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Diskaprod: Dissemination and Creation of Basic Process Skills Assessment Instruments in Science Learning Darmaji, Darmaji; Astalini, Astalini; Kurniawan, Dwi Agus; Yusnidar, Yusnidar; Harizon, Harizon; Pramitha, Sarah; Afrialdi, Raden Muhammad
Integrated Science Education Journal Vol 5 No 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v5i3.1118

Purpose of the Study: This research aimed to identify and analyze the outcomes of the DISKAPROD program, specifically focusing on assessing the effectiveness and quality of instruments used to measure students' basic process skills in schools. The study also sought to determine teacher perceptions regarding the program's impact on improving student learning outcomes. Methodology: A descriptive quantitative method was applied. The study population consisted of all teachers at the Al-Hidayah Foundation Kebon IX Muaro Jambi, with 21 teachers selected via purposive sampling. Data collection was conducted using questionnaires and interviews, while data analysis involved descriptive statistical tests to evaluate the teachers’ perceptions and responses to the program. Main Findings: The findings revealed strong teacher support for the DISKAPROD program. A significant 57.1% of the teachers expressed agreement with its implementation, and 76.1% provided a positive response to the program’s impact. These results suggest widespread approval and recognition of the program’s effectiveness in enhancing the measurement of student process skills, indicating the potential for broader adoption. Novelty/Originality of this Study: This study introduces a fresh approach by highlighting the critical role of teacher-developed assessment tools in accurately measuring student learning outcomes. The integration of the DISKAPROD program into the curriculum is presented as a novel and effective method for improving science education, particularly at the Mts level. By emphasizing the practical application of assessment instruments, this research contributes to ongoing efforts to refine educational practices and foster student skill development in scientific inquiry.

Classify, Measure, Tabulate: Exploring Teacher Strategies in Shaping Scientific Process Skills in Phase Change Physics Farni, Evi Ramna; Pramitha, Sarah
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1877

Purpose of the study: This study aims to explore and describe the strategies used by physics teachers to enhance students’ scientific process skills specifically in classifying, measuring, and tabulating data during the learning of phase changes of matter in senior high school. Methodology: This study employed a qualitative naturalistic approach. Data were collected using in-depth interviews and photographic documentation. The participants included one physics teacher and 36 students of class XI F7 Senior High School 10 Jambi City. Istruments used were interview guidelines and documentation sheets. Data analysis followed the stages of data reduction, data display, and conclusion drawing. Main Findings: The study found that teachers implemented various strategies to improve students’ scientific process skills, particularly in classifying, measuring, and constructing data tables during the learning of phase changes of matter. Through structured guidance, contextual examples, and supportive assessments, students showed improved accuracy and independence in scientific data handling. Both teacher and student responses indicated that strategy-based teaching effectively enhanced students’ analytical and practical competencies in physics learning. Novelty/Originality of this study: This study offers a fresh perspective by exploring teacher strategies specifically designed to enhance students’ abilities in classifying, measuring, and tabulating data within the topic of phase changes in physics. Unlike previous research, it integrates pedagogical, methodological, and model-based approaches, contributing new insights into the development of scientific process skills in secondary education settings.

Efektivitas Simulasi PhET dan Praktikum untuk Meningkatkan KPS Siswa pada Energi Terbarukan: Pretest–Posttest Pramitha, Sarah; Afiani Wulandari, Mega
Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol. 5 No. 1 (2025): SEMNASTEKMU
Publisher : Universitas Sains dan Teknologi Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/942wpa09

Abstract. This study aims to analyze the effectiveness of the PhET Simulation and Practical Method in improving students’ science process skills on the topic of renewable energy. The research employed a quantitative approach using a pretest–posttest group design involving two tenth-grade classes. Class XE1 received treatment using PhET simulations, while class XE2 conducted hands-on practical activities. Data were collected through pretests and posttests consisting of indicators such as observing, interpreting, communicating, planning, predicting, evaluating, processing data, and drawing conclusions. The results show that both classes experienced an increase in science process skills, with PhET simulations showing improvement of lower-achieving students and practicum generating more evenly distributed learning outcomes. Descriptive statistical analysis, including mean, median, mode, standard deviation, highest and lowest scores, revealed significant improvements in both groups. Overall, the study concludes that both methods are effective, with PhET simulations excelling in conceptual visualization while practicum strengthens concrete scientific experience. Abstrak. Penelitian ini bertujuan untuk menganalisis efektivitas Simulasi PhET dan metode Praktikum dalam meningkatkan keterampilan proses sains siswa pada materi energi terbarukan. Penelitian menggunakan pendekatan kuantitatif dengan desain pretest–posttest group design pada dua kelas X. Kelas XE1 diberi perlakuan menggunakan simulasi PhET, sedangkan kelas XE2 melakukan kegiatan praktikum. Data diperoleh melalui tes pretest dan posttest yang mencakup indikator mengamati, menafsirkan, mengomunikasikan, merencanakan, memprediksi, mengevaluasi, memproses data, dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa kedua metode mampu meningkatkan keterampilan proses sains, dengan simulasi PhET lebih efektif bagi siswa berkemampuan awal rendah, sedangkan praktikum menghasilkan peningkatan yang lebih merata. Analisis statistik deskriptif berupa mean, median, modus, standar deviasi, nilai tertinggi, dan nilai terendah menunjukkan peningkatan signifikan pada kedua kelas. Secara keseluruhan, penelitian menyimpulkan bahwa kedua metode efektif, di mana simulasi unggul pada visualisasi konsep, sementara praktikum menguatkan pengalaman ilmiah nyata.

