, and connections process in the first three grades science books along with the basic science process skills in an organized and balanced form, in the first three grades should be included, it also suggests conducting a study about the evaluation of the first three grades teachers, and the changes in the science textbooks of the first three grades in Jordan.

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Tanfiziyah, Rifda, Budhi Akbar, and Devi Anugerah. "Development instrument science process skills biology for Junior High School." Edubiotik : Jurnal Pendidikan, Biologi dan Terapan 6, no. 01 (June 10, 2021): 58–65. http://dx.doi.org/10.33503/ebio.v6i01.884.

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Science process skills (SPS) are basic skills in science and tools of a scientist to investigate science phenomena. One of the ways to improve science process skills is by giving students practice questions. This study aims to develop a valid and reliable science process skills instrument. The research is developmental research using a procedural model adapted from Djaali and Muljono. These steps include the theory synthesis stage, the design stage (variable construction, development of question indicators, preparation of grids, making instruments, scoring), and the evaluation stage (validity test, reliability test, and item analysis). The research instruments used were expert validation sheets, practitioner assessment questionnaires, and product trial questions for 100 students. The results of judgment expert and practitioner judgment were processed descriptively. The empirical validity results, which are quantitative data, are processed using the software Microsoft Excel. The results showed that the developed questions were valid based on logical validity (89.43%) and empirical validity (84%). The reliability calculation shows the high category (0.66). This study concludes that the SPS questions developed are feasible to assess the process skills of biology subjects at the junior high school level.

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Sayekti, Ika Candra, and Arum Mawar Kinasih. "KEMAMPUAN GURU MENERAPKAN KETERAMPILAN PROSES SAINS DALAM PEMBELAJARAN IPA PADA SISWA KELAS IV B SDM 14 SURAKARTA." Profesi Pendidikan Dasar 1, no. 1 (January 8, 2018): 93. http://dx.doi.org/10.23917/ppd.v1i1.4464.

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This research was intend to know the implementation of scientific process skills in elementary school of Muhammadiyah 14 Surakarta. It was qualitative research. The subject of this research was students on grade IV B. the data was obtained by observation, interview, and documentation. Observation was conducted by observing learning process on subject Science. The interview used to get data of scientific process skill that is planned on subject Science. The documentation that was used was lesson plan an others. Data validation was conducted through triangulation. The results of this research were: teacher has prepared lesson plan that implement science process skill on its learning process, the teacher planned all the basic aspect of science process skills, such as: observing, classifying, measuring, predicting, inferring, and communicating. Along the learning process, the learning process was not conducted as written on learning process. The teacher got some hindrance to implement science process skill such as the minimum understanding of the teacher on science process skill and also teacher’s skill on time and class management.

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Deratama, Devi, Endang Surahman, and Rita Fitriani. "Pengaruh model problem based learning terhadap keterampilan proses sains dasar dan hasil belajar siswa pada konsep sistem pencernaan makanan pada manusia." Assimilation: Indonesian Journal of Biology Education 3, no. 2 (September 30, 2020): 46–50. http://dx.doi.org/10.17509/aijbe.v3i2.26376.

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The purposes of this research were to investigate the effect of problem based learning models on basic science process skills and student learning outcomes on the concept of a food digestive system in humans. The subjects of this study were students of class XI MIPA of SMA Negeri 1 Tasikmalaya City in two classes. The method that was being used in this research was true experiment. The sample was being taken by cluster random sampling method. To measure the basic science prosess skills of the students used an instrument which consists of 12 questions in the form of essay and to measure the learning outcomes used test consists of 30 questions in the form of multiple choice with 5 option. The analysis technique was ANCOVA (analysis of covariance). The results of this research revealed that there was an impact of the problem based learning model to basic science process skills and learning outcomes of learners on the concept of food digestion system in human and there was a relationship between basic science process skills and learning outcomes. Through this research, we found that the higher the basic science process skills of the students, therefore it will impact to the learning outcomes of the students to be better.

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Barantes, Aureen Kate A., and Joseline R. Tamoria. "LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (March 31, 2021): 11–24. http://dx.doi.org/10.22219/jpbi.v7i1.15510.

