ANALISIS IUkNAL LNLLI1IAN LNDIDIkAN

"LM8LLAIAkAN SAINS DLNGAN LNDLkA1AN kL1LkAMILAN kCSLS UN1Uk

MLNINGkA1kAN nASIL 8LLAIAk DAN kLMAMUAN 8LkIkIk kkLA1II SISWA"












Cleh
SlSkA l8AS1?Anl
0803023086
endldlkan klmla Sore 2008








IAkUL1AS kLGUkUAN DAN ILMU LNDIDIkAN
UNIVLkSI1AS MULAWAkMAN
SAMAkINDA
2011
kCMC1ING SCILNCL kCCLSS SkILLS AND 1nL kLLLVANCL CI SCILNCL 1nkCUGn
SCILNCL ALIVL! kCGkAMML

1 Introduct|on
a need to allow learning to occur in settings that are relevant to students` experiences and real world
problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platIorm Ior
students to transIer their learning and apply in authentic applications. However, teachers who had
conducted Project Work Ior Science at Secondary 2 observed that students` projects lacked depth in the
speciIic content area, and the skills needed Ior scientiIic investigations. Secondary Science (LSS)
Syllabus, were not suIIiciently emphasised compared to acquiring scientiIic knowledge. Teachers also
indicated that students were unable to appreciate the relevance oI Science in solving problems in their
lives aIter past Project Work tasks.
Basic process skills provide a Ioundation Ior learning the integrated skills, which are more complex
skills Ior solving problems or doing Science experiments. In this study, reIlecting is listed as a process
skill to be investigated, though it is usually considered part oI thinking skills which is a broader category
that subsumes process skills. Curriculum design plays an important role in the acquisition oI Science
process skills. The MOE Assessment Guidelines Ior LSS recommends an explicit teaching oI the
process skills, Iollowed by the integration oI these skills by students in experimenting or carrying out
investigative projects.
Project Work aims Ior students to transIer the learning oI concepts into applications in
authentic settings. To address the areas oI concern raised by teachers teaching Project Work,
the Science ALIVE! programme was conceived to integrate Project Work and the LSS
syllabus. In this programme, a team oI teachers craIted Iour modules which covered
a variety oI topics Irom Biology, Chemistry and Physics. As a motivating Iactor, students
could choose Irom one oI the Iour modules oIIered: Aroma Chemistry, Biodiversity, LiIe
Science and Water Rockets.
Most importantly, the programme
addressed the three key issues oI concern in the Iollowing ways:
1. Content knowledge covered was speciIic to each module and relevant to the projects that
students were assigned. This enabled students to better transIer the concepts to the projects.
2. Science process skills could be applied by students through journal writing, laboratory
work and investigative project work. Science process skills were used as criteria Ior
assessment to emphasise their importance and Iocus.
3. To enhance the relevance oI Science, students were given a choice oI the elective module
to study, and to decide on the problem to work on Ior their projects.
2 1u[uan
1. Purpose oI this study was to determine how does the Science ALIVE! programme help
students to apply their Science process skills
2. Was to determine how can the Science ALIVE! Programme enhance the relevance oI Science
in students` lives
rosedur ene||t|an
a art|c|pants
147 students Irom all Iour Secondary 2 Express classes attended the Science ALIVE!
programme and participated in the study.
b Instruments
In the pre- and post-course surveys, students were asked to rate their perception oI their
Science process skills using a Iour-point Likert scale. The post-course survey included an
item to measure students` perception oI increased awareness oI the relevance oI Science in
their lives.
c Ana||s|s Data
or survey items on Science process skills, the mean value oI each skill was calculated Ior
the individual module (Table 2) as well as across all modules (Table 1). The diIIerences
were considered signiIicant iI there was an increase or decrease oI at least 0.3 in value (or
10 oI the range oI scale used).
The data was triangulated with teachers` Ieedback, which was used to provide insight oI the
Iactors that aIIect the acquisition oI the process skills.
or the survey item on the relevance oI Science, the total percentage oI students who
indicated an 'Agree or 'Strongly Agree was computed Ior each module. Content analysis
oI the journals and written Ieedback Irom the selected students were carried out. requency
counts oI the responses were based on three categories: personal, proIessional and social
relevance. Teachers` Ieedback was used to provide depth to the Iindings.

nas|| ene||t|an dan embahasan
Acquisition of Science process skills
The perception oI all students on the level oI their skill competency beIore and aIter the Science
ALIVE! programme was measured through surveys.
Table 1: Comparison oI students` perception oI skills beIore and aIter Science ALIVE!
Process Skill
Mean Value (scale 1-4)
Pre-Course Post-Course
a) Elaborating (Research)
b) Conducting scientiIic investigations
(Planning Investigations)
c) Conducting scientiIic investigations (Using
scientiIic apparatus)
d) Conducting scientiIic investigations
(Analysing data)
e) Communicating (Writing scientiIic reports)
I) ReIlecting
g) Questioning (Learning by asking questions)
3.1

2.4

2.5

2.6
2.7
3.1
2.8
3.2

2.6

3.0

3.0
2.7
3.1
3.2

In the pre-course survey, the items which scored less than 3 are the skills oI planning
investigations`, using scientiIic apparatus`, analysing data`, writing scientiIic reports` and
learning by asking questions`. Students` perception rating increased in the Iollowing skills using
scientiIic apparatus`, analysing data` and learning by asking questions` suggesting that the
Science ALIVE! programme had beneIited them in these areas, with the exception oI planning
investigations` and writing scientiIic reports` where there was marginal increase or no change
between the pre- and post-course rating. This revealed that in general, students still did not have
much conIidence in these skills and suggests that more could be done in the next cycle to guide
students in these aspects.
Skills in items (b), (c) and (d) are all part oI the process oI conducting scientiIic investigations.
However, there was only a marginal increase in the rating Ior (b) planning investigations` aIter
the programme. This could be because planning investigations is a higher order process skill
which encompasses making hypothesis, identiIying variables and writing the experimental
procedures.


kes|mpu|an
erdasarkkan hasll penellLlan dan pembahasan dapaL dlslmpulkan bahwa penerapan
pembela[aran dengan pendekaLan keLerampllan proses yang dllaksanakan dengan prakLlkum
pada maLerl kalor dapaL menlngkaLkan hasll bela[ar dan kemampuan kreaLlf slswa