ANALISIS KETRAMPILAN PROSES SAINS MAHASISWA PENDIDIKAN IPA PADA MATA KULIAH PRAKTIKUM FISIKA DASAR 2
Abstract
The practicum course is a development in strengthening competency skills. Science process skills are needed by science teacher candidates as provisions in implementing the science learning process. This research was conducted with the aim of knowing the science process skills of science education students in basic physics 2 courses. The type of research used in this study was descriptive qualitative. The research involved 2nd semester students of Science Education at Ivet University in the even semester of the 2022-2023 academic year. The results showed that observing skills scored 82.14, measuring skills 80.95, classifying 75.60, predicting 63.27, concluding 73.81, and communicating 77.98. The average result of the six indicators of process skills is 75.62. While the value of science process skills for each student obtained the highest score of 86.11 and the lowest score of 63.19. The average result of students' science process skills is 77.38. Based on the results of the study it can be concluded that science education students' science process skills are quite good.
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References
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[2] N. A. Handayani and J. Jumadi, “Analisis pembelajaran IPA secara daring pada masa pandemi covid-19,” J. Pendidik. Sains Indones., vol. 9, no. 2, pp. 217–233, 2021, doi: 10.24815/jpsi.v9i2.19033.
[3] L. S. Utami, Islahudin, Zulkarnain, and N. Rochyati, “Pendampingan Praktikum IPA Kelompok Siswa Belajar Luring,” J. Pengabdi. Masy. Berkemajuan, vol. 5, no. 1, pp. 846–849, 2021.
[4] Y. Suryaningsih, “Pembelajaran berbasis praktikum sebagaii sarana siswa untuk berlatih menerapkan keterampilan proses sains dalam materi biologi,” J. Bio Educ., vol. 2, no. 2, pp. 49–57, 2017.
[5] I. G. Margunayasa and P. N. Riastini, “Pengaruh Petunjuk Praktikum IPA Bermuatan Perubahan Konseptual Terhadap Peningkatan Pemahaman Konsep IPA Pada Mahasiswa PGSD,” JPI (Jurnal Pendidik. Indones., vol. 3, no. 1, pp. 348–358, 2014, doi: 10.23887/jpi-undiksha.v3i1.2917.
[6] W. Wahyudi and I. Lestari, “Pengaruh Modul Praktikum Optika Berbasis Inkuiri Terhadap Keterampilan Proses Sains dan Sikap Ilmiah Mahasiswa,” J. Pendidik. Fis. dan Keilmuan, vol. 5, no. 1, p. 33, 2019, doi: 10.25273/jpfk.v5i1.3317.
[7] A. Emda, “Laboratorium Sebagai Sarana Pembelajaran Kimia Dalam Meningkatkan Pengetahuan Dan Ketrampilan Kerja Ilmiah,” Lantanida J., vol. 5, no. 1, p. 83, 2017, doi: 10.22373/lj.v5i1.2061.
[8] N. W. S. Darmayanti and N. W. I. Setiawati, “Analisis Keterampilan Proses Sains Siswa Kelas VI di SD N 1 Cempaga,” J. Pendidik. dan Pembelajaran Sains Indones., vol. 5, no. 2, pp. 119–127, 2022, doi: 10.23887/jppsi.v5i2.52638.
[9] F. Fitriana, Y. Kurniawati, and L. Utami, “Analisis Keterampilan Proses Sains Peserta Didik Pada Materi Laju Reaksi Melalui Model Pembelajaran Bounded Inquiry Laboratory,” JTK (Jurnal Tadris Kim., vol. 4, no. 2, pp. 226–236, 2019, doi: 10.15575/jtk.v4i2.5669.
[10] Nurfitriani, A. R. Wulan, and S. Anggraeni, “Pengembangan asesmen kinerja untuk menilai ketrampilan proses sains terintegrasi siswa pada konsep ekosistem,” Assim. Indones. J. Biol. Educ., vol. 1, no. 1, pp. 33–38, 2018, [Online]. Available: http://ejournal.upi.edu/index.php/asimilasi/article/view/11454.
[11] E. Rohmawati, W. Widodo, and R. Agustini, “Membangun Kemampuan Literasi Sains Siswa Melalui Pembelajaran Berkonteks Socio-Scientific Issues Berbantuan Media Weblog,” J. Penelit. Pendidik. IPA, vol. 3, no. 1, p. 8, 2018, doi: 10.26740/jppipa.v3n1.p8-14.
