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PROPOSAL

DEVELOPMENT OF WORKSHEET BASED ON SCIENCE PROCESS

SKILL X GRADE SMA NEGERI 01 UNGGULAN KAMANRE

LUWU DISTRICT

RAHMAT HIDAYAT EDY

1112040175

PHYSICS DEPARTMENT

MATHEMATIC AND SCIENCE FACULTY

UNIVERSITAS NEGERI MAKASSAR

2014/2015


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TITLE DEVELOPMENT OF WORKSHEET BASED ON SCIENCE

PROCESS SKILL X GRADE SMA NEGERI 01 UNGGULAN

KAMANRE LUWU DISTRICT

I! INTRODUCTION

A! B"#$%&'()*

One of purpose of national development is improve quality of human

resource for national development especially on educational development. It

was stated on fourth paragraph of opening of UUD 1945. he fragment of

fourth paragraph of opening of UUD 1945 is untuk memajukan

kesejahteraan umum, mencerdaskan kehidupan bangsa, dan ikut

melaksanakan ketertiban dunia .

!ualified "uman resource in glo#ali$ation age will #ecome main support

a nation on compete. %elation with it& education sector is one of main sector

to develop human resource qualified human resources. 'ased on Undang(

Undang )o. *+ of *++, contained a#out system of national education& article

1 paragraph 1 stated education is conscious and deli#erate effort to create an

atmosphere of learning and the learning process so that learners are actively

developing the potential for him to have a spiritual quality of religious& self(

control& personality& intelligence& no#le character& and s-ills needed him& the

community& the nation and the tate /0 %2 )DI3'UD %I )o. 5 ahun

*++, 16.

In line with this& government always gives effort to improve quality of

education among others with curriculum improvement& providing quality

#oo-s and increase teacher -nowledge through training and advance studies.

7ll of this is for improve quality of education.

3uri-ulum ing-at atuan 0endidi-an /3 06 is clearly descri#ed that

purpose of physics learning /') 0& *++ 16 is reali$e the #eauty and order of

nature to improve the #eliefs to 7lmighty 8od foster scientific attitude give

the e:perience to #e a#le to propose and test hypotheses through e:periments&


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designed& and constructed e:perimental instruments& collect& process& and

interpret data& prepare reports& and communicate the results of the e:periment

orally and in writing develop the a#ility to thin- of inductive and deductive

analysis using the concepts and principles of physics to e:plain natural events

and resolve pro#lems #oth qualitatively and quantitatively master the

-nowledge& concepts and physical principles and have the s-ills to develop

the -nowledge and attitude of confidence and forming positive attitudes

towards physics with en;oy and reali$e the #eauty of nature and regularity of

#ehavior can e:plain the events of nature and #readth of application of

physics in technology.

tatement #efore is in line with 7rfiah /*+11 ,6 that stated physics

education should give attention to main goals& they are formal goal emphasis

on emphasis on the logical structuring and formation of attitudes and material

goals that emphasi$es the application of physics and physics s-ills. ome

aspects have affect to physics education success in Indonesian& they are

process of physics learning& physics learning device and assessment of

physics less optimal qualified of learning and assessment of learning

outcomes physics. One of pro#lem in physics education is qualified of

learning and teaching process was not optimal.


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*.


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2eanwhile& if viewed from its format& wor-sheet contain at least eight

components& they are title& #asic competence& deadline& apparatus or material&

short information& wor- procedure& tas- and report.

'ased on its -ind& wor-sheet consists into a several parts& they area. @or-sheet #ased on constructivism and it helps student finds

concept #. @or-sheet helps student apply and integrate many concept that they

-nown #efore.c. @or-sheet has function as learning guided. @or-sheet has function as concept strengthen

e. 0racticum wor-sheet /e:periment wor-sheet67ccording to 0rastowo /*+1, *116& this wor-sheet contains practicum

instruction that separated into separate #oo- and integrates it into #undle of

wor-sheet. o& in this wor-sheet& practicum instruction is one of its content of

wor-sheet. o ma-e it their own& so needed to -now the stages. tages to

ma-e wor-sheet according to DI3)7 in 0rastowo /*+1, *1*6 are

a. Do curriculum analysis #. 7rrange necessary map of student

c. Determine titles of wor-sheetd. 2a-e wor-sheet

tages have to do are

a.


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must #e developed for student as mutual e:perience. 7nyway& understanding

of science concept is not only focus on product only& #ut process how to get

the concept is very important to #uild student?s -nowledge. cience s-ill and

science attitude has important role to get the science concept. tudents can

#uild new idea when they interact with a phenomenon. Idea and -nowledge

formation& student don?t depend on characteristics of o#;ect& #ut depend on

how student understand o#;ect or process the information till get and #uild a

new ideas too.

Definition of process s-ill according to @ahyana /in rianto& *++B A*6 is

s-ills that get from a fundamental mental& physics and social a#ility training

as motor of a#ility to higher level. Improved and trained #asic a#ility will

eventually #ecome a s-ill.

