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Science Process Skills Characteristics of Junior High
School Students in Lampung
Sunyono Sunyono
Chemistry Education Study Program, Faculty of Teacher Training and Education, University of Lampung, Indonesia Doi: 10.19044/esj.2018.v14n10p32 URL:http://dx.doi.org/10.19044/esj.2018.v14n 10 p 32 Abstract The quality of international education is measured through PISA and TIMSS results and the member countries are very concerned about their students' ability to work on PISA and TIMSS. Countries with low PISA and TIMSS ratings indicate that students' science process skills in this country are low, including in Indonesia. Therefore, this research needs to be done to see the characteristics of science process skill (SPS) of junior high school students, especially in Indonesia. This study involved 9th-grade students of the academic year 2016/2017 in three randomly selected districts. The number of subjects involved in the study was 120 randomly selected respondents. The research was conducted by survey method, by giving SPSs questions to respondents. The results showed that the SPS of junior high school students in Lampung Province-Indonesia is low. Students from schools in the capital and school areas close to the provincial capitals have the characteristics of SPSs on "observing" and "classifying" indicators in the "moderate" category. Students from distant areas of the provincial capitals, the characteristics of their SPSs are "low", for all indicators (observing, classifying, predicting, interpreting, and communicating). Keywords: Science Process Skills, student characteristics, junior high school Introduction The rapid development of science and technology today requires people to provide human resources (HR) of quality and capable of competing globally. One effort to improve the quality of human resources is through quality science education because science is one discipline that examines three aspects, namely science as a scientific product, process, and attitude. Science as a product is a body of knowledge that includes concepts, principles, laws, and theories (Duschl, 2007). Science as a process plays a role in acquiring and developing knowledge through the SPSs. Learners should have the ability to
do things using scientifically mastered processes and principles, learning to know and learning to do must be achieved in teaching and learning activities (UNESCO, 2012). In fact, the quality of science education in some countries, especially in Indonesia is still categorized as low. Based on the assessment of the Education Development Index (EDI) indicates that Indonesia is ranked 64th out of 120 countries (UNESCO, 2012). The results of The United Nations Development Program (UNDP) in 2013 states that the Human Development Index (HDI) covering aspects of manpower, health, and education is ranked 121 out of 185 countries. Based on The Learning Curve Institute's report on the analysis of education performance, Indonesia is ranked 40th out of 40 countries of education mapping (Pearson, 2014). Some research results have shown that the ability of teachers in the utilization of technology has not met the needs, the learning process is still conventional (teacher centered) that tend to be boring and less interactive and communicative in transferring knowledge, decreased motivation learners to study in the learning process, and the still minimal ability and skill of the educator understanding the contents of learning (Kirkup et al., 2007; Nentwig et al., 2007; Wahono, 2011). These studies focused more on the inability to understand the scientific concepts from the teacher, due to the learning of science that has not been able to facilitate the students' need for intellectual, social, and physical skills derived from the fundamental abilities that students actually already possessed within themselves. Such basic capabilities or skills among others include the ability or skill to observe or watch, which also includes calculating, measuring, classifying, and finding space or time relationships, making hypotheses, planning research, controlling variables, interpreting data, drawing inferences, predicting, applying and communicating (Hotaman, 2008). These skills are further identified as SPSs. SPSs are a learning approach that focuses on developing the skills of students in processing knowledge, finding, and developing facts, concepts, and values that are scientifically needed (Semiawan, 1992). Through the SPSs, it is expected that the learning process can involve the students in finding and developing the knowledge they get independently in accordance with the current curriculum demands, namely one that is student-centered learning where the teacher is the facilitator (Suryani et al., 2015). Some research results indicate that students' inability to develop the ability to find and develop knowledge is due to the students' inability to understand the scientific concepts from teachers and failure to achieve learning in building the conceptual knowledge of students (Coll, 2008; Holbrook & Rannikmae, 2009; Nentwig et al., 2007). This is a result of learning that is not yet capable of facilitating students to develop the SPSs that already exist in students.
