Science process skills acquisition level among form two students in one district of Sabah
DOI:
https://doi.org/10.37134/jrpptte.vol8.no1.4.2018Keywords:
Proficiency, basic science process skills, integrated science process skills, practical work, science investigationAbstract
This research was conducted to identify the acquisition level of science process skills among Form 2 students in one of the districts of Sabah, Malaysia, and to investigate the difference between male and female students' acquisition levels of such skills. The survey study involved a sample of 269 students (134 female and 135 male) aged 14 to15 years using the Science Process Skills Test (SPST) that consists of 35 items covering Basic Science Process Skills (BSPS) and the Integrated Science Process Skills (ISPS). The descriptive statistical results indicated that the science process skills for both male and female students were at a moderate level. The male and female students scored 47.28% and 49.89% respectively in the SPST. The independent t-test result revealed that there was no significant difference between male and female students' science process skills, although female students got better scores compared to male students with a p-value (0.684) that was more than 0.05 (p> 0.05). In conclusion, the acquisition of science process skills among students was at a moderate level for both genders despite the different teaching and learning approaches suggested by the Ministry of Education. This indicates the need for more attention being paid towards the teaching and learning activities that might enhance students’ science process skills, and might direct future research in terms of factors that might affect students' performance in terms of such skills.
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References
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Ergul, R., Simsekli, Y., Caliz, S., Ozdilek, Z., Gocmencelebi, S., & Sanli, M. (2011). The effect of inquiry-based Science teaching on elementary school students' science process skills and science attitudes. Bulgarian Journal of Science and Education Policy (BJSEP) , 6 (3), 4868.
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Noor Akma, T. (2007). Pendekatan inkuiri dalam pengajaran Biologi secara eksperimen. Universiti Kebangsaan Malaysia. Jurnal Pendidikan , 30-49.
Nor Sakimayuzie, A. (2008). Tahap kefahaman kemahiran meramal dan mengawal pemboleh ubah dalam kalangan pelajar tahun dua pendidikan fizik. Tesis Ijazah Sarjana Muda. Universiti Sains Malaysia. 32-54.
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Pallant, J. (2011, September 5). The development and validation of the test of basic process skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, French Lick, IN. 2-16.
Pelan Induk Pembangunan Pendidikan. (2006). Edisi Pelancaran. Kementerian Pelajaran Malaysia. 5-45.
Pusat Perkembangan Kurikulum. (2002). Kurikulum Bersepadu Sekolah Menengah. KBSM. Huraian Sukatan Pelajaran Tingkatan Empat Kementerian Pendidikan Malaysia, Kuala Lumpur: Pusat Perkembangan Kurikulum. 4-18.
Rafei Sharif. (2006). Keberkesanan guru sains mengimplimentasikan kemahiran proses sains sepadu dalam pelaksanaan Kurikulum Sains KBSM tingkatan dua: Kajian kes di daerah Hilir Perak. Journal of Science and Mathematics Educational, Volume 3 Sept 2011, Pages 119/ISSN: 2231-7368.
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Science Textbook Form 2 (2010). Kementerian Pendidikan Malaysia. muka surat 20 – 25.
Siti Aloyah, A. (2002). Penilaian pelaksanaan program PEKA Biologi. Universiti Kebangsaan Malaysia. Jurnal Pendidikan , 24-37.
Ten, O. T. (2004). Tahap penguasaan kemahiran proses sains bagi kemahiran membuat hipotesis, mengawal pemboleh ubah, mentafsir maklumat dan mendefinisi secara operasi di kalangan pelajar tingkatan empat di daerah Kuala Terengganu, Terengganu. Tesis Ijazah Sarjana Muda. Universiti Malaysia Terengganu. 13-26.
Umar, I., & Maswan, S. (2006). Aplikasi pendekatan Inkuiri dalam persekitaran pembelajaran berasaskan web. Jurnal Sains dan Teknologi, 4 (2), 5-16.
Yahya, B., & Amiruddin, Y. (2008). Pendekatan pembelajaran secara konstruktivisme dalam kalangan guru-guru teknikal bagi matapelajaran teknik. Jurnal Fakulti Teknikal, 34-47.
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Abu Hassan, K., & Rohana, H. (2003). Tahap penguasaan kemahiran proses sains dan hubungannya dengan pencapaian Kimia di kalangan pelajar Tingkatan Empat daerah Johor Bahru. Jurnal Fakulti Sains dan Matematik, 4 (4), 1-15.