'ased on 0eraturan 2enteri 0endidi-an dan 3e#udayaan

/0 %2 )DI3'UD6 )o. 59 a#out high school curriculum on appendi: III

stated that learning principle #efore #ecome five main learning e:perience&

they are o#servation& as-ing& information collecting& association and

communication. very su#;ect has special characteristic when use learning

approach. cience su#;ect& included physics& more emphasi$es on

implementation of process s-ill. 7spects on scientific approach is integrated

on science process s-ill approach and scientific methods.

7ccording to 2cCollum /*++96 in 0 %2 )DI3'UD no. 59 on *+14 in

, rd appendi:& several aspects must #e noticed in teaching #y using scientific

approach is teacher must give learning that can foster a sense of wonder&

encourage o#servation& push for analysis and require communication.

udarwan /*+1,6 in 0 %2 )DI3'UD no. 59 on *+14 in , rd appendi:

e:plains further that scientific approach in learning involves o#servation&

as-ing question& analy$ing& presenting& concluding and creating aspects for

every o#;ect. 'ased on two opinions #efore& so scientific approach is done

through several steps& they are o#servation& as-ing& collecting information&

associating>interpreting and communicating.


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cience process s-ill is set of s-ill that used #y researchers when do

scientific investigation. rained s-ill is -nown as nature science process s-ill.

American Association for the Advancement of Science /19A+6 in

0 %2 )DI3'UD no. 59 on *+14 in , rd appendi: classified into #asic

process s-ill and integrated process s-ill.


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'ased on e:plaining #efore& it can #e concluded that science process s-ill

is s-ills that used #y student to do scientific activities along teaching and

learning process activities happening.

C! P # W'&$ -- B" -* ') S# -)#- P&'#- S$ ,,

@or-sheet will #e developed #y researchers is physics wor-sheet

orientated on student?s s-ill. In line with e:plaining #efore that wor-sheet is

sheets fill wor- instructions when doing some scientific activities for student&

so physics wor-sheet is sheets fill wor- instructions when doing some

scientific activities on physics su#;ect for student. cience process s-ill is

s-ill that used #y student to do scientific activities along learning and

teaching process happening.

cience process s-ill consists of two s-ills they are #asic process s-ill

and integrated process s-ill. cience process s-ill consists of ten s-ills they

are o#servation s-ill& classification s-ill& interpretation s-ill& prediction s-ill&

as-ing question s-ill& hypothesis formulation s-ill& e:periment planning s-ill&

apparatus and material using s-ill& concept implementation s-ill and

communication s-ill. 7ll of science process s-ill will #e used #y student

when do scientific activities along learning and teaching process happening.

In conclusion& physics wor-sheet #ased on science process s-ill is sheets

fill wor- instruction when do scientific activities on physics su#;ect for

student which sheets ma-ing was oriented on science process s-ill

D! D-3-,'6.-) M'*-, ' W'&$ --

%esearch and development is a relative new concept in education aspect.

cience can #e assumed as a strategy to find out a#stract -nowledge and it

was called theory. @hile& development is organi$ed implementation of

-nowledge to help to solve the pro#lem in society included in education

aspect. 7 interesting question appears for researchers& given current research

and development #ecomes a popular research method and many chosen as

research method for every aspect& included education aspect. %esearch is

collecting& processing& analy$ing& and serving data activity which do

systematically and o#;ectively to solve a pro#lem or want to test a hypothesis


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for develop general principle& while development is process or method which

do to develop something #ecome good and perfect. If research mean and

development mean is related into a unity word& it is research and

development& so it can #e mean as Ecollecting& processing& analy$ing& and

serving data activity which done systematically and o#;ectively and

accompanied with development a product to solve a pro#lem.%esearch and development has goal to produce a new product or

complete an old product and it can #e accounted. 0roduct mustn?t hardware

#ut it can #e invisi#le thing or software. 0roduct /in education aspect6 can #e

a learning model& learning multimedia or learning device& li-e teaching plan&

#oo-& wor-sheet& question and etc or it can #e implementation of learning

theory with com#ine development of learning device. If research and

development has goal to produce product so very clear this product is

researched o#;ect from #eginning till the end& while if do a testing in class& so

student is research su#;ect. o& focus point of research e:actly on research

o#;ect. o when ta-e some decision is not going anywhere #ut stay on

developed product /research o#;ect6.2ain goal from research and development is to develop effective model

or product to fulfill a necessary of definite program on definite instance too.

)e:t& to ma-e product of research and development is still on its goal& so

model and product is testing in real case. 7fter that& it is revised #ased on

discovery from preliminary study and advice from the e:pert. In line #efore&

hiagara;an et. al. present 4D model for a research and development& it is

definition& design& development and dissemination /Upu& *++56.

