Differences of Science Process Skills Pre-Service Teacher on Physics Education and Biology Education

Abstract

Purpose of the study: This study aims to determine the differences in the mastery of science process skills in experiment group students and control group students in basic physics practicum I in equilibrium material in physics education and biology education study programs. And to find out the description of the mastery of science process skills in the experiment and control group students in biology and physics education study programs.Methodology: This research is a quantitative research type quasy experiment with a static group comparison design. To determine the experiment class and the control class, both classes will be given a pre-test first. In the comparison group, researchers did not randomly select two groups to be given treatment with a posttest without a pre-test. The results of the mastery of students' science process skills will be analyzed by descriptive statistics and inferential statistics. Main Findings:The results of this study show that there are differences in the mastery of science process skills between students using Science Process Skills-based practicum guide books inquiry models with students who use conventional practicum guidebooks in each study program. Based on statistical parameters, SPS mastery in the experiment class is better than in the control class. Applications of this study:This research can be used as input for the Physics Education Study Program at the Universitas Jambi to consider the use of SPS-based practicum guides.Novelty/Originality of this study: The novelty of this study aims to know the description and assessment of the mastery of SPS in the experiment group students and the control group students in the basic physics practicum in equilibrium material in biology education and physics education study programs in the use of science process skills-based practicum guides with inquiry models.

Korelasi Lingkungan Belajar Terhadap Sikap Pada Mata Pelajaran Fisika

“…Kemampuan guru dalam mengajar dan bereksperimen adalah suatu keharusan dalam pembelajaran fisika, karena dapat meningkatkan kognitif, afektif, dan psikomotorik siswa [20]. Dalam hal ini, afektif adalah kunci dari adanya penelitian ini.…”