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Science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. Although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. This study aimed to determine the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching Science and their roles in promoting students' basic science process skills (BSPS). This action research employed a descriptive research design. Thirty Grade IV pupils in a special education-gifted talented (SPED-GT) elementary school in Zambales, Philippines, were selected using convenience sampling. A parallel test was used to determine the level of BSPS before and after the application of LARO lessons. Results revealed that before the utilization of LARO lessons, it was found out that some of the pupils had advance knowledge and they were under the average level of basic science process skills. Throughout the use of educational games, there is an improvement in pupils' performance on their oral participation as recorded in their daily recitation logs. It only shows that the pupils are eagerly motivated. After the use of LARO, pupils improved from average to outstanding level of performance of their BSPS in the post-test. It was revealed by the result of the t-test that LARO lessons were effective in enhancing the basic science process skills of pupils. The researchers recommend the use of LARO lessons as a technique to improve the pupil's BSPS.

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Lumbantoruan, Artha, Didik Irawan, Harina Remalis Siregar, Dear Lumbantoruan, Neng Ria Nasih, Sofia Christine Samosir, Utari Prisma Dewi, Dodi Setiawan Putra, and Orin Hidayusa Wiza. "Identification of students’ science process skills in Basic Physics Practicum II in using e-module." Jurnal Riset dan Kajian Pendidikan Fisika 6, no. 2 (October 29, 2019): 49. http://dx.doi.org/10.12928/jrkpf.v6i2.14185.

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Yılmaz, Gül, Şirin İlkörücü, and Salih Çepni. "The effects of parent-involved science activities on basic science process skills of the children in the age group of 5-6." Pegem Eğitim ve Öğretim Dergisi 8, no. 4 (June 16, 2018): 879–903. http://dx.doi.org/10.14527/pegegog.2018.032.

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This study aims to examine the effects in science activities including parent involvement activities, concerning the science process skills of children aged 5-6, attending pre-school, and analyses the obtained information regarding the views of the parents involved in the program. The study group consisted of 30 children in the 5-6 age group, and 15 parents who were attending lessons. The embedded mixed method design was used in the study. Quantitative data was collected by a pre-school science process skills scale for children aged 60-72 months, and the qualitative data was collected through a semi-structured interview form with the parents. At the end of the study, the quantitative data showed that the experimental groups' children’s' science process skills, especially predicting-inferring-communicating sub-scale skills, were found to be more developed than what the control group's children. The qualitative data leads us to an understanding that the parents had a positive view of parent involvement activities and that communication with their children increased, was derived from the qualitative data, as well. It was noted that the parents raised their children's motivation towards science and tended to support them more in terms of science. It is suggested that pre-school education programs ought to include more science process-based activities with parent involvement.

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Maison, Retni Sulistioning Budiarti, Sofia Christine Samosir, and Neng Ria Nasih. "DIFFERENCES OF SCIENCE PROCESS SKILLS PRE-SERVICE TEACHER ON PHYSICS EDUCATION AND BIOLOGY EDUCATION." Humanities & Social Sciences Reviews 8, no. 2 (April 12, 2020): 555–63. http://dx.doi.org/10.18510/hssr.2020.8263.

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Purpose of the study: This study aims to determine the differences in the mastery of science process skills in experiment group students and control group students in basic physics practicum I in equilibrium material in physics education and biology education study programs. And to find out the description of the mastery of science process skills in the experiment and control group students in biology and physics education study programs. Methodology: This research is a quantitative research type quasy experiment with a static group comparison design. To determine the experiment class and the control class, both classes will be given a pre-test first. In the comparison group, researchers did not randomly select two groups to be given treatment with a posttest without a pre-test. The results of the mastery of students' science process skills will be analyzed by descriptive statistics and inferential statistics. Main Findings: The results of this study show that there are differences in the mastery of science process skills between students using Science Process Skills-based practicum guide books inquiry models with students who use conventional practicum guidebooks in each study program. Based on statistical parameters, SPS mastery in the experiment class is better than in the control class. Applications of this study: This research can be used as input for the Physics Education Study Program at the Universitas Jambi to consider the use of SPS-based practicum guides. Novelty/Originality of this study: The novelty of this study aims to know the description and assessment of the mastery of SPS in the experiment group students and the control group students in the basic physics practicum in equilibrium material in biology education and physics education study programs in the use of science process skills-based practicum guides with inquiry models.

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Nirmala, W., and S. Darmawati. "The Effectiveness of Discovery-Based Virtual Laboratory Learning to Improve Student Science Process Skills." Journal of Education Technology 5, no. 1 (April 8, 2021): 103. http://dx.doi.org/10.23887/jet.v5i1.33368.

