ENGINEERING IDEA

“SCIENCE PROCESS SKILL”

COMPLIED BY:

1. AULIA RAMADHANI (4171121003)

2. ELFI DWI ANSA NAINGGOLAN (4173121013)
3. RIZKA UTARI RAHMADANI (4173121045)

GROUP : 10 (TEN)

CLASS : BILINGUAL PHYSICS EDUCATION 2017

SUBJECT :EVALUATION OF PROCESS AND ACHIEVEMENT

PHYSICS

LECTURE : Dr. Wawan Bunawan, M.Pd., M.Si

PHYSICS DEPARTEMENT

FACULTY OF MATHEMATICS AND SCIENCES

STATE UNIVERSITY OF MEDAN

2019
 PREFACE

Praise and gratitude, the writer wishes to God Almighty for His blessings and mercy so
that I can compile this engineering idea. This engineering idea is assigned to fulfill the six tasks
that must be completed by students. In addition, students can add insight into knowledge about
the creations of study: Science Process Skill.

I realize that the preparation of this paper is far from being perfect because our
limitations in updating existing sources. Suggestions and constructive criticism from Dr. Wawan
Bunawan, M.Pd., M.Si as the lecturer of the Evaluation of Process and Achievement Physics
course, the writer hopes that the next paper can be improved. Presumably this paper can fulfill
the six tasks that must be fulfilled. Finally, the authors say thank you.

Medan, May 9th , 2019

Author

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 Table of Contents
Preface ........................................................................................ i

Table of Content ....................................................................... ii

CHAPTER I INTRODUCTION ............................................. 1

A.Background .......................................................................... 1

B. Formulation of the Problem ................................................. 1

C. Purposes ............................................................................... 1

CHAPTER II DISCUSSION ................................................... 2

A.Literature Review ................................................................. 2

B. Instrument test ...................................................................... 5

CHAPTER III CLOSING ........................................................ 9

A.Conclusion ........................................................................... 9

B. Suggestion ............................................................................ 9

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 CHAPTER I

INTRODUCTION

1.1 Background
The history of science is in part the history of how scientists came to look at the world
they study. Scientific experimentation and observation have come to be defined by the
exercise of a process called the scientific method. The underlying skills and premises which
govern the scientific method are referred to as science process skills.
Science process skills refer to the following six actions, in no particular order:
observation, communication, classification, measurement, inference, and prediction. These
basic skills are used in the experiments of scientists and students, as well as into the everyday
life of average person, to a degree. They allow everyone to conduct objective investigation
and to reach conclusions based on the results.
All of the science process skills contribute to a larger purpose, that’s namely problem
solving. Problem solving is the reason for scientific inquiry, and forms the essence of it. A
typical experiment wherein a scientist uses process skills and the scientific method will start
with certain questions being asked. Based on prior knowledge and experience, the scientist
will make an educated guess as to the answer or outcome. This hypothesis will guide the
design and execution of an experiment.

1.2 Formulation of The Problem

How to compile the science process skills instrument test in Physics?

1.3 Purpose
The purposes of this engineering idea are so that students can make a science process
skill instrument test in physics properly, and to fulfill the six task of evaluation of process
and achievement physics.

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 CHAPTER II

DISCUSSION

2.1 Literature Review

The process skills approach is a learning approach that emphasizes the learning process,
the activities and creativity of students in gaining knowledge, skills, values and attitudes, and
applying them in their daily lives. These definitions, including the involvement of physical,
mental, and social students in the learning process to achieve goals.

We use the term “scientific abilities” to describe some of the most important procedures,
processes, and methods that scientists use when constructing knowledge and when solving
experimental problems. We use the term scientific abilities instead of science-process skills to
underscore that these are not automatic skills, but are instead processes that students need to use
reflectively and critically. The list of scientific abilities that our physics education research group
developed includes:

a. the ability to represent physical processes in multiple ways;

b. the ability to devise and test a qualitative explanation or quantitative relationship;
c. the ability to modify a qualitative explanation or quantitative relationship;
d. the ability to design an experimental investigation;
e. the ability to collect and analyze data;
f. the ability to evaluate experimental predictions and outcomes, conceptual claims,
problem solutions, and models, and
g. the ability to communicate.

This list is based on the analysis of the history of the practice of physics, the taxonomy of
cognitive skills, recommendations of science educators, and an analysis of science-process test
items.