the learning process does not accommodate the occurrence of scientific activities that can trigger the growth of scientific attitudes, sharpen the process skills in students, so as to become capable to actively participate in an investigation. Therefore, it is the responsibility of teachers to develop students' SPSs as supporters in developing the mastery of the concept of science, so as to provide better learning outcomes (Rizal, 2014). Some studies have found that the low level of students' SPSs is due to the generally insufficient or low SPSs that science teachers and junior high school teachers have (Aydoğdu, 2006: Harty & Enochs, 1985; Karslı, et al. 2009; Lotter, et al., 2007, Sahin-Pekmez, 2001, Turkmen & Kandemir, 2011) and teachers rarely use these skills in their classes (Oloruntegbe & Omoifo, 2000), so that students' SPSs are difficult to develop. Similarly, most Indonesian Junior High School students have low SPSs. The Low SPSs of Indonesian students is reinforced by the results of Anam's (2014) research which conducted a study of thirty (30) representative students from 30 MI (Madrasah Ibtidaiyah) in Sumedang Regency on Madrasah Science Competence (MSC) activities. The results showed that four (4) types of students' average process skills, namely observing, planning experiments, classifying, and making tables were in the less adept category, and were not adept in concluding skills. The same is also the research result of Sukarno et al. (2013) which states that the SPSs of junior high school students in Jambi on the skill to reach a conclusion, observation, predict, measure and classify is still low. Therefore, it is necessary to conduct research to obtain information about "Characteristics of SPSs of Junior High School Students in Lampung- Indonesia". The goal is to provide knowledge about the characteristics of students' SPSs to science learning on the study of the excretory system, so it can be used as a reference to improve the effectiveness of science learning in schools. Methodology Of Research Research design This research was conducted in Lampung Province-Indonesia with research design using the survey method. Research subjects were students from four (4) junior high schools in Lampung Province selected by using the random sampling technique. One class is taken from each school, namely 9th- grade students who have obtained learning materials on the human excretion system so that students who become the subject of this study amounted to 120 respondents. Research procedure / Data collection The research procedure was by collecting information gained from students' SPSs result to all students spread in four schools, including an junior
high schools that is far from the provincial capital (SMPN 1 Sukoharjo and SMPN 1 Natar), junior high school close to the provincial capital ( SMPN 1 Gedongtataan), and junior high school in the provincial capital area (SMPN 16 Bandar Lampung). Furthermore, each of the junior high schools was coded: SMPN 1 Sukoharjo (SMP 1), SMPN 1 Natar (SMP 2), SMPN 1 Gedongtataan (SMP 3), and SMPN 16 Bandar Lampung (SMP 4). Data collection from the research subjects was conducted through tests and surveys. Instruments and Data analysis This study used a multiple-choice instrument test of 25 questions with 4 choices of answers. The test is used to measure the level of SPSs that includes observation (5 test points), classifying (5 test items), predicting (5 test points), interpreting (5 test points), and communicating (5 test points) skills. The SPSs (SPS) questions developed, before being used, was tested first through the validation of the expert (judgment expert). Based on the results it is found that the SPSs test questions that were developed could be used for data retrieval. Furthermore, the data has been collected by descriptive analysis, namely by calculating the percentage of students who get high, medium, and low-grade test results. Results Of Research Measurement of Mastery of students' SPSs in this research is related to a concept of SPSs. How deep the knowledge of the concept of SPSs of students' is indicated by the ability/skill of observing, classifying, predicting, interpreting, and communicating. The data obtained show that the average SPSs of students are at a relatively low level (44.17% ± 6.34). The SPSs for observing and classifying skills were grouped as moderate (51.33% ± 22. and 50.67% ± 22.59), the skill of predicting, interpreting and communicating is grouped as low, 41.33% ± 23.87; 39.33% ± 21.99; and 38.17% ± 21.06. Furthermore, in terms of the acquisition of SPSs for each school shows that most of the junior high school students in Lampung Province still have low SPSs on the concept of human excretion system. In sequence, junior high schools with students of high SPSs are SMP 2 (SMPN 1 Natar) 6.67%; SMP 3 (SMPN 1 Gedongtataan) 6.67%, and SMP 4 (SMPN 16 Bandar Lampung) 33.33%. While students from SMP 1 (SMPN 1 Sukoharjo) do not have students with high SPSs achievement. In detail, the data of students' SPSs in some junior high schools in Lampung Province is illustrated in Figure 1 below.