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The inadequate condition of the laboratory, facilities, and infrastructure is the main obstacle to the lack of practicum activities. The purpose of this study was to examine the effectiveness of discovery-based virtual laboratory learning in improving science process skills of students. This type of research is a one-group-pretest-postest design research. Population and sample taken were students who took Basic Chemistry II course. The data collection method was carried out in a documentary manner and data analysis was in the form of calculating the percentage increase in science process skills and the criteria for the effectiveness of N-Gain. The results obtained were discovery-based virtual laboratory learning that succeeded in improving students' science process skills. Science process skills with high criteria increased by 91% and in the moderate category by 9%. Based on the N-Gain calculation, discovery-based virtual laboratory learning obtained an average percentage of effectiveness of 66% so it can be concluded that discovery-based virtual laboratory learning is quite effective in improving student science process skills. Through discovery-based virtual laboratory learning, student science process skills are more easily developed so that learning becomes more meaningful.

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Romadona, Dinda Desma, Sri Purwaningsih, and Darmaji Darmaji. "Validity of static fluid practicum guide based on science process skills using kvisoft flipbook maker." Journal of Science Education Research 5, no. 1 (April 24, 2021): 1–5. http://dx.doi.org/10.21831/jser.v5i1.38977.

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This study aims to develop a physics practicum guide based on science process skills on static fluid material using Kvisoft Flipbook Maker that meets valid criteria or is suitable for use. This study is development research in accordance with the ADDIE model, i.e.: Analysis, Design, Development, Implementation, and Evaluation. The science process skills indicator contained in the practicum guide is an indicator of basic and integrated science process skills by Rezba (2007). The practicum guide is validated by material and media experts and produces excellent assessment results so that it is suitable for use in the physics learning process of senior high school, especially on static fluid topic.

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Prajoko, Setiyo, Mohamad Amin, Fatchur Rohman, and Muhana Gipayana. "The Usage of Recycle Materials for Science Practicum: Is There Any Effect on Science Process Skills?" International Journal of Evaluation and Research in Education (IJERE) 6, no. 1 (March 1, 2017): 1. http://dx.doi.org/10.11591/ijere.v6i1.6340.

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This study aimed at determining the effect of recycle materials usage for science practicum on students' basic science process skills of the Open University, Surakarta. Recycle materials are the term used for the obtained materials and equipment from the students’ environment by taking back the garbage or secondhand objects into goods or new products which have a benefit for practicum activities. Randomized posttest only control group design was applied in this study and involving 83 students which divided into experimental class and control class. Collected data were science process skills test and questionnaire. The results of this study obtained Kruskal Wallis test result of 0.000<0.05. So, there was effect of recycle materials usage for science practicum on students’ science process skills. Students also provided positive feedback on the use of recycle materials for science lab activities.

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Nuryantini, Ade Yeti, and Ea Cahya Septia Mahen. "One Dimensional Motion with ICT Based Learning: Improving the Physics Teacher Candidates’ Science Process Skills and Attitudes." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 7, no. 2 (October 28, 2018): 117. http://dx.doi.org/10.24042/jipfalbiruni.v7i2.2901.

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Education nowadays is demanded to produce students who have beneficial skills of the 21st century in dealing with problems in the era of information and digital technology. Therefore, it is necessary to change the emphasis of learning patterns. In this paper, the results of the application of 21st-century skills in learning Basic Physics 1 in the Physics Education Study Program, UIN Sunan Gunung Djati Bandung using a scientific approach is presented. Learning activities were conducted based on low budget materials and ICT in the form of tracker software. The results showed that students were skilled in using tracker (90%), had science processing skills (excellent 5.2%, good 74.0%, and fair 20.8%), and fostered curiosity (92.0% ), careful attitude (92.2%), caring for the environment (73.0%), honest (93.0%), and cooperative (97.0%).

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Kızılaslan, Aydın. "The development of science process skills in visually impaired students: analysis of the activities." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 90. http://dx.doi.org/10.11591/ijere.v8i1.17427.

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<span>Students with visual impairments face tremendous challenges in daily life while learning life skills as they do not have the benefit of visual cues. The skills that visually impaired students are expected to learn include not only everyday life skills, but also scientific process skills too. In this study, case study was used to develop an instructional design to teaching science concepts to visually impaired students. The aim of this study is to analyze the efficacy of science activities of this developed instructional design. The study consists of three basic stages. In the first stage, visually impaired students’ learning needs are identified. In the second stage teaching materials and activities are designed and developed. In the last stage, these activities were analyzed in terms of scientific process skills through observation forms. As a result, most of the developed activities are suited for development of the scientific process skills.</span>

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Ткачук, Г. С. "УЧІННЯ ЯК БАЗОВИЙ ЕЛЕМЕНТ ТЕХНОЛОГІЇ НАВЧАЛЬНОГО ПРОЦЕСУ." Теорія та методика навчання та виховання, no. 47 (2019): 133–47. http://dx.doi.org/10.34142/23128046.2019.47.12.