From Variables to Conclusions: Analysis Three Indicators of Science Process Skills in High School Physics Learning Pramitha, Sarah; Darmaji, Darmaji; Kurniawan, Dwi Agus
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2308

Purpose of the study: This study aims to analyze the development of Science Process Skills (SPS) in high school physics learning through a systematic review of international research published between 2017 and 2025. Methodology: This study employed a Systematic Literature Review (SLR) design guided by the PRISMA. Data were collected through a structured literature search of two international academic databases, Taylor & Francis Online and SpringerLink. Using purposive sampling based on predefined inclusion and exclusion criteria, a total of 30 peer-reviewed journal articles were selected for analysis from an initial pool of 300 identified records. Data were analyzed using qualitative thematic analysis to identify research trends, dominant SPS indicators, and instructional approaches applied in high school physics education. Main Findings: The synthesis reveals that inquiry-based learning, project-based learning, and virtual laboratory approaches are the most consistently reported strategies for enhancing students’ science process skills. Among the three SPS indicators, identifying variables and analyzing data are most frequently emphasized, while drawing conclusions remains less explicitly developed. Strengthening SPS through these approaches improves students’ scientific reasoning, experimental accuracy, learning engagement, and motivation in physics learning. Novelty/Originality of this study: This study provides an updated and systematic synthesis of global research on science process skills development in physics education up to 2025. By mapping instructional strategies and SPS indicators across international contexts, this review offers new conceptual insights into how inquiry-based and technology-supported learning can foster sustainable scientific thinking and support students’ readiness to meet 21st-century learning demands.

Classify, Measure, Tabulate: Exploring Teacher Strategies in Shaping Scientific Process Skills in Phase Change Physics Farni, Evi Ramna; Pramitha, Sarah
Schrödinger: Journal of Physics Education Vol. 6 No. 2 (2025): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i2.1877

Purpose of the study: This study aims to explore and describe the strategies used by physics teachers to enhance students’ scientific process skills specifically in classifying, measuring, and tabulating data during the learning of phase changes of matter in senior high school. Methodology: This study employed a qualitative naturalistic approach. Data were collected using in-depth interviews and photographic documentation. The participants included one physics teacher and 36 students of class XI F7 Senior High School 10 Jambi City. Istruments used were interview guidelines and documentation sheets. Data analysis followed the stages of data reduction, data display, and conclusion drawing. Main Findings: The study found that teachers implemented various strategies to improve students’ scientific process skills, particularly in classifying, measuring, and constructing data tables during the learning of phase changes of matter. Through structured guidance, contextual examples, and supportive assessments, students showed improved accuracy and independence in scientific data handling. Both teacher and student responses indicated that strategy-based teaching effectively enhanced students’ analytical and practical competencies in physics learning. Novelty/Originality of this study: This study offers a fresh perspective by exploring teacher strategies specifically designed to enhance students’ abilities in classifying, measuring, and tabulating data within the topic of phase changes in physics. Unlike previous research, it integrates pedagogical, methodological, and model-based approaches, contributing new insights into the development of scientific process skills in secondary education settings.

TEACHER STRATEGIES FOR CULTIVATING BASIC SCIENCE PROCESS SKILLS IN STATIC FLUID LEARNING: A NATURALISTIC QUALITATIVE INQUIRY Yusnidar, Yusnidar; Kurniawan, Dwi Agus; Pramitha, Sarah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 3 (2026): Volume 10, Nomor 3, June 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i3.58905

This study aimed to explore teacher strategies for cultivating students' Basic Science Process Skills during static fluid learning in a natural classroom setting. A naturalistic qualitative approach was employed at Senior High School 10 Kota Jambi, involving one physics teacher and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña supported by NVivo 14 software. The findings revealed that the teacher systematically cultivated students' Basic Science Process Skills through demonstrations, structured observations, laboratory experiments, collaborative discussions, and laboratory worksheets. These strategies effectively developed students' abilities in observing, classifying, measuring, communicating, predicting, and drawing conclusions throughout the learning process. The originality of this study lies in providing comprehensive qualitative evidence of teacher strategies that cultivate all six Basic Science Process Skills through authentic physics classroom practices supported by NVivo-assisted analysis. The findings contribute to physics education by offering practical guidance for designing inquiry-oriented learning that systematically strengthens students’ science process skills.

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