Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

Hernawati, Diana; Amin, Mohamad; Irawati, Mimien Henie; Indriwati, Sri Endah; Aziz, Muhammad

doi:10.29333/ejmste/89940

Cited by 26 publications

(27 citation statements)

References 36 publications

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“…The picture book that contains science made effective to learn and understand the concept of science (Beaumont, et al, 2017). On the other hand, Hernawati, et al (2018) showed that project activities were integration in learning and impacted in science process skill of student higher. One of the skills was observation skill, the scientific approach contributed to an increasing this skill, observational skill, in high quality .…”

Section: Resultsmentioning

confidence: 99%

Observational Skill: The Use of Picture Storybook with Scientific Approach Based Through Project-Based Learning

Fauzi¹,

Wangid²,

Prasetyo³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Observational skills are one of the indicators to know the level of achievement of science process goals. This research examines the influence of picture storybook with scientific approach through project-based learning on observational skills. The research was a quasi-experiment conducted in the second grade of the elementary school in Banguntapan Subdistrict. The samples were 265 students, 139 of experimental and 126 of control groups. The picture storybook with a scientific approach through project-based learning on observational skills was applied to the experimental group and the 2013 curriculum book from the Ministry of Education and Culture of Indonesia for the control group. The instrument used was a written test and observation. A t-test was used to analyze the effect of picture storybook with scientific approach through project-based learning on observational skills. The results of this study found that the achievement of observational skills for the experimental group was higher than the control group. The picture storybook with scientific approach through project-based learning on observational skills has a significant effect on observational skills. These findings contribute significantly to the current knowledge about the effectiveness picture storybook with scientific approach through project-based learning on observational skills to improve students' science process skills in every teaching and learning.

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Section: Resultsmentioning

confidence: 99%

Observational Skill: The Use of Picture Storybook with Scientific Approach Based Through Project-Based Learning

Fauzi¹,

Wangid²,

Prasetyo³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…The learning habit using the scientific approach could improve the students' ability both cooperatively and collaboratively. Therefore, the exploration through learning activities in observation, making inquiries related to observations, conducting experiments, reasoning and communicating results through various interpretations needed improvement (Hernawati et al, 2018). The accumulation of all these stages would improve the intellectual ability, especially in higher-order thinking skills.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Scientific Approach Using Encyclopedia as Learning Materials in Improving Students’ Science Process Skills in Science

Hernawati

Amin

Irawati

et al. 2018

JPII

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A scientific approach for biology students in the Vertebrate course is needed in order to improve the skills and enrich the experience for new spirit of learning. The research was a quantitative research aiming to explain the influence of the encyclopedia as learning materials used in the scientific approach to improving the students' science process skills. Meanwhile, to reveal the influence of each indicator in each predictor, a qualitative descriptive analysis was employed. The encyclopedia was found to be able to provide visualization to represent an explanation. The respondents in this study were biology students who attended the Vertebrate course. Thirty respondents were selected through a cluster random sampling technique. A test of science process skills was the instrument of this research. Furthermore, the ANOVA was utilized in testing the hypothesis. The analysis results showed that there was a different effect of the learning approach on the basic science process skills. Moreover, there was also a significant influence of the scientific approach to basic science processing skills at a significance level of 0.001 (on corrected model) with F value equal to 7.411. Meanwhile, the significance level for basic science process skills was 0.024 with the p-value <0.05 and F value of 5.357. For the integrated science, there was a significant effect of the learning approach to the integrated science process skills at the significance level of 0.000 with the F value of 12.537. The significance value for the integrated science process skills was 0.044 with p-value <0.05 and F value of 4.224.

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“…In the self-efficacy blueprint, the statements are divided into three sections that fulfill three dimensions of self-efficacy: magnitude, strength, and generality [58]- [60]. The first is the aspect of magnitude regarding students' beliefs in terms of their ability to solve various levels of difficulty in reading assignments.…”

Section: Self-efficacy Scalementioning

confidence: 99%

“…The third is the generality aspect, which is the area of behavior, including the beliefs of students completing various variations of reading tasks. Indicators of this aspect are students' confidence that can solve various reading problems and confidence and have consistency in various situations [60].…”

Section: Self-efficacy Scalementioning

confidence: 99%

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

Lestari¹,

Saleh²,

Mujiyanto³

et al. 2020

ujer

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This study aims to examine the reading scores of a second-grade class in a public school and their relationship to student self-efficacy. Given the importance of students' self-efficacy in reading test results, this study uses a mixed-methods approach. Samples were taken using a purposive sampling technique with one class consisting of thirty-four students who participated in this study. In this study, data were collected from a self-efficacy scale and reading test. To see the relationship between self-efficacy and student reading tests, the authors conducted a Pearson simple correlation test. From the result of the Pearson simple correlation formula, the findings show that there is very close parallelism between students' self-efficacy and reading tests. This current study indicates that higher students' self-efficacy will actively enhance the quality of teaching-learning activity. One of which is by giving encouragement and constructive feedback to the students continuously. However, it also has some limitations in terms of length of study and data collection. First, after knowing that self-efficacy has a close correlation with student reading results, then further research in implementing ways to improve student self-efficacy will be beneficial to improve student self-efficacy. Second, the study results found that there are students who are at a low level of self-efficacy. Thus, further research can be conducted by collecting other research data such as questionnaires or interviews to explore the factors that cause their low self-efficacy and then look for efforts to improve it.

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Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning

Cited by 26 publications

References 36 publications

Observational Skill: The Use of Picture Storybook with Scientific Approach Based Through Project-Based Learning

Observational Skill: The Use of Picture Storybook with Scientific Approach Based Through Project-Based Learning

The Effectiveness of Scientific Approach Using Encyclopedia as Learning Materials in Improving Students’ Science Process Skills in Science

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

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