Student Science Process Skills through the Application of Computer Based Scaffolding assisted by PhET Simulation

Abstract

Basic physics practicum learning through virtual laboratories is less than optimal in developing students' science process skills. This study reveals the results of improving students' science process skills based on the application of computer scaffolding assisted by PhET simulation. This study uses a quantitative approach with a sample of 14 students through purposive sampling technique. The research stages consist of introduction, implementation, and evaluation. Collecting data through interviews, tests, and observations. Data analysis using the N-gain test. The results showed an increase in students' science process skills on several indicators with various categories. The indicator is observing 0.49 (medium category), formulating hypotheses 0.34 (medium category), carrying out experiments 0.39 (medium category), data interpretation and analysis 0.42 (medium category), communicating 0.33 (medium category), and concluded 0.29 (low category). Computer-based scaffolding with PhET simulation is an online learning solution that can also be collaborated with offline learning to improve students' science process skills.

Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing

“…This study posits that the combination of three concepts (i.e., Computer-based scaffolding, AI, and scientific writing) can improve the quality of STEM education and change teachers' perceptions toward using educational technology in their STEMrelated classrooms. Several existing studies have demonstrated that computer-based scaffolding is effective in improving students' advanced problem-solving and higher-order thinking skills in STEM education (González-Gómez and Jeong, 2019;Kim et al, 2021;Saputri, 2021). This is because computer-based scaffolding of cognitive, metacognitive, and strategic supports can address students' needs and learning difficulties during the learning process of solving the ill-structured/authentic STEM-related tasks (Belland et al, 2017).…”

Pembelajaran Fisika melalui Virtual Laboratory Berbasis Phet Simulation untuk Meningkatkan Keterampilan Proses Sains Mahasiswa Pada Materi Listrik

“…Aspek membuat hipotesis menjadi aspek yang paling rendah peningkatannya. Saputri (2021) menyebutkan bahwa merumuskan hipotesis merupakan indikator penting karena melibatkan peserta didik memikirkan hubungan dan keterkaitan antar variable yang diuji melalui praktikum (Maison, dkk: Kurangnya pemahaman tentang variabel dalam praktikum membuat mahasiswa memiliki kemampuan hipotesis yang kurang optimal sehingga pendidik perlu menekankan tentang variabel-variabel yang ada dalam sebuah eksperimen.…”

Exploring the Use of Chemistry-based Computer Simulations and Animations Instructional Activities to Support Students’ Learning of Science Process Skills

“…This includes developing general investigative skills (such as posing and pursuing open-ended questions, synthesizing information, planning and conducting experiments, analyzing, and presenting results). For example, during classroom lessons, students were engaged in tasks such as making observations and inferences, planning experiments, and generating predictions (Abungu et al, 2014., Chebii et al, 2012, Rauf et al 2013, Saputri, 2021. As a consequence of involving students in these learning activities, they work collaboratively in groups, interact with each other through discussion and carrying out experiments under the guidance of the teacher.…”

“…It enables students to communicate their results but also to improve their communicative skills in interpreting what they have observed through words, graphs, or tables and drawing their own conclusions depending on the patterns or relationship of their results. In addition, Rauf et al (2013) and Saputri (2021) explained that when students are involved in a discursive process, their science process skills become more developed. However, the studies are based on biological and physics phenomena rather than the current, which is based on chemistry, particularly chemical kinetics, equilibrium, and energetics.…”