Keterampilan proses sains (KPS) merupakan keterampilan yang dibutuhkan siswa saat mereka melakukan penyelidikan. Keterampilan ini dibutuhkan oleh siswa dalam proses penyelidikan untuk memecahkan masalah dari suatu fenomena alam yang ada di sekitar mereka. Penelitian bertujuan untuk meningkatkan keterampilan proses sains dan hasil belajar siswa. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian dilaksanakan di kelas XI IPA SMA Yapis Manokwari. Jumlah subjek sebanyak 19 orang siswa. Instrumen penelitian terdiri dari tes hasil belajar dan tes KPS. Indikator KPS yang diukur adalah mengamati, menyusun hipotesis, mengukur, interpretasi data dan membuat kesimpulan. Hasil validasi oleh ahli menunjukkan bahwa instrumen sangat valid untuk digunakan. Analisis data menggunakan persentasi capaian. Hasil penelitian menunjukkan bahwa peningkatan keterampilan proses sains siswa pada siklus I sebesar 84,21% meningkat menjadi 94,74% pada siklus II, besar peningkatan adalah 10,53%, dan berada pada ketagori baik sampai kategori sangat baik. Ketuntasan belajar siswa pada pada siklus I sebesar 89,47%, meningkat menjadi 94,74% pada siklus II. Besar peningkatan hasil belajar adalah 5,27%. Kesimpulan dari penelitian ini adalah keterampilan proses sains dan hasil belajar siswa kelas XI IPA SMA Yapis Manokwari dapat ditingkatkan melalui pembelajaran berbasis inkuiri.

Biodiversity knowledge is widely heterogeneous across the Earth's biomes. Some areas, due to their remoteness and difficult access, present large taxonomic knowledge gaps. Mostly located in the tropics, these areas have frequently experienced a fast development of anthropogenic activities during the last decades and are therefore of high conservation concerns. The biodiversity hotspots of Southeast Asia exemplify the stakes faced by tropical countries. While the hotspots of Sundaland (Java, Sumatra, Borneo) and Wallacea (Sulawesi, Moluccas) have long attracted the

This study aims to determine the effect of the inquiry learning model on the metacognitive skills of class XI science students at SMA Negeri 1 Manokwari. This study used a quasi-experimental approach with a non-equivalent control group. This study took samples of two groups, namely the XI MIA 4 group as the experimental group, and the XI MIA 7 group as the control group. Purposive sampling is used in the sample method. The instrument used is a test consisting of 12 questions in the form of a description. The findings show that the average final metacognitive ability of the experimental group is 61.22, while the average of the control group is 46.69. The data analyst used the Mann-Whitney non-parametric test to determine whether there was a difference in metacognitive ability between students using the inquiry model and students using the conventional model. P= 0.012 < 0.05 indicates that there are differences in metacognitive skills between students who use the inquiry model and students who use the conventional model.

The study aims to improve students activity and achievement cognitive in glade XI IPA Kristen YABT Manokwari school year 2017/2018 on the material of Human Circulation System by applying Problem Solving Learning. Classroom action research is conducted in two cycles, each cycle consists of four stage s of planning, implementation, observation, and reflection involving students as much as 13 people. Data collection is done through observation sheets and test provision. The result of this research shows that the students activity cycle average is 64,9% and on the second cycle the average of student activity reach 77,8% and most of student have reached active criteria. On the result of student learning in cycle I that is 59,61 not yet completed by minimum masteri criteria but has reached the completeness i n classical that is 76,92%. The average grade obtained by students in the second cycle 74.61% and students' classical learning completeness on the second cycle increased to reach 92.3%. Based on the results of research that has been done can be concluded that the application of problem solving learning can improve the activity and achievement of students in the learning process.

Abstrak Tujuan penelitian adalah untuk mengetahui perbedaan hasil belajar siswa yang diajarkan dengan model pembelajaran cooperative script dan model pembelajaran konvensional. Penelitian dilaksanakan di SMP 11 Manokwari. Jenis penelitian adalah kuasi eksperimen dengan menggunakan nonequivalent control group design. Sampel diambil dengan menggunakan purposive sampling dan diperoleh kelas VIII B (35 siswa) sebagai kelas kontrol dan kelas VIII C (35 siswa) sebagai kelas eksperimen. Analisis data menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai rata-rata posttest kelas eksperimen dan kelas kontrol dengan signifikan 0,000 (P < 0,05). Rata-rata hasil belajar siswa kelas eksperimen yaitu sebesar 62,29 lebih tinggi dibandingkan dengan rata-rata hasil belajar siswa kelas kontrol yaitu sebesar 43,97. Kata kunci: Model pembelajaran cooperative script, model pembelajaran konvensional, hasil belajar biologi   THE EFFECT OF COOPERATIVE SCRIPT LEARNING MODEL ON BIOLOGY STUDENTS’ ACHIEVEMENT IN CLASS VII SMP 11 MANOKWARI  Abstract The purpose of this study was to determine the difference of students’ achievement who taught with cooperative script learning model and conventional learning model. The research was conducted at SMP 11 Manokwari. The research type is quasi-experimental used nonequivalent control group design. Samples were taken by using purposive sampling and obtained group VIII B (35 students) as the control group and group VIII C (35 students) as experiment group. We used independent sample t-test to analyze data. The results showed that there was a significant difference between the posttest mean score of the experimental and the control group with significant 0,000 (P <0.05). The mean student achievement of the experimental group was 62,29% higher than the mean students’ achievement of the control group was 43,97. Keywords: Cooperative script learning model, conventional learning model, biology students’ achievement.