Afif, H., & Majdi, R. (2015). Science Process Skills and attitudes toward Science among Palestinian Secondary School students. World Journal of Education., 5 (1), 13-20.
Anderson, R., Babin, B., Black, W., & Hair, J. (2009). Multivariate Data Analysis (5th ed.). Upper Saddle River: Prentice-Hall, 34-57.
Anggarita, M. P., Ketut, I. M., & Nuriman. (2011). Model pembelajaran inkuiri bebas (free inquiry) dalam pembelajaran multirepresentasi fisika di MAN 2 JEMBER. Jurnal Pendidikan, 6-59.
Ango, M. (2002). Mastery of science process skills and their effective use in the nigerian context. International Journal of Educology, 16 (1), 11-30.
Babbie, E. (2004). The practice of social research (9th ed.). Belmont, California, United State of America: Wadsworth Publishing Company.4(2). 23-28.
Bahagian Pusat Kurikulum. (2011). Kurikulum Bersepadu Sekolah Menengah. KBSM. Transformasi Pendidikan Negara. Kementerian Pendidikan Malaysia, Kuala Lumpur: Pusat Pembangunan Kurikulum. 5–20.
Che Nidzam., Che. A., Lilia. H., & Kamisah. O. (2010). Hubungan ramalan persekitaran pembelajaran makmal Sains dengan tahap kepuasan pelajar. Jurnal Pendidikan Malaysia , 4 (2), 19-30.
Chua, Y. (2006). Kaedah dan statistik penyelidikan kaedah penyelidikan buku 1 (4th ed.). Shah Alam, Selangor : McGraw-Hill (Malaysia) Sdn. Bhd. 43-67.
Duschl, R., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 39-72.
Ergul, R., Simsekli, Y., Caliz, S., Ozdilek, Z., Gocmencelebi, S., & Sanli, M. (2011). The effect of inquiry-based Science teaching on elementary school students' science process skills and science attitudes. Bulgarian Journal of Science and Education Policy (BJSEP) , 6 (3), 4868.
George, D., & Mallery, P. (2005). SPSS for Windows: Step by Step: A Simple Guide and Reference 12.0 Update. (5th ed.). Boston: Pearson Education. 24-45.
Gokul, R., & Nirmala, S. (2014). Science process skills and achievement in science among high school student. Journal of Science Education , 23 (9), 2437-2443.
Hazrulrizawati, A. (2007). Perbandingan penguasaan kemahiran proses sains dan cara penglibatan pelajar dalam kaedah amali tradisional dengan kaedah Makmal Mikro Komputer. Tesis Sarjana Muda: Universiti Teknologi Malaysia. Jurnal Sains dan Teknologi, 3 (4), 7-24.
Hofstein, A., & Lunetta, V. (2004). The laboratory in science education: Foundation for the 21st century. Science Education, 8 (2), 34-39.
James, A. (1971). Elementary Survey Analysis. (2nd ed.). Belmont: Wadsworth Publication Company. 69-89.
Jemaah Nazir Sekolah. (1995). Kajian mengenai persediaan dan pengelolaan kelas. 4 (33). 3-25.
Kementerian Pendidikan Malaysia. (2012). Dasar Pendidikan Kebangsaan. Transformasi Pendidikan Negara. Kuala Lumpur: Pusat Perkembangan Kurikulum. 30-45.
Kementerian Pendidikan Malaysia. (2012). Kurikulum Bersepadu Sekolah Menengah. Huraian Sukatan Pelajaran Pendidikan Sains Tingkatan 2. Kuala Lumpur: Pusat Perkembangan Kurikulum. 3-10.
Kementerian Pendidikan Malaysia. (2011). Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025. Kuala Lumpur: Pusat Perkembangan Kurikulum.23-46.
Krejcie, R., & Morgan, D. (1970). Determining sample size for research activities. Educational and psychological measurement. Journal of Research, 30 (4), 607-610.
Lilia, H. (2013). Pembentukan masyarakat literasi Sains dalam Pendidikan Sains. Penang, Malaysia: USM Publisher. 3-68.
Millar, R. (2004, March 23). The role of practical work in the teaching and learning science. Paper presented at meeting: High school science laboratories: Role and vision. National Academy of Sciences. 32-55.
Ministry of Education. (2015). Executive Summary Malaysia Education Blueprint 2013-2025 (Preschool To Post-Secondary Education). Kuala Lumpur, Selangor. 1-10.