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The transition of modern Ukrainian education, science and technology to European integration necessitates the need to turn to the optimization and development of a methodological system for organizing the educational process. The complexity of the tasks of organizing the educational process in higher education institutions based on the Bologna principles requires new ideas and approaches that develop the prospect of finding optimal technologies for educational activities. The purpose of that article is an attempt to present the teaching as an element of technology of educational activity on the basis of modern psychological and pedagogical ideas about its nature, motivations and system-forming factors. It is about a generalized and formulated concept of the learning process, aimed at achieving certain knowledge, skills and competences. The theoretical methods of research, such as analysis, synthesis, mathematical modeling, are used in this work. The system-forming structural elements of learning are: preparing teachers and education applicants for the learning process; perception; understanding; memorization; ensuring the strength of knowledge; generalization; systematization; achievement of advanced skills. This work introduces the notions of the weights of the teaching and learning processes and the coefficients of the educational process balance in general to characterize the quality of the organization of the educational process. Teaching technology is a process of achieving its purpose through a coherent system of methods, methods and means of their realization. The most conservative elements in the learning system are its motivation, the realization of paradigm «Lifelong learning», the creation of an environment of wondering, concern and actualization of interest. At that, educational-methodical and scientific publications of the author in disciplines «General chemistry», «Inorganic chemistry», «Analytical chemistry», «Physicochemical methods of analysis» and «Organic chemistry» are used.

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Candrawati, Emilia, Sumpono, Agus Sundaryono, and Mellyta Uliyadari. "Implementation of Integrated Science Model With Audiovisual Teaching Materials To Improve Students’ Learning Outcomes and Science Process Skills." IJORER : International Journal of Recent Educational Research 1, no. 2 (July 31, 2020): 134–55. http://dx.doi.org/10.46245/ijorer.v1i2.34.

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This study aims to determine the effectiveness of the integrated science learning type connected to achieving basic competencies and improving science process skills. This study uses a 4-D development model that is defined, design, develop, and disseminate with one-group posttest design implemented in 5th-semester students of Chemistry Education, University of Bengkulu. The research instrument is a posttest question to measure learning outcomes and observation sheets to measure science process skills. The teaching materials used are sourced from part of the process and the results of the activity test of palm oil endophytic bacteria ethyl acetate extract against Fusarium oxysporum f.sp. by TLC-bioautography is packaged in the form of learning videos. The results showed that the Integrated Science type of Connected model was used effectively to improve student learning outcomes and science process skills.

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Saputri, Affa Ardhi. "Student Science Process Skills through the Application of Computer Based Scaffolding assisted by PhET Simulation." At-Taqaddum 13, no. 1 (June 30, 2021): 21–38. http://dx.doi.org/10.21580/at.v13i1.8151.

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Basic physics practicum learning through virtual laboratories is less than optimal in developing students' science process skills. This study reveals the results of improving students' science process skills based on the application of computer scaffolding assisted by PhET simulation. This study uses a quantitative approach with a sample of 14 students through purposive sampling technique. The research stages consist of introduction, implementation, and evaluation. Collecting data through interviews, tests, and observations. Data analysis using the N-gain test. The results showed an increase in students' science process skills on several indicators with various categories. The indicator is observing 0.49 (medium category), formulating hypotheses 0.34 (medium category), carrying out experiments 0.39 (medium category), data interpretation and analysis 0.42 (medium category), communicating 0.33 (medium category), and concluded 0.29 (low category). Computer-based scaffolding with PhET simulation is an online learning solution that can also be collaborated with offline learning to improve students' science process skills.

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Dewanti, Binar Ayu. "ACTIVITIES ASSESSMENT AS A TOOL TO MEASURE STUDENTS’ OBSERVATION SKILLS IN SCIENCE LEARNING." Science Education and Application Journal 1, no. 1 (April 9, 2019): 17. http://dx.doi.org/10.30736/seaj.v1i1.94.

