Analysis of Science Process Skills of Summative Test Items in Physics of Grade X in Surakarta

Ratnasari, Dwi; Sukarmin, Sukarmin; Suparmi, Suparmi; Harjunowibowo, Dewanto

doi:10.15294/jpii.v7i1.10439

Cited by 23 publications

(16 citation statements)

References 13 publications

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“…Not only to assess the teachers knowledge but also the students ability in engaging science and practice. Because one of the successes of the teaching process can be seen from the assessments made for students [22].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences in Implementing the Next Generation Science Standard Science Engineering Practice

Prihati¹,

Sukarmin²,

Suryana³

2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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The Next Generation Science Standard (NGSS) is designed to shift how teaching framework from teaching facts to construct explanations from the phenomena. In particular, the science and engineering practices (SEPs) interrelate and represent the "knowledge and reasoning skill" necessary for students to build a rich network of connected ideas that serve as a conceptual tool for explaining phenomena, solving problems, and making decisions. However, knowledge and reasoning skills are less implemented during teaching process. Therefore, the aim of this research was to identify the profile of teacher experiences in implementing the NGSS SEPs in their learning process. This research was conducted by a descriptive research method. The number of participants involved in this research is 21 taken by random sampling technique. The data of teacher instructional practice was collected using teacher questionnaire concerned teacher instructional practice. The survey tool consists of 24 questions covering the following six areas of instructional practices with four of these are linking to the NGSS SEPs. The result revealed the lowest score was collecting data and analyze which is linked to NGSS SEPs 3-5 (planning and carrying out investigation, analyzing and interpreting data, and using mathematic and computational thinking), closely followed by instigating and investigating which is linked to NGSS SEPs 1 and 3 (asking question and defining problem, and planning and carrying out investigation. Modeling which is linked to NGSS SEPs 2 (developing and using model) and critique, explanation, and argumentation which is linked to NGSS SEPs 6-7 (constructing explanations and designing solutions, and engaging argument from evidence) have the same score in the higher level. Traditional instruction's score was relatively high and the highest score was prior knowledge. The result showed that teacher's experiences in learning process are dominated by traditional instruction and using student's prior knowledge. The teacher's experiences in implementing the NGSS SEPs is still rare. In order to help engaging students in the NGSS SEPs, instructional practices based on the NGSS SEPs need to be more implemented.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Experiences in Implementing the Next Generation Science Standard Science Engineering Practice

Prihati¹,

Sukarmin²,

Suryana³

2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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show abstract

“…Educators and researchers agree that scientific literacy should be developed as early as possible (Turiman, Omar, Daud, & Osman, 2012). It is in line with the aim of science education nowadays which is to educate individuals to be able to adapt to different conditions, to think flexibly, to ask questions actively, to be creative, to think critically, to solve problems, and to respect other people's opinion (Aktamiş & Yenice, 2010;Ratnasari, Sukarmin, Suparmi, & Harjunowibowo, 2018).…”

Section: Introductionmentioning

confidence: 77%

“…One of the main things of the eight science goals is the development of Science Process Skills (SPS). SPS are particular skills to simplify science teaching and learning, make students more active, develop students' sensitivity on understanding, and make concepts remain in their minds by teaching using scientific methods (Gunawan, Harjono, Hermansyah, & Herayanti, 2019;Ratnasari et al, 2018;Roesch, Nerb, & Riess, 2015). Furthermore, Öztürk, Tezel, & Acat (2010) and Turiman et al (2012) state that the SPS are a set of procedures performed by scientists to carry out investigations to develop knowledge.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Science Process Skills on Pre-Service Elementary School Teachers

Anam

2020

al.ibtida.snj

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This research aimed to figure out how Science Process Skills (SPS) of pre-service elementary school teachers from elementary to high schools are and to analyze the need to develop these skills in the lecturing program. The method of this research was quantitative research with survey design. The participants in this study were 85 preservice teachers of early semester students of Elementary School Teacher Education Program. 31 pre-service teachers have science education backgrounds, while 54 preservice teachers do not have them. The research data were obtained from the test instruments given to the participants, and the responses were later analyzed and classified. Research result shows that the SPS of pre-service teachers are inadequate on the indicators tested including: planning experiments, hypothesizing, communicating, and concluding. There is no difference between participants who are from the science background and those who are not. Hence, pre-service teachers need to start developing and improving their SPS in the lecture process in order for them to provide the most optimal science teaching.

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“…In order to remain in the global competition, each person is required to have superior competencies and skills (Yani et al, 2018). The role of scientific and technological knowledge is needed in this global era in order to improve the competitiveness and prosperity of a nation in the international environment (Matsun et al, 2018;Ratnasari et al, 2018) because science is the key to the development of Science and Technology (Choerunnisa et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Pre-Service Physics Teachers in Scientific Literacy: Focus on the Competence and Knowledge Aspects

Pahrudin

Irwandani

Triyana

et al. 2019

JPII

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The role of scientific and technological knowledge is needed to compete in the era of industrial revolution 4.0. One of the roles of scientific knowledge is by analyzing the scientific literacy ability of pre-service physics teachers. This research aims to find out how far the achievement of scientific literacy possesses by current pre-service physics teachers. The measurement of scientific literacy encompasses two aspects, namely, competence and knowledge aspects. The subjects of this research were thirty pre-service physics teachers from Universitas Islam Negeri Raden Intan Lampung (State Islamic University Raden Intan Lampung) selected by using purposive sampling. The research instrument used in this research was a test of scientific literacy ability. The data analysis techniques used consisted of data reduction, data display, and verification. The result of the study indicated that some indicators of scientific literacy skills need to be improved. The results showed that there were differences in the achievement of literacy skills in each indicator. In the aspect of competence, the indicator of Indicating Scientific Issues aspects of competence covers identifying issues scientifically (poor), explaining phenomena scientifically (good), using scientific evidence (poor). The aspects of knowledge: content Knowledge (good), procedural knowledge (poor), epistemic knowledge (moderate). Overall the scientific literacy ability of the pre-service physics teachers has not shown satisfying results. It can be concluded that pre-service physics teachers' literacy ability should be improved. A special strategy is needed that can improve the scientific literacy skills of prospective physics teachers so that the students who will teach in the future also could have good scientific literacy skills.

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Analysis of Science Process Skills of Summative Test Items in Physics of Grade X in Surakarta

Cited by 23 publications

References 13 publications

Teachers’ Experiences in Implementing the Next Generation Science Standard Science Engineering Practice

Teachers’ Experiences in Implementing the Next Generation Science Standard Science Engineering Practice

The Analysis of Science Process Skills on Pre-Service Elementary School Teachers

The Analysis of Pre-Service Physics Teachers in Scientific Literacy: Focus on the Competence and Knowledge Aspects

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