From the perspective of the average achievement of each indicator of the students' SPSs which includes observing, classifying, predicting, interpreting, and communicating, one finds that only in the observing and classifying indicator does students’ achievement reach the "medium" category (> 50%). The analysis results of each indicator as a whole are presented in detail in Figure 3 below. Figure 3. Percentage of students with the SPSs achievement for each indicator. Discussion The results showed that the SPSs of learners in Lampung Province are categorized as low. The low SPSs are influenced by many factors, among others the education system and curriculum, methods and learning models from the teachers, learning resources, and teaching materials. Thus, the low SPSs of junior high school students in Lampung Province indicates that science learning process in schools has not been able to facilitate the students to develop the SPSs that students actually possess. The low SPSs of students were due to not being trained with problems of high-level thinking skills during learning, such as problem-solving, analysis, and interpretation. Students were not trained in reading observational data in the tabular form or describing observational data obtained from test results. This is in line with the research of Temiz, et al (2006) which states that when testing SPSs five basic capabilities will emerge, which are naming, generalizing data, interpreting data, identifying variables, and formulating hypotheses. In reference to the results of the study, it indicates that the average level of student SPS mastery is of the "low" criterion with the best SPS achievement
on the observing and classifying indicator with the "medium" criterion and the indicators of interpretation, prediction, and communication received the lowest achievement level with the "low” criterion.. The analysis results on the observing and classifying indicators are categorized as high. Students have been able to use various senses to collect or use relevant facts in explaining phenomena and students can also classify facts to find differences, similarities; contrasting characteristics; compare; looking for basic grouping or classification. This means that students have been able to understand the study materials of the human excretion system through SPSs exercise problems. According to Dirks, at al (2006) SPSs can be taught to students in the form of exercises in making graphs, analyzing data, creating research designs, writing scientific papers, and scientific discussions. According to Buntod, at al (2010) learning with SPS should be routinely practiced with the goal of bringing out individuals who can conduct research, ask questions, achieve scientific knowledge by using scientific thought, and even use knowledge to solve problems encountered in everyday life. The ability to classify data, based on the results of written tests are categorized in the medium criterion. This indicates that students' understanding of the structure and function of bones is good so that students are able to properly classify bones. This is also supported by the materials taught to students, which is about the human motion system so that students can directly explore parts of their motion system in finding answers to the questions posed. As stated by Warianto (2011: 14), it is important to develop classification skills to make it easier to identify a problem. Interpretation ability assessment by making conclusions from observational data shows better results. This shows that students prefer to interpret data presented in the form of description and supported by a theory underlying the data. This is in line with the views of Pie (Johnstone and Robinson, 2012: 2) which state that communication is based on symbolic values and with different expressing processes such as word, voice, body language, writing, and pictures. All accumulated into the experience and transmitted between individuals, generations, times, races, and cultures in several forms such as speaking, writing, body language or symbols. The ability to predict by estimating something that has not occurred based on an existing tendency or pattern to answer a question is still very low, students are still unable to relate the what usually occurs and possibilities that may occur with reference to the student’s previous knowledge. Student ability to communicate data in graphs also shows poor results as indicated by written tests results on questions related to communication with the low criterion. It also shows students' understanding of data about the human excretion system that is still categorized as low, so that students have
most science teachers still do not have a sufficient level of understanding of the conceptual change process, so that science learning is still limited to the delivery of material according to the curriculum (Gamze & Mustafa, 2014). It is very important for the teacher to know about the findings on the SPSs characteristics, so they can apply an appropriate learning strategy. Given that learning by prioritizing SPSs will make students active in learning and teachers can easily persuade students to process new information through concrete experience and can facilitate students to achieve the goals of science learning, so that the learning objectives that have been formulated from each basic competency can be achieved and students are able to do the study thoroughly. Learning by being oriented to SPSs can also encourage students to discover their own facts, concepts of knowledge and foster the attitudes and values of student personality. Therefore, the SPSs is an important component in the implementation of learning because it can affect the development of students' knowledge (Ango, 2002). This SPS has a function as an effective competency to study science and technology, problem-solving, individual and social development (Akinbobola, 2010: 234). This SPS is very important because it can assist students in translating abstract concepts into concrete experiences (Ango, 2002: 11). Conclusion Based on data analysis results, it can be concluded that the SPSs of Junior High School students in Lampung Province-Indonesia are categorized as low. Each student coming from a different school possessed different SPSs characteristics. Students from schools in the capital and schools near provincial capitals have the same SPSs characteristics, namely "observing" and "classifying" but still in the "medium" category. Students in regions farther from provincial capitals have SPSs characteristics that are still categorized as "low", either on the indicators of observing and classifying, as well as on higher indicators, namely predicting, interpreting and communicating. Overall, students' SPSs only reached the indicators of observing and classifying and not achieving a higher indicator yet. Acknowledgements This article is a part of the research (publication) funded by Pascasarjana Grant from BLU of University of Lampung, Ministry of Research, Technology and Higher Education- Indonesia, 2017. The best gratitude to the University of Lampung for all the facilities for the success of this research, as well as to the Local Governments of Bandar Lampung City; South Lampung Regency; Pesawaran Regency; Pringsewu Regency, and all teachers, headmasters, school committees, and students for their valuable contributions.
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