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Observation skills are one of the basic skills students must possess in science learning. Through observation skills, students are able to identify facts or initial knowledge before going on to the next stage of the science process skills. In science learning, student observation skills can be observed and measured through all learning activities both in the classroom and in the laboratory (practicum) by using the activity assessment sheet. Activity assessment sheet is a derivative form of performance assessment consisting of 1) student identity, 2) assessment instructions, 3) basic competencies, 4) assessment table (sub-material, observed observation skills, scores, and information), 5) formulation acquisition of final score, and 6) assessment rubric. The assessment sheet for this activity has been tested on 44 junior high school students and the average results reached more than 50% of students showing the highest score of observation skills. Thus, the activity assessment sheet can be said to be used to measure student observation skills.

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Nihal, Yıldız Yılmaz. "An examination of the relationship between primary school students environmental awareness and basic science process skills." Educational Research and Reviews 14, no. 4 (February 23, 2019): 140–51. http://dx.doi.org/10.5897/err2018.3663.

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Khamhaengpol, Arunrat, Malee Sriprom, and Porntip Chuamchaitrakool. "Development of STEAM activity on nanotechnology to determine basic science process skills and engineering design process for high school students." Thinking Skills and Creativity 39 (March 2021): 100796. http://dx.doi.org/10.1016/j.tsc.2021.100796.

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Mork, Sonja M. "Revidert læreplan i naturfag – Økt fokus på grunnleggende ferdigheter og forskerspirenRevised Norwegian science curriculum – Increased focus on literacy and inquiry skills." Nordic Studies in Science Education 9, no. 2 (November 18, 2013): 206–10. http://dx.doi.org/10.5617/nordina.767.

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One of the main consequences of the large Norwegian curriculum reform in 2006 is that teachers in all subjects are now responsible for focusing on the basic skills of reading, writing, oral, arithmetic and the use of digital tools. However, research following the implementation of the reform report a gap between curriculum intentions and classroom practice regarding basic skills. Hence the curriculum in science and four other subjects are now revised to clarify basic skills. This article describes some of the background for the revision, the revision process and some main changes in the revised curriculum.

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Yaman, Suleyman. "Science Teachers’ Opinions on Application of Competency-Based Science Model Components to Science Programs." International Journal of Evaluation and Research in Education (IJERE) 6, no. 2 (June 1, 2017): 118. http://dx.doi.org/10.11591/ijere.v6i2.7590.

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The aim of this study is to reveal the opinions of teachers, who gave the science lessons that took effect in Turkey in 2004 and 2013, on the sub-components of the programs and to identify to what extent the objectives of the program have been achieved. In total 89 teachers, out of which 42 were females and 47 were males, in the study which was conducted by the semi-structured interview method. Data collected from the study, where five questions were asked to teachers, was settled by analyzing the science programs according to components of the Ohio Competency Based Science Model. While result from the study shows that the teachers were qualified to ensure the development of some behaviors that were expected to be seen on the students as a result of science programs; especially the students gave a lower level of positive opinion about the components related with how they will use this data. In addition; while the teachers supported that the scientific process skills, are one of the basic elements of science programs, were sufficient for the gain of basic skills, they stated that they are not sufficient for the gain of some causal and experimental skills.

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Suastika, I. Nengah. "Komparasi Tujuan dan Standar Kurikulum Social Studies Sekolah Dasar Kanada dan Indonesia." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (July 14, 2021): 592–600. http://dx.doi.org/10.34007/jehss.v4i1.705.

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The curriculum has a strategic role in supporting teachers in carrying out the learning process and students in skills skills. Curriculum changes that have occurred in several countries such as Japan, South Korea, the United States, and Canada have shown encouraging results. It is proven that the implementation of the curriculum has brought changes, improvements and enhancements to the quality of education in the country. Based on studies conducted, the Social Science curriculum in Canada was created and developed based on subjects. The objectives of Canadian Primary School Social Studies are to provide an understanding of the basic concepts of Social Studies, develop the skills, strategies and habits of thought necessary for effective inquiry and communication, as well as to apply basic Social Science concepts, to a variety of learning tasks, and impart skills. to relate and apply the social studies obtained through social studies to the world outside the classroom. Meanwhile, the goal of elementary school social science in Indonesia is to lay the foundation of intelligence, knowledge, personality, noble morals, and skills to live independently and follow further education. The curriculum in Social Sciences Grades 1 to 6 in Canada, organizes learning in a set of basic concepts, namely systems and structures, interaction and interdependence, environment, change and sustainability, culture, and governance.

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Journal articles on the topic 'Basic science process skills'

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