Increasing the Potential of Student Science Process Skills Through Project Based Laboratory

Abstract

The Project Based Laboratory Learning (PBLL) model is designed to improve the process skills of physics teacher candidates who meet practical and effective criteria. The model was developed using the Plomp design through the preliminary study, prototype stage, and assessment phase. The study design used one-group pretest-posttest design. The research subjects were 32 grade B and 32 grade C physics students who were programmers in Unesa's laboratory. Data is collected through assessment of observation, tests, interviews, and questionnaires. Data is analysed using qualitative and quantitative descriptive statistics, N-gain and paired t-test. The results of the study show that: (1) the PBLL model developed is included in practical category because the component model can be implemented in learning activities well, without significant constraints. (2) The PBLL model developed is included in the effective category because the student's process skills are improving in the medium criteria and students respond positively to the device and learning process. The implementation of the PBLL model needs to be expanded to provide greater support for the practicality and effectiveness of the model. Based on the above, it can be concluded that the PBLL model developed is practical and effective to improve the process skills of physics teacher candidates.