SCIENCE PROCESS SKILLS

Supporting lecturer :
Ivayuni Listiani.,S..Pd.,M.Pd.

Group 3 :
N NAME NIM
O
1. Nurul Rismawati 1902101058
2. Devita Sabrina Ayunani 1902101067
3. Wahyu Kusuma 1902101073
4. Deni Saputra 1902101080
5. Fanny Fadhillah Al Faizal 1902101083
6. Fiorennica Agustin 1902101085

ELEMENTARY SCHOOL TEACHER EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
PGRI MADIUN UNIVERSITY
2021
 FOREWORD

Praise and gratitude we pray to the presence of God Almighty who has
given His grace and guidance. So that we can complete the task of the paper
entitled "Science Process Skills" on time. The purpose of writing this paper is to
fulfill the duties of a lecturer, Mrs. Ivayuni Listiani, S.Pd., M.Pd. In addition, this
paper also aims to add insight into "Science Process Skills" for readers and also
for writers.

We would like to thank the supporting lecturer, Mrs. Ivayuni Listiani,

S.Pd., M.Pd. who has given this assignment so that it can increase knowledge and
insight in accordance with the field of study that we are engaged in. We also thank
all those who have helped in completing this paper. We realize that this paper is
still less than perfect. Therefore, we expect criticism and suggestions to build the
perfection of this paper. Hopefully this paper is useful for readers and writers.

Madiun, October 4, 2021

( Group 3 )

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 TABLE OF CONTENTS

COVER PAGE............................................................................................... i
FOREWORD.................................................................................................. ii
TABLE OF CONTENTS............................................................................... iii
CHAPTER 1 INTRODUCTION
1.1 Background.............................................................................................. 1
1.2 Problem Formulation................................................................................ 2
1.3 Goal.......................................................................................................... 2
CHAPTER 2. DISCUSSION
2.1 Understanding Science Process Skills...................................................... 3
2.2 Implementation of Science Process Skills................................................ 3
2.3 Measuring Science Process Skills............................................................ 6
2.4 Science Process Skills Assessment.......................................................... 7
CHAPTER 3. CLOSING
3.1 Conclusion................................................................................................ 9
3.2 Advice...................................................................................................... 9
REFERENCES............................................................................................... 10

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 CHAPTER 1

PRELIMINARY

1.1 Background
Science is the science of nature or the study of events that occur in nature.
Through science, humans can recognize, study, understand what is in this
universe. Abruscato & DeRosa (2010) revealed that, "Science seeks explanations
of the nature world, it consists of the following components: A Systemic quest for
explanations; the dynamic body of knowledge generated through a systemic quest
for explanations". This means that science is not just a collection of knowledge,
but is a systematic search process and contains various strategies which produce a
dynamic collection of knowledge. Science is also seen as a reflection of the
relationship between knowledge products, scientific methods and attitude values
contained in the search process. The meaning is that Natural Science is not just a
collection of factual knowledge to be memorized, but there is an active process of
discovery using the mind and attitude in studying it because knowledge is not
static and continues to evolve.
For this reason, science education which is built on the basis of scientific
processes and attitudes in acquiring knowledge is expected to be a vehicle for
students to learn about themselves and the environment, as well as prospects for
further development in applying it in everyday life. The learning process
emphasizes providing hands-on experience to develop competencies in order to
explore and understand the natural surroundings scientifically. Thus, students in
science learning are facilitated to develop a number of process skills (scientific
skills) and scientific attitudes in obtaining scientific knowledge about the natural
environment, not just memorizing products. The scientific process (process skills)
will be the link between concept development and the development of attitudes
and values.
The scientific process in science education must be carried out through
learning. In this case the role of educators is very important to apply learning with
science process skills (scientific process). Educators or teachers as people who
drive the implementation of the teaching and learning process should not only use
information strategies. So that it makes students less initiative and not accustomed
to gain knowledge through the efforts and experiences of the students themselves.
This is because the role of students is more to only receive information from the
teacher which is then memorized for exams or getting grades. The teacher as the
person driving the implementation of the teaching and learning process should use
strategies according to scientific processes or scientific processes that stimulate
student activity in science learning. For this reason, it is necessary to apply
learning that refers to science process skills to find data and concepts as well as

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develop attitudes and values through the teaching and learning process. In order to
enable students to be able to grow a certain number of skills in these students.

