Contribution of observing indicators to temperature and heat experiments in improving science process skills

Abstract

This study aims to determine whether there are significant differences in the science process skills of students who are taught using the 5E learning cycle model with students who are taught using conventional learning and what indicators play a role in increasing students' science process skills. This research is a quasi-experimental study with two group pretest-posttest designs. The population of this study was students of class XI of SMA Negeri 4 Pematang Siantar consisting of 8 classes. The sample in this study was taken by cluster random sampling technique, namely as many as two classes, where class XI MIPA 7 as an experimental class taught with learning cycle model 5E and class XI MIPA 8 as a control class taught with conventional learning. The instrument used was a non-test instrument for science process skills in the form of student worksheets. Data will be analyzed using the SPSS program. The results of the study concluded that there were significant differences in the science process skills of students who were taught using the 5E learning cycle model with students who were taught using conventional learning and observing indicators had a significant contribution in improving students' science process skills.