Investigasi keterampilan proses sains terintegrasi mahasiswa pendidikan fisika Universitas KH. A. Wahab Hasbullah
DOI:
https://doi.org/10.21067/mpej.v2i2.2726Keywords:
Nature of Science; Keterampilan Proses Sains; Mahasiswa Calon Guru FisikaAbstract
Abstract: Science arises and develops by including roles between theory and experiment. Physics, as part of science, is seen as a process, product, and attitude that is called the nature of science (Nature of Science / NOS). Learners obtain and construct science products in physics learning should pay attention to the NOS through Science Process Skills (SPS). This study aims to determine the level of students' understanding of integrated SPS, namely identifying and controlling variables, hypothesizing, operationally defining, graphing and interpreting data, and designing experiments. The research conducted was descriptive quantitative research with survey methods. The research subjects were students of physics teacher candidates at the University of KH. A. Wahab Hasbullah. The results showed that the integrated SPS student physics teacher candidates were still low with an average of 60.20. This shows that students have not yet reached the level of formal operational cognitive development and have not been strong in basic SPS. Students have the highest ability in the aspect of formulating hypotheses while the lowest aspects are operationally defined. An integrated effort needs to be made to increase SPS for students.
Abstrak: Sains muncul dan berkembang dengan menyertakan peran antara teori dan eksperimen. Fisika, sebagai bagian dari sains, dipandang sebagai proses, produk, dan sikap yang disebut sebagai hakikat sains (Nature of Science/NOS). Peserta didik memperoleh dan mengkonstruk produk sains di pembelajaran fisika seharusnya memperhatikan NOS melalui Keterampilan Proses Sains (KPS). Penelitian ini bertujuan mengetahui tingkat pemahaman mahasiswa terhadap KPS terintegrasi yaitu mengidentifikasi dan mengontrol variabel, berhipotesis, mendefinisikan secara operasional, membuat grafik dan menginterpretasikan data, serta mendesain eksperimen. Penelitian yang dilakukan adalah penelitian kuantitatif deskriptif dengan metode survei. Subjek penelitian adalah mahasiswa calon guru fisika di Universitas KH. A. Wahab Hasbullah. Hasil penelitian menunjukkan KPS terintegrasi mahasiswa calon guru fisika masih rendah dengan rata-rata 60,20. Hal ini menunjukkan bahwa mahasiswa belum sampai pada tingkat perkembangan kognitif operasional formal dan belum kuat pada KPS dasar. Mahasiswa memiliki kemampuan paling tinggi pada aspek merumuskan hipotesis sedangkan paling rendah aspek mendefinisikan secara operasional. Usaha terpadu perlu dilakukan untuk meningkatkan KPS pada mahasiswa.
Downloads
References
Ambross, J., Meiring, L., & Blignaut, S. (2014). The implementation and development of science process skills in the natural sciences: A case study of teachers’ perceptions. Africa Education Review. https://doi.org/10.1080/18146627.2014.934998
Brotherton, P. N., & Preece, P. F. W. (1995). Science Process Skills: Their nature and interrelationships. Research in Science & Technological Education. https://doi.org/10.1080/0263514950130101
Hasyim, M., Muris, & Yani, A. (2014). Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Keterampilan Proses Sains Peserta Didik Kelas VII SMP Negeri 30 Makassar. Pengaruh Model Pembelajaran Dan Gaya Belajar Terhadap Keterampilan Proses Sains Peserta Didik Kelas VII SMP Negeri 30 Makassar, 1(2), 52–56. https://doi.org/10.1089/cbr.2008.0486
Hodosyová, M., Útla, J., MonikaVanyová, Vnuková, P., & Lapitková, V. (2015). The Development of Science Process Skills in Physics Education. Procedia - Social and Behavioral Sciences, 186, 982–989. https://doi.org/10.1016/j.sbspro.2015.04.184
Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of freshman physics students’ views on the nature of science. Journal of Research in Science Teaching, 46(3), 248–264. https://doi.org/10.1002/tea.20219
Kruea-In, C., Kruea-In, N., & Fakcharoenphol, W. (2015). A Study of Thai In-Service and Pre-Service Science Teachers’ Understanding of Science Process Skills. Procedia - Social and Behavioral Sciences, 197, 993–997. https://doi.org/10.1016/j.sbspro.2015.07.291
Kruea-In, N., & Thongperm, O. (2014). Teaching of Science Process Skills in Thai Contexts: Status, Supports and Obstacles. Procedia - Social and Behavioral Sciences, 141, 1324–1329. https://doi.org/10.1016/j.sbspro.2014.05.228
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.3660290404
Monica, K. M. M. (2005). Development and validation of a test of integrated science process skills. Dissertation. University of Pretoria. Retrieved from https://repository.up.ac.za/bitstream/handle/2263/24239/dissertation.pdf;sequence=1
Moreno, R. (2010). Educational Psychology. New Jersey: John Wiley & Sons.
