Good science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category.

Science process skills are all the skills needed to solve science problems. Thus, science process skills have an important role for students of Physical Education to process science, for example in Thermodynamics experiments. The use of Thermodynamics practicum guidebooks in the laboratory has not been effective for students who are used to using technology in their daily lives. E-modules are nothing new for Physics Education students. The effectiveness of learning can also be achieved through the use of e-modules in the laboratory. This study aims to identify the mastery of science process skills in Physics Education students at Universitas Jambi, both students who use printed guidebooks and students who use e-modules as guides in practicum activities by reviewing 4 aspects of integrated skills (identifying variables, arranging graphs, obtaining and processing data, and analyzing investigations). This research uses a quantitative approach with experimental research methods, namely true experimental. In the research sample used were Physics Education students totaling 65 people, which were divided into two groups randomly so that 35 students were obtained for the experimental class and 30 students for the control class. The assessment instrument used was the science process skills observation sheet with the skill score used in the form of a Likert scale. Based on the results of the analysis of students' mastery scores of integrated science process skills, in the experimental class, the highest percentage identifying variables was 51.4% with the very good category, whereas in the control class, the analyzing investigations aspect had the highest percentage of 43.3% with the very good category.