7ccording to hiagara;an et. al. / rianto& *++A6 development model

consist of four stages& it is definition& design& development dan dissemination&

so this model usually is called as 4D model or adapted into 4(0 model& and it

is pendefenisian& perancangan& pengem#angan dan pendesiminasian.

tages of 4D model e:plain more on #elow

a. Define stagehis stage is analysis of necessary or pro#lem stage. 8oal of this

stage is fi: and define of learning requirement in development of learning


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model or product. In fi: and define learning requirement is started from

goals from #order of developed matter or learning product. #. Design stage

8oal of this stage is to prepare prototype of design model or learning

product.c. Develop stage

8oal of this stage is to produce a revised learning model or product

#ased on advice from the e:pert. his stage is validate the learning model

or product which after designed #y e:perts and revision and testing on

real student.

d. Disseminate stagehis stage is using model or product stage after developing in large

scale. 7nother goal is to test affectivity of model or model using in

learning and teaching process.


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C! D- ) ') ' O6-&" ')", V"& "+,-

o prevent misconception& so research varia#le operationally is defined

into

1. 0hysics wor-sheet #ased on science process s-ill is learning device

in wor-sheet form and it fills information to do scientific activities

#ased on science process s-ill for student.*. Development model to produce physics wor-sheet #ased on science

process s-ill follows development model of device which famous #y

hiagara;an.

,. cience process s-ill is process s-ills that include o#servation&classification& interpreting& predicting& as-ing question& formulating

hypothesis& planning e:periment& using apparatus and material&

implementation concept and communication /ad;usted to matter6.4. 0hysics wor-sheet is valid when data of calculation result of total

average 2 from e:pert and practitioner to physics wor-sheet in valid

categories.5. 0hysics wor-sheet is practice when evaluation from e:pert and

practitioner that physics wor-sheet can #e applied& according too#servation result of learning device accomplished in good or very

good categories.. 0hysics wor-sheet is effective when fulfill , categories of

effectiveness. hese categories are achievement of la# performance

result is minimal B+F student reach minimal A5 of 1++ point

/D 0DI3)7 & *++ 6& student activities along practicum activity

fulfill criteria of time tolerance has #een determine and more than

5+F student give positive response for A+F whole as-ed aspect in

physics wor-sheet.

D! R- -" P&'#-*(&-

Development of physics wor-sheet #ased on science process s-ill refers

to 4D model. his model consists of four stages& they are define& design&

develop& and disseminate or adapted into 40 model& and they are

pendefenisian& perancangan& pengem#angan dan pendiseminasian. %esearcher

chose this model and gives some modification of development to wor-sheet.


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:planation of development of physics wor-sheet is consisted of several

stages& they are

1. Define stage8oal of this stage is to plan physics wor-sheet and it is determining

matter and analy$ing #oundaries of matter of physics wor-sheet that will

#e developed. In this stage& there is literature review and it includes

characteristics review of science process s-ill& reference a#out a good

physics wor-sheet. teps of this stage are curriculum analysis& student

analysis and concept analysis.

a. Curriculum analysisCurriculum analysis has goal to ma-e it in line with current

curriculum with characteristics view of physics wor-sheet. In this

case& characteristics of physics wor-sheet #ased on science process

s-ill will #e lined with demands of -uri-ulum *+1,. %esult of

curriculum analysis is made a view to develop physics wor-sheet

#ased on science process s-ill. #. tudent analysis

tudent analysis is very important on early planning and it is

reviewing a#out characteristics of student which in line with plan

and development of physics wor-sheet. his analysis will #e done

with notice on age and maturity level& a#ility to wor- together and

science process s-ill. In this research& generally& analysis su#;ect is

student of G grade of 27 )egeri +1 Unggulan 3amanre study year

*+14>*+15c. Concept analysis

Concept analysis has goal to identify main concept that will #edeveloped on physics wor-sheet& arrange and specify the concept

systematically and detail and ma-e relation a concept to another

relevant. 2ain concept which identified on physics wor-sheet #ased

on science process s-ill for static fluid matter #ase on -uri-ulum

*+1,.*. Design stage

8oal of this stage is matter preparation that can #e made into a

physics wor-sheet #ased on science process s-ill and format preparation


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of physics wor-sheet that will #e made. 7fter matter and format

preparation so ne:t is physics wor-sheet #ased on science process s-ill

ma-ing that ready to #e developed. In this stage& it is arranging physics

wor-sheet. 7rranging physics wor-sheet #ased on student s-ill #ase on

science process s-ill. 0hysics wor-sheet from this stage is called draft I.,. Develop stage

Develop stage has goal to produce physics wor-sheet #ased on

science process s-ill after revision #ased on e:pert advices. In this stage&

physics wor-sheet from design stage will #e validated #y e:perts. @ith

suggestion and opinion from e:perts& first draft will #e analy$ed andrevised till #ecome second draft. )e:t& second draft will #