Padilla, M. J. (1990). The science process skills. Research Matters-to the Science Teacher.
Putra, I. A., & Sujarwanto, E. (2017). ANALISIS KETERAMPILAN PROSES SAINS PESERTA DIDIK MELALUI BAHAN AJAR MULTIMEDIA INTERAKTIF ALAT. Momentum: Physics Education Journal, 1(2), 91–102. https://doi.org/http://dx.doi.org/10.21067/mpej.v1i2.2013
Raj, R. G., & Devi, S. N. (2014). Science Process Skills And Achievement In Science Among High. Scholarly Research Journal For Interdiciplinary Studies.
Ryder, J., & Leach, J. (1999). University science students’ experiences of investigative project work and their images of science. International Journal of Science Education. https://doi.org/10.1080/095006999290246
Safaah, E. S., Muslim, M., & Liliawati, W. (2017). Teaching Science Process Skills by Using the 5-Stage Learning Cycle in Junior High School. Journal of Physics: Conference Series, 895, 012106. https://doi.org/10.1088/1742-6596/895/1/012106
Santrock, J. W. (2011). Educational Psychology (5th ed.). New York: McGraw-Hill.
Shahali, E. H. M., & Halim, L. (2010). Development and validation of a test of integrated science process skills. Procedia - Social and Behavioral Sciences, 9, 142–146. https://doi.org/10.1016/j.sbspro.2010.12.127
Siahaan, P., Suryani, A., Kaniawati, I., Suhendi, E., & Samsudin, A. (2017). Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions. In Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/812/1/012017
Siska, M., Kurnia, K., & Sunarya, Y. (2013). Peningkatan Keterampilan Proses Sains Siswa SMA Melalui Pembelajaran Praktikum Berbasis Inkuiri pada Materi Laju Reaksi. Jurnal Riset Dan Praktik Pendidikan Kimia. https://doi.org/10.1056/NEJMc096300
Siswono, H. (2017). Analisis Pengaruh Keterampilan Proses Sains Terhadap Penguasaan Konsep Fisika Siswa. Physics Education Journal, 1(2), 83–90. https://doi.org/http://dx.doi.org/10.21067/mpej.v1i2.1967
Suyidno, Nur, M., Yuanita, L., Prahani, B. K., & Jatmiko, B. (2018). Effectiveness of Creative Responsibility Based Teaching (CRBT) Model on Basic Physics learning to Increase Student’s Scientific Creativity and Responsibility. Journal of Baltic Science Education.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2012.09.253
Usmeldi. (2016). The development of research-based physics learning model with scientific approach to develop students’ scientific processing skill. Jurnal Pendidikan IPA Indonesia. https://doi.org/10.15294/jpii.v5i1.5802
Wilcox, B. R., & Lewandowski, H. J. (2017). Students’ views about the nature of experimental physics. Physical
Review Physics Education Research, 13(2), 020110. https://doi.org/10.1103/PhysRevPhysEducRes.13.020110
Downloads
Published
How to Cite
Issue
Section
License
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal
.png)
.png)
.png)
.png)
