Implementation of Project-Based Physics Learning to Improve Science Process Skills of 11th Grader at SMAN 1 Majene
Abstract
Abstract Type of this research is a pre-experimental with One Group Pretest-Posttest research design. This research conducted to determine the improvement of students science process skills after the implementation of project-based learning physics on static fluid material. The population of this study is all students of grade XI MIPA SMAN 1 Majene for the academic year 2021/2022 with the sample taken from class XI MIPA 1 with a total of 26 students. Science Process Skills of students are measured by using a test instrument. The results of this research indicate that there is an increase in the Science Process Skills of students on the observing indicator with an n-gain score is 0.56 and the planning experiment/project is 0.57 so that both were in the medium category. The indicator asking questions also increased with an n-gain score is 0.76 and the indicator applying concept is 0.84 so that both were in the high category. In general, the science process skills of students have increased with an n-gain score is 0.68 which is in the medium category.
Keywords physics learning, project based learning, science process skills.
Abstrak Jenis penelitian ini adalah pra-eksperimen dengan desain penelitian One Group Pretest-Posttest. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan proses sains peserta didik setelah diimplementasikan pembelajaran fisika berbasis proyek pada materi fluida statis. Populasi dari penelitian ini adalah seluruh peserta didik kelas XI MIPA SMAN 1 Majene tahun ajaran 2021/2022 dengan sampel berasal dari kelas XI MIPA 1 dengan jumlah 26 orang peserta didik. Keterampilan Proses Sains peserta didik diukur menggunakan instrumen tes. Hasil penelitian ini menunjukkan bahwa terjadi peningkatan Keterampilan Proses Sains peserta didik pada indikator mengamati dengan nilai n-gain sebesar 0,56, indikator merencanakan percobaan/proyek sebesar 0,57 sehingga keduanya berada pada kategori sedang. Pada indikator mengajukan pertanyaan mengalami peningkatan dengan nilai n-gain sebesar 0,76 dan pada indikator menerapkan konsep sebesar 0,84 sehingga keduanya berada pada kategori tinggi. Secara umum, keterampilan proses sains peserta didik mengalami peningkatan dengan nilai n-gain sebesar 0,68 yang berada pada kategori sedang.
Kata kunci pembelajaran fisika, pembelajaran berbasis proyek, keterampilan proses sains.
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