Implementation of Basic Physics Practicum Guide I based on science process skills by using cooperative model group ınvestigation type.

Abstract

This study aims to determine the differences in science process skills in each class in the Jambi University Physics Education Study Program in 2018 and to see the differences in the science process skills between the experimental classes using Basic Physics practicum I Skills-based science processes use models of Cooperative Learning type Group Investigation with control classes that use conventional guidebooks. This research is an experimental study with themethod quasy-experiment, with the Static-Group Comparison design. The student samples studied were 1088 students of physics education in 2018. Data collected from the results of observations using the observation observation process science skills and reinforced using temporary reports of lab work. Data obtained were analyzed using inferential statistics. The results showed that there were significant differences between the experimental classes using the Basic Physics I practical guidebook based on science process skills using the Cooperative Learning model in the type of Group Investigation with the control class using conventional guidebooks when conducting measurement activities using Calipers, Micrometers screw, and Spherometer. With the experimental class, they have better science process skills than the control class. Some of the obstacles encountered during practicum certainly hinder the science process skills of Jambi University Physics Education students. This finding has provided information on differences in science process skills possessed by students in the experimental class after using a science process skill-based guide with a control class that still uses conventional practicum guides.

Keywords

• Highe Education
• Science Process Skills
• Basic Physics I
• Practical Guides
• Group Investigation

References

1. Abungu, H. E., Okere, M. I., & Wachanga, S. W. (2014). The Effect of Science Process Skills Teaching Approach On Secondary School Students’ Achievement In Chemistry In Nyando District, Kenya. Journal of Educational And Social Research, 4(6), 359.
2. Akinbobola, A. O., & Afolabi, F. (2010). Analysis of science process skills in West African senior secondary school certificate physics practical examinations in Nigeria. American-Eurasian Journal of Scientific Research, 5(4), 234-240.
3. Aktamis, H., & Ergin, Ö. (2008, June). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic achievements. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 9, No. 1, pp. 1-21). The Education University of Hong Kong, Department of Science and Environmental Studies.
4. Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
5. Aydın, A. (2013). Representation of Science Process Skills in The Chemistry Curricula for Grades 10, 11 And 12/Turkey. International Journal of Education and Practice, 1(5), 51-63.
6. Aydogdu, B. (2015). The investigation of science process skills of science teachers in terms of some variables. Educational Research and Reviews, 10(5), 582.
7. Aydogdu, B., Tatar, N., Yıldız - Feyzioglu, E., &Buldur, S. (2012). Ilkogretimo grencileri neyone likbilim selsürecbeceri leriol çegininge listirilmesi (Developing a science process skills scale for elementary students).Kuramsal Eğitimbilim Dergisi, 5(3), 292-311.
8. Azizah, K. N., Ibrahim, M., &Widodo, W. (2018, January). Process Skill Assessment Instrument: Innovation to measure student’s learning result holistically. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012026). IOP Publishing.

9. Çepni, S., &Çil, E. (2009).A case study for reliability on portfolio evaluation. Procedia-Social and Behavioral Sciences, 1(1), 963-968.
10. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education.routledge.
11. Coolican, H. (2014). Research methods and statistics in psychology.Psychology Press.
12. Dogan, I., &Kunt, H. (2017).Determination of Prospective Preschool Teachers' Science Process Skills. Journal Of European Education, 6(1), 8-18.
13. Downing, J. E., & Gifford, V. (1996).An investigation of preservice teachers’ science process skills and questioning strategies used during a demonstration science discovery lesson. Journal of Elementary Science Education, 8(1), 64.
14. Farsakoğlu, Ö. F., Şahin, Ç., & Karsli, F. (2012, June). Comparing science process skills of prospective science teachers: A cross-sectional study. In Asia-Pacific Forum on Science Learning and Teaching (Vol. 13, No. 1, pp. 1-21). The Education University of Hong Kong, Department of Science and Environmental Studies.
15. Harlen W (1999). Purposes and Procedures for Assessing ScienceProcess Skills.Assessment in educ. 6(1):129-144.
16. Isanejad, O., Heidary, M. S., Rudbari, O., &Liaghatdar, M. J. (2012).Early maladaptive schemes and academic anxiety. World Applied Sciences Journal, 18(1), 107-112.
17. Karamustafaoğlu, S. (2011). Improving the science process skills ability of prospective science teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26-38.
18. Khan, M. A., & Law, L. S. (2015). An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework. International Education Studies, 8(3), 66-76.
19. Mutisya, S. M., Rotich, S., & Rotich, P. K. (2013). Conceptual understanding of science process skills and gender stereotyping: a critical component for inquiry teaching of science in Kenya’s primary schools.
20. Mutlu, M., &Temiz, B. K. (2013).Science process skills of students having field dependent and field independent cognitive styles.Educational Research and Reviews, 8(11), 766.
21. Opateye, J. A. (2011). Developing and Assessing Science and Technology Process Skills (STPSs) in Nigerian Universal Basic Education Environment. Journal of Educational and Social Research.
22. Özgelen, S. (2012).Students’ science process skills within a cognitive domain framework.Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283-292
23. Raj, R. G., & Devi, S. N. (2014).Science process skills and achievement in science among high school students. Scholarly Research Journal for Interdisciplinary Studies, 2(15), 2435-2443.
24. Rauf, R. A. A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of science process skills in a science classroom. Asian Social Science, 9(8), 47.
25. Rezba, R. J., Sprague, C., &Fiel, R. (2003). Learning and assessing science process skills. Kendall Hunt.
26. Rillero, P. (1998). Process skills and content knowledge.
27. Wiwin, E., & Kustijono, R. (2018, March). The use of physics practicum to train science process skills and its effect on scientific attitude of vocational high school students. In Journal of Physics: Conference Series (Vol. 997, No. 1, p. 012040). IOP Publishing.
28. Yavad & Mishra. (2013). A Study Of The Impact Of Laboratory Approach On Achievement and Process Skill In Science Among Is Standart Students. International Journal Of Scientific and Research Publication. 3(1), 2
29. Zeidan, A. H., &Jayosi, M. R. (2015).Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World journal of Education, 5(1), 13-24.