The six basic skills can be put in a logical order of increasing sophistication, although
even the youngest students will use all of the skills alongside one another at various times. In the
earliest grades students will spend a larger amount of time using skills such as observation and
communication. As students get older they will start to spend more time using the skills of

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inference and prediction. Classification and measurement tend to be used across the grade levels
more evenly, partly because there are different ways to do classifying, in increasingly complex
ways, and because methods and systems of measuring must also be introduced to children
gradually over time.

Science Process Skill Indicator

1. Observation a. Use as many senses as possible
b. Collect / use the relevant facts
2. Classification a. Record each observation separately
b. Look for differences, similarities
c. Contrast characteristics
d. Compare
e. Looking for the basis of grouping or classification
f. Linking the results of observations
3. Interpretation a. Linking the results of observations
b. Find patterns in one observation series
c. Conclude
4. Prediction a. Using patterns of observation
b. Express what might happen to a situation that has
not been observed
5. Asking a. Asking who, why, how
b. Asking for explanation
c. Asking questions that come back behind the
hypothesis
6. Hypothesize a. Knowing that there is more than one possible
explanation of an event
b. Recognizing that an explanation needs to be tested
by obtaining more evidence or doing a problem
solving method
7. Doing research a. Determine the tools / materials / sources to be used
b. Determine variables / determinants

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 c. Determining what will be measured, observed,
recorded
d. Determine what will be carried out in the form of
work steps
8. Using a. Using tools / materials
tools/materials b. Knowing the reason why use the tools / materials
c. Knowing how to use the tools / materials
9. Apply the concept a. Use concepts that have been learned in new
situations
b. Use concepts in new experiences to explain what is
happening
10. Communication a. Check / describe empirical data from experiments
or observations with graphs, tables or diagrams
b. Arrange and submit reports systematically
c. Explain the research result
d. Read charts, tables or diagrams
e. Discuss the results of activities of a problem or an
event

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 INSTRUMEN TEST SCIENCE PROCESS SKILLS

Aspek Indikator No Soal Jawaban Skor

KPS KPS
1. Andi dan Ana memakai baju Jawaban: yang Jawaba
dengan warna yang berbeda. merasakan kepanasan n benar,
Andi memakai baju berwarna adalah Andi kriteria
hitam sedangkan Ani lengkap
memakai baju berwarna putih. Kriteria: Karena =4
Keduanya sama-sama pergi memakai baju hitam
berbelanja pada siang hari. yang sifatnya menyerap Jawaba
Berdasarkan warna baju yang panas, sedangkan n benar
mereka pakai, siapa yang warna putih sifatnya kriteria
merasa kepanasan? Mengapa? memantulkan panas. kurang
Bertanya
(C2) Inilah yang kemudian lengkap
mengapa
Mengaju membuat energy radiasi =3
mengenai
kan yang diterima benda
peristiwa
Pertanya berwarna hitam lebih Jawaba
perpindah
an dan besar dibanding warna n benar,
an kalor
Alasan putih atau yang tidak
beserta
lainnya. ada
alasannya
kriteria
=2

Jawaba
n salah
=1

Tidak
menjaw
ab = 0
Mengetah 2. Konduksi merupakan proses Jawaban: yang Jawaba
ui bahwa perpindahan kalor tanpa paling cepat n benar,
ada lebih disertai perpindahan menghantarkan kriteria
dari satu partikel. Pada peristiwa panas adalah lengkap
kemungki berikut: Doko mengaduk sendok teh. =4
nan dua gelas kopi panas dengan
penjelasan menggunakan sendok yang Kriteria : karena Jawaba
Hipotesi
perlu diuji terbuat dari logam besi. panjang sendok teh n benar
s
kebenaran Kopi A menggunakan lebih pendek kriteria
nya sendok makan sedangkan dibandingkan sendok kurang
dengan kopi B menggunakan makan sehingga sendok lengkap
memperol sendok teh. Sendok teh membutuhkan =3
eh manakah yang paling cepat waktu yang lebih
penjelasan menghantarkan panas? sedikit untuk Jawaba
dari suatu Berikan alasanmu! (C4) menghantarkan kalor. n benar,

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 kejadian tidak
mengenai ada
perpindah kriteria
an kalor =2