[12] D. Darmaji, D. A. Kurniawan, and A. Lestari, “Deskripsi keterampilan proses sains mahasiswa pendidikan fisika pada praktikum suhu dan kalor,” J. Ris. dan Kaji. Pendidik. Fis., vol. 5, no. 2, p. 68, 2018, doi: 10.12928/jrkpf.v5i2.10735.
[13] D. Tauhidah and Y. Farikha, “Analisis Keterampilan Proses Sains Mahasiswa Selama Praktikum Daring,” J. Educ. Dev. Inst. Pendidik. Tapanuli Selatan, vol. 10, no. 2, pp. 240–249, 2022.
[14] R. W. Dari and N. R. Nasih, “Analisis Keterampilan Proses Sains Mahasiswa Pada Praktikum Menggunakan E-Modul,” Edu Sains J. Pendidik. Sains Mat., vol. 8, no. 2, pp. 12–21, 2020, doi: 10.23971/eds.v8i2.1626.
[15] Gunawan, A. Harjono, Hermansyah, and L. Herayanti, “Guided inquiry model through virtual laboratory to enhance students’ science process skills on heat concept,” Cakrawala Pendidik., vol. 38, no. 2, pp. 259–268, 2019, doi: 10.21831/cp.v38i2.23345.
[16] I. Supena, A. Darmuki, and A. Hariyadi, “The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes,” Int. J. Instr., vol. 14, no. 3, pp. 873–892, 2021, doi: 10.29333/iji.2021.14351a.
[17] M. Nasir, R. Fakhrunnisa, and L. R. Nastiti, “The Implementation of Project-based Learning and Guided Inquiry to Improve Science Process Skills and Student Cognitive Learning Outcomes,” vol. 14, no. 5, pp. 229–238, 2019.
[18] A. Lepiyanto, “Analisis Keterampilan Proses Sains Pada Pembelajaran Berbasis Praktikum,” BIOEDUKASI (Jurnal Pendidik. Biol., vol. 5, no. 2, p. 156, 2017, doi: 10.24127/bioedukasi.v5i2.795.
[19] F. Anggriani, N. Wijayati, E. B. Susatyo, and D. Kharomah, “Pengaruh Project-Based Learning Produk Kimia Terhadap Pemahaman Konsep Dan Keterampilan Proses Sains Siswa Sma,” J. Inov. Pendidik. Kim., vol. 13, no. 2, pp. 2404–2413, 2019.
[20] N. Idris, O. Talib, and F. Razali, “Strategies in Mastering Science Process Skills in Science Experiments: a Systematic Literature Review,” J. Pendidik. IPA Indones., vol. 11, no. 1, pp. 155–170, 2022, doi: 10.15294/jpii.v11i1.32969.
[21] R. O. Ongowo and F. C. Indoshi, “Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations,” Creat. Educ., vol. 04, no. 11, pp. 713–717, 2013, doi: 10.4236/ce.2013.411101.
[22] P. Agustina, A. Saputra, S. Anif, A. Rayana, and A. Probowati, “Analysis science process skills and scientific attitudes of xi grade students of senior high school in biological practice,” Edusains, vol. 13, no. 1, pp. 1–7, 2021.
[23] S. Özgelen, “Students’ science process skills within a cognitive domain framework,” Eurasia J. Math. Sci. Technol. Educ., vol. 8, no. 4, pp. 283–292, 2012, doi: 10.12973/eurasia.2012.846a.
[24] A. D. Inayah, R. H. Ristanto, D. V. Sigit, and M. Miarsyah, “Analysis of science process skills in senior high school students,” Univers. J. Educ. Res., vol. 8, no. 4 A, pp. 15–22, 2020, doi: 10.13189/ujer.2020.081803.
[25] M. Arifuddin, M. Aslamiah, M. Misbah, and D. Dewantara, “The implementation of guided inquiry model on the subject matter harmonious vibration,” J. Phys. Conf. Ser., 2020, doi: 10.1088/1742-6596/1422/1/012001.
[26] I. M. A. Winangun, “Project based learning : strategi pelaksanaan praktikum IPA SD dimasa pandemi covid-19,” Edukasi J. Pendidik. Dasar, vol. 2, no. 1, pp. 11–20, 2021.
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2023-06-30
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