Nelly, E. F. (2012). Kesan Pembelajaran berasaskan kaedah Inkuiri bagi subjek Matematik. Jurnal Matematik , 24-39.
Noor Akma, T. (2007). Pendekatan inkuiri dalam pengajaran Biologi secara eksperimen. Universiti Kebangsaan Malaysia. Jurnal Pendidikan , 30-49.
Nor Sakimayuzie, A. (2008). Tahap kefahaman kemahiran meramal dan mengawal pemboleh ubah dalam kalangan pelajar tahun dua pendidikan fizik. Tesis Ijazah Sarjana Muda. Universiti Sains Malaysia. 32-54.
Ong, E., & Bibi, O. (2013). Penguasaan kemahiran proses sains asas dalam kalangan murid sekolah rendah di Selangor berdasarkan jantina, lokasi sekolah dan aras tahun. Jurnal Pendidikan Sains dan Matematik Malaysia., 3 (2), 77-89.
Ong, E., & Mohd Al Junaidi, M. (2013). Pembinaan dan penentusahan instrumen kemahiran proses sains untuk sekolah menengah. Jurnal Teknologi, 66 (1), 7-20.
Ong, T., & Shamalah, O. (2014). Penguasaan kemahiran proses sains asas dalam kalangan murid india di beberapa buah sekolah rendah di Perak. Jurnal Fakulti Sains dan Matematik, 4 (1), 159-169.
Pallant, J. (2011, September 5). The development and validation of the test of basic process skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, French Lick, IN. 2-16.
Pelan Induk Pembangunan Pendidikan. (2006). Edisi Pelancaran. Kementerian Pelajaran Malaysia. 5-45.
Pusat Perkembangan Kurikulum. (2002). Kurikulum Bersepadu Sekolah Menengah. KBSM. Huraian Sukatan Pelajaran Tingkatan Empat Kementerian Pendidikan Malaysia, Kuala Lumpur: Pusat Perkembangan Kurikulum. 4-18.
Rafei Sharif. (2006). Keberkesanan guru sains mengimplimentasikan kemahiran proses sains sepadu dalam pelaksanaan Kurikulum Sains KBSM tingkatan dua: Kajian kes di daerah Hilir Perak. Journal of Science and Mathematics Educational, Volume 3 Sept 2011, Pages 119/ISSN: 2231-7368.
Seth, S., & Ezan Hazuriah, A. (2010). Tahap pencapaian kemahiran proses sains dalam matapelajaran Fizik di kalangan pelajar sekolah menengah daerah Kluang. Jurnal Pendidikan, 1-9.
Science Textbook Form 2 (2010). Kementerian Pendidikan Malaysia. muka surat 20 – 25.
Siti Aloyah, A. (2002). Penilaian pelaksanaan program PEKA Biologi. Universiti Kebangsaan Malaysia. Jurnal Pendidikan , 24-37.
Ten, O. T. (2004). Tahap penguasaan kemahiran proses sains bagi kemahiran membuat hipotesis, mengawal pemboleh ubah, mentafsir maklumat dan mendefinisi secara operasi di kalangan pelajar tingkatan empat di daerah Kuala Terengganu, Terengganu. Tesis Ijazah Sarjana Muda. Universiti Malaysia Terengganu. 13-26.
Umar, I., & Maswan, S. (2006). Aplikasi pendekatan Inkuiri dalam persekitaran pembelajaran berasaskan web. Jurnal Sains dan Teknologi, 4 (2), 5-16.
Yahya, B., & Amiruddin, Y. (2008). Pendekatan pembelajaran secara konstruktivisme dalam kalangan guru-guru teknikal bagi matapelajaran teknik. Jurnal Fakulti Teknikal, 34-47.
Zainudin, B. A. (2015). Analisis kemahiran proses Sains, kemahiran manipulatif dan kecekapan penggunaan makmal dalam kalangan pelajar tingkatan empat. Tesis Sarjana Muda, Universiti Pendidikan Sultan Idris. 4-100.
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Published
2018-06-04
How to Cite
Sani, S. S., & Kahar, N. D. (2018). Science process skills acquisition level among form two students in one district of Sabah. Journal of Research, Policy & Practice of Teachers and Teacher Education, 8(1), 32–44. https://doi.org/10.37134/jrpptte.vol8.no1.4.2018
