Peningkatan Keterampilan Proses Sains Menggunakan Model Problem Based Learning Melalui Internet Assisted Learning Di SMPN 40 Surabaya - Anggraeni, Rizka (INKUIRI: Jurnal Pendidikan IPA, 2000)
Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan proses sains pada materi pemuaian kelas VII SMP Negeri 40 Surabaya menggunakan model pembelajaran problem based learning melalui internet assisted learning. Jenis penelitian yang diterapkan termasuk penelitian tindakan kelas dengan subjek penelitiannya peserta didik kelas VII-I yang berjumlah 28 orang. Terdapat empat tahap dalam penelitian, yaitu perencanaan (planning), pelaksanaan (acting), pengamatan (observing), dan refleksi (reflecting). Instrumen data diperoleh dari lembar tes dan non tes yang diberikan kepada peserta didik meliputi lembar pretest, posttest, profilling, wawancara, dan observasi. Data yang diperoleh dianalisis menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa keterampilan proses sains yang diterapkan berhasil meningkat dari skor n-gain 0,58 menjadi 0,86 dengan kategori tinggi. Adapun komponen keterampilan proses sains yang diujikan menurut Nur (2011) diantaranya menentukan rumusan masalah, menyusun hipotesis, menentukan variabel, mengumpulkan data, menganalisis, dan membuat kesimpulan yang masing-masing memperoleh nilai persentase secara berurutan 95%, 93%, 96%, 95%, 92%, dan 94% dengan kategori sangat tinggi.The objective of this research is to enhance science process skills on the topic of expansion for seventh-grade students at SMP Negeri 40 Surabaya using the problem-based learning model through internet-assisted learning. The type of research applied is classroom action research with the research subjects being 28 students from class VII-I. There are four stages in the research, namely planning, acting, observing, and reflecting. Data instruments were obtained from test and non-test sheets given to students, including pretest, posttest, profiling, interviews, and observations. The data obtained were analyzed using qualitative descriptive methods. The results showed that the applied science process skills successfully increased from an n-gain score of 0.58 to 0.86 in the high category. The components of the science process skills tested, according to Nur (2011), include formulating problems, developing hypotheses, determining variables, collecting data, analyzing, and drawing conclusions, each of which obtained percentage scores of 95%, 93%, 96%, 95%, 92%, and 94% respectively, all in the very high category.