Jawaba
n salah
=1

Tidak
menjaw
ab = 0
3. Di bawah ini merupakan Jawaban: Jawaba
tabel alat dan bahan Terdapat empat n benar,
percobaan: kriteria jawaban kriteria
Tabel 1. Alat dan bahan sebagai berikut: lengkap
 Gelas kimia =4
 Air dingin
 Air panas Jawaba
 Termometer n benar
kriteria
kurang
Menentuk
lengkap
kan
=3
Merenca alat/bahan
nkan yang akan
Berdasarkan tabel di atas, Jawaba
percobaa digunakan
alat dan bahan apa sajakah n benar,
n mengenai
yang digunakan dalam tidak
percobaan
percobaan untuk ada
azas Black
membuktikan prinsip azas kriteria
Black? Sebutkan!(C3) =2

Jawaba
n salah
=1

Tidak
menjaw
ab = 0
Menemuk 4. Perhatikan gambar di Jawaban: Jawaba
an pola bawah ini. Sebanayak air Peritiwa tersebut n benar,
Menafs
dalam 600 ml dipanaskan merupakan proses kriteria
irkan
suatu seri selama 40 menit air akan penguapan yakni lengkap
/interpret
pengamata bekurang. dari cair menjadi =4
asi
n uap.
mengenai Jawaba

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 percobaan n benar
wujud Kriteria: Hal ini kriteria
benda terjadi karena air kurang
menerima kalor akibat lengkap
Gambar. Proses adanya perbedaan suhu =3
pemanasan air sehingga volume air
Mengapa hal tersebut bisa berkurang. Jawaba
terjadi?(C2) n benar,
tidak
ada
kriteria
=2

Jawaba
n salah
=1

Tidak
menjaw
ab = 0
5. Perhatikan grafik di Jawaban: Terdapat Jawaba
bawah ini lima kriteria jawaban n benar,
sebagai berikut: kriteria
 Pada kurva I, lengkap
ketika sejumlah =4
massa es yang
suhunya dibawah Jawaba
00C kemudian n benar
dipanaskan kriteria
(diberi kalor), kurang
Membaca maka suhunya lengkap
grafik atau Grafik di atas =3
naik sampai
menunjukkan lima kurva
Berkom tabel sampai titik lebur
perubahan wujud.
unikasi mengenai es mencapai 00C. Jawaba
Jelaskan bagian kurva I-V n benar,
perubaha pada grafik ini
pada grafik tersebut?(C4) tidak
n wujud terdapat satu
wujud yaitu padat ada
(es). kriteria
 Pada kurva II, =2
ketika kalor terus
ditambahkan maka Jawaba
terjadi proses n salah
peleburan (air =1
menjadi uap).
Pada kurva ini Tidak
membutuhkan menjaw

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 kalor laten dan ab = 0
pada tidak ada
perubahan suhu
sehingga
grafiknya
mendatar.
 Pada kurva III,
suhu air akan naik
kembali sampai
titik didih 1000C
dicapai. Pada
kurva ini terdapat
satu yaitu wujud
cair (air).
 Pada kurva IV,
titik didih suhu
kembali tetap
walau kalor terus
ditambahkan,
sampai semua air
mendidih menjadi
uap (wujud gas).
Pada kurva ini
juga
membutuhkan
kalor laten dan
pada tidak ada
perubahan suhu
sehingga
grafiknya
mendatar. Pada
kurva ini terdapat
dua wujud, yaitu
wujud cair (air)
dan wujud gas.
 Pada kurva V,
suhu air akan naik
kembali jika kalor
terus ditambahkan.

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 CHAPTER III

CLOSING

3.1 Conclusion
This paper described the development of tasks and assessment rubrics that help
students acquire some of the abilities useful in science and engineering. It seems that it is
possible to help students in introductory physics courses start acquiring some of the
science process abilities that are needed for work in the 21st century workplace. The
learning system also enhances student performance in terms of traditional measures.
Developed rubrics can used for research purposes to collect data about student progress
and for comparison of student learning in different courses

3.2 Suggestion
The advice we want to convey is for prospective teachers and teachers to
understand more about science process skills and be able to realize it into the learning
process especially for learning that will be carried out in the learning process and can run
accordingly efficiently and effectively so that the achievement of set goals can be
achieved well and students will be more motivated to learn by using music media and can
obtain knowledge as a whole.