1.2 Formulation of the problem

Based on the above background, a problem formulation can be formulated
as follows:
1. What is the meaning of science process skills?
2. How is the implementation of science process skills?
3. How to measure science process skills?
4. How to assess science process skills?

1.3 Purpose
Based on the formulation of the problem above, the objectives of the
preparation of this paper are as follows:
1. Knowing the meaning of science process skills.
2. Knowing the implementation of science process skills.
3. Know how to measure science process skills.
4. Knowing how to assess science process skills.

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 CHAPTER 2

DISCUSSION

2.1 Understanding Science Process Skills

Skill is the ability to use thoughts, reason, and actions efficiently and
effectively to achieve a certain result, including creativity. Process is defined as a
complex set of skills that scientists use in conducting scientific research. Process
is a big concept that can be broken down into components that must be mastered
by someone when conducting research.
According to Rustaman (2003), process skills are skills that involve
cognitive or intellectual, manual and social skills. Cognitive skills are involved
because by doing process skills students use their minds. Manual skills are clearly
involved in process skills because they involve the use of tools and materials,
measuring, assembling or assembling tools. Social skills are also involved in
process skills because they interact with each other in carrying out teaching and
learning activities, for example discussing observations. Process skills need to be
developed through direct experiences as learning experiences. Through direct
experience, a person can appreciate the process or activity that is being carried
out.
Science process skills are a complex set of abilities commonly used by
scientists in conducting scientific investigations into a series of learning
processes. According to Dahar (1996), science process skills are students' ability
to apply scientific methods in understanding, developing and discovering
knowledge. Science Process Skills are very important for every student as a
provision to use the scientific method in developing science and are expected to
acquire new knowledge or develop the knowledge already possessed.

2.2 Implementation of Science Process Skills

In science learning the scientific approach can be applied through science
process skills. Science process skills are a set of skills used by scientists in
conducting scientific investigations. According to Rustaman (2005), process skills
need to be developed through direct experiences as learning experiences. Through
direct experience, a person can better appreciate the process or activity that is
being carried out. Science Process Skills consist of a number of specific skills
which are described in the following discussion:
1. Observe
Observing is the process of collecting data about phenomena or events by
using their senses. To be able to master the skill of observing, students must
use as many senses as possible, namely seeing, hearing, feeling, smelling and
tasting. Thus it can collect relevant and adequate facts. One perceives with
sight, hearing, taste, touch, and smell. Some of the behaviors that students do

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 at the time of observation are: (a) the use of the senses, not only sight; (b) the
organization of objects according to a certain characteristic; (c) identification
of multiple traits; (d) identification of changes in an object; (e) make
quantitative observations, for example: “5 kilograms” instead of “mass” (f)
make qualitative observations, for example: “smells like sour milk” not
“smells”.
2. Grouping/classifying
Grouping is a systematic used to classify something based on certain
conditions. The process of classifying includes several activities such as
looking for similarities, looking for differences, contrasting characteristics,
comparing, and finding the basis of classification.
3. Interpreting information
Interpreting observations is drawing tentative conclusions from the
recorded data. Observations are useless if they are not interpreted. Therefore,
from observing directly, then recording each observation separately, then
connecting the results of those observations. Next, students try to find patterns
in a series of observations that state the pattern of relationships or tendencies
of certain symptoms shown by a number of observational data results, and
finally draw conclusions.
4. Predict
Forecasting/prediction skills are interested in applying an estimate of
something that has not happened based on a tendency or existing patterns
(Rustaman, 2005: 80). Divination or prediction made based on the results of
observations, measurements, or research conducted certain symptom
tendencies. Teachers can train students in forecasting future events, based on
knowledge, experience, or data collected (Semiawan, 1999: 31).
5. Asking Questions
The questions asked may ask for an explanation of what, why, and how.
Questions asking for clarification about relationships between group learning
methods and the principle of constructivism shows that the person who asked
the question wanted to know clearly about things that. Questions about the
what, why and how of the relationship between methods and that principle.
According to Rustaman (2005: 81) that asking is not just ask, but engage the
mind.
6. Hypothesize
A hypothesis is a reasonable approximation of a certain events or
observations (Semiawan, 1999: 25). By hypothesizing how to do problem
solving, because in the formulation. A hypothesis usually contains a way to
test it. Hypothesis formulated based on knowledge of what is going on
(Rustaman, 2005: 84). This impression can be developed through statements
that will encourage students to think and come up with a tentative answer.

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 Hypothesis skills can be the basis of development The next process skill is
applying a concept or principle.
7. Planning Experiments
The skill of planning experiments is a skill that This is very important
because it can determine the success or failure of a research. As stated by
Semiawan (1999: 27) that in doing simple experiments or research teachers
need to train students in planning such a simple experiment or research,
because without plans can be a waste of time, energy, and costs and the results
may be not as expected. Experiment planning skills include determining tools
and equipment materials to be used, objects to be studied, factors or variables
need to be considered, criteria for success, work methods and steps, and how
record and process data to draw conclusions (Rustaman, 2005: 81).
8. Using Tools and Materials
The skill of using tools and materials is a skill that important to note. Skills
in using the right tools and materials with the correct usage procedures can
support the accuracy of the results and safety during scientific activities.
9. Application of Concepts or Principles
The skill of using a concept or principle is a skill using learning outcomes
in the form of information, conclusions, concepts, laws, theories, and skills.
Through the application of concepts, learning outcomes can be utilized,
developed, or lived. When is a student able explain new events using existing
concepts, means that he applies the principles he has learned (Rustaman, 2005:
81) In science lessons apply the concept of giving advantages in establishing
and developing students' concepts, developing students' intellectuals and
developing students to study IPA.
10. Communicate
Communication skills, namely collecting gains or results learn from others
in the form of writing, pictures, motion, action, or appearance in science
learning. For example, by making pictures, models, tables, diagrams, graphs,
histograms, compose, narrate experiences in observation activities, presenting
reports on the results of group discussions, or make various displays that are
exhibited in the classroom (Semiawan, 1999:33). Through oral
communication, a person is expected to be able to read and explain an event
based on pictures, tables or through discussion. Meanwhile, through writing, it
is expected to be able to write a form of report, create pictures, models, tables,
charts, graphs or histograms.
11. Experiment Execution

The ability to carry out experiments is the ability to carry out scientific
activities in accordance with the planned activity made. The implementation
of the experiment includes three stages, namely the preparation stage, the
implementation and final stage.

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2.3 Measuring Science Process Skills
Measurement of students' process skills can be done using written
instruments. The measurement can be carried out by means of a test (paper and
pencil test) and not a test. Assessment through tests can be done in the form of a
written test (paper and pencil test). While the assessment through non-test can be
done in the form of observation or observation
1. Main Characteristics of Science Process Skills Test
a. General characteristics, namely:
 The subject of the process skills test should not be burdened with
concepts. This is done so that the test subject is not confused with the
measurement of mastery of the concept. The concepts involved must
be believed by the compilers of the test subjects that students have
learned or are familiar to students.
 Contains a number of information that must be processed by
respondents or students. The information can be pictures, diagrams,
graphs, data in tables or descriptions, or the original object.
 Aspects to be measured must be clear and contain only one aspect, for
example interpretation.
b. Special characteristics, namely:
 Observations must be from actual objects or events
 Interpretation must present a number of data to show patterns
 Classification must have the opportunity to look for/find similarities
and differences, or be given certain criteria for grouping or determine
the number of groups that must be formed
 Predictions must have clear patterns or trends to be able to make
predictions or predictions
 Communicating there must be one particular form of presentation to be
changed to another form of presentation, for example the form of a
description to a chart form or a table to a graphic form.
 Hypothesizing can formulate conjectures or tentative answers, or test
existing statements and contain a relationship between two or more
variables, usually containing a working method to test or prove
 Planning an experiment or investigation should provide an opportunity
to propose ideas regarding the tools/materials to be used, the sequence
of procedures to be followed, determining variables, controlling
variables.
 Applying a concept or principle must create a concept/principle to be
applied without mentioning the name of the concept.
 Asking a question must bring up something surprising, impossible,
unusual or contractual so that the respondent or student is motivated to
ask.

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2. Preparation of Basic Science Process Skills Test
In the preparation of the Science Process Skills test subject, it is better to
select a certain concept and then present a number of information that needs to be
processed. After that, determine the form of the answer requested, for example a
cross, a check mark, or write down 3 short answers and then prepare questions to
get the expected answers. For example, test observation skills about the parts of a
flower. Asking questions about the number of petals, the number and condition of
the petals, the shape of the anthers, the state of the pistil, and the characteristics of
the flower. Responses are asked in the form of five short answers in sequence
downwards from a to e (Rustaman, 2003).
3. Giving the Main Score of the Science Process Skills Test
The subject matter of the process skills test requires scoring in a certain
way. Each correct response is given a score with a certain weight, for example 1
each for the observation test subject above, which means the total score is 5. For
more complex responses, for example making questions, scores can be varied
based on the level of difficulty. For example, a question with a hypothetical
background is given a score of 3; what, why, how questions were scored 2;
questions that ask for an explanation are given a score of 1 (Rustaman, 2003).

2.3 Science Process Skills Assessment

Assessment in process skills is rather difficult to do through written tests
compared to observation techniques. However, using a combination of the two
assessment techniques can improve the accuracy of the assessment of science
process skills.
1. Assessment of process skills through written test
Written assessment of science process skills can be done in the form of
essays and multiple choice. Questions are arranged in the form of convergent
questions and divergent questions. Assessment in the form of an essay
requires an answer in the form of a discussion or a description of the words.
Answers written by students will be more subjective, which means that they
describe a more individualistic understanding.
Measurement of process skills is carried out through tests that are
constructed in the form of multiple choice questions, the possible answers to
questions have been prepared and usually consist of four or five choices. The
assessment obtained by using the answer choices can provide more objective
results, because the answers to existing problems have been determined.
According to Arikunto (2009), the assessment in the form of multiple choice,
is more representative of the content and extent of the material or material. In
addition, the examination process can avoid elements of subjectivity.
However, the use of this assessment model, tends to reveal the power of

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 reintroduction and provides a lot of guesswork. The results obtained can also
be different from the actual conditions of students.
2. Assessment of process skills through non-test
Assessment through science process skills through non-test can be
done in the form of observation or observation. Observations in this
assessment can be made directly or indirectly. During the process of science
learning activities carried out, teachers can conduct assessments by observing
student behavior directly in demonstrating the ability of science process skills
they have. In addition, the results of student work or student learning
outcomes can also be observed to assess students' process skills in an
integrative way.
According to Sumiati (2008), the assessment of process skills through
non-test requires a more detailed observation sheet to assess the expected
behavior. This observation sheet can be in the form of a rubric, a checklist or a
graded scale. Assessing students by using rubrics, can determine students'
abilities based on established criteria. The assessment rubric contains the
essential criteria for the task or standard of science process skills as well as the
appropriate level of performance against each criterion.

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 CHAPTER 3

CLOSING

3.1 Conclusion
Science process skills are a complex set of abilities commonly used by
scientists in conducting scientific investigations into a series of learning
processes. According to Dahar (1996), science process skills are students' ability
to apply scientific methods in understanding, developing and discovering
knowledge. Science Process Skills are very important for every student as a
provision to use the scientific method in developing science and are expected to
acquire new knowledge or develop the knowledge already possessed.
Process skills need to be developed through direct experiences as learning
experiences. Through direct experience, a person can better appreciate the process
or activity that is being carried out. Science Process Skills consist of a number of
skills including: observing, classifying, interpreting information, formulating
hypotheses, conducting experiments, applying concepts, and communicating.
The measurement of science process skills must be based on several
things, namely the main characteristics of the science process skills test, the
preparation of the science process skills test subject matter, and the provision of a
science process skills test principal score. Assessment of science process skills
can be written or non-written.

3.2 Advice
An educator should be able to understand applying science process skills
in science learning, because by understanding and applying science process skills
learning will become more meaningful.

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 REFERENCES

Abruscato, Joseph & DeRosa Donald A. (2010). Teaching children science-a

discovery approach-7ed. Boston: Allyn & Bacon.
Arikunto, S., 2009. Prosedur Penelitian Suatu Pendekatan Praktik. Edisi Revisi 6.
Jakarta : Rineka Cipta.
Dahar, R.W. (1996). Teori-Teori Belajar. Jakarta: Erlangga
Firman, H. (2000). Penilaian Hasil Belajar dalam Pengajaran Kimia. Bandung:
Jurusan Pendidikan Kimia FPMIPA UPI
Rustaman, Nuryani Y dkk. 2003. Strategi Belajar Mengajar Biologi. Jakarta:
Universitas Pendidikan Indonesia.
Rustaman, A. 2005. Pengembangan Kompetensi (Pengetahuan, keterampilan,
Sikap, dan Nilai) Melalui Kegiatan Praktikum Biologi. Penelitian Jurusan
Pendidikan Biologi. FPMIPA UPI Bandung.
Sumiati, Asra. (2008). Metode Pembelajaran. Bandung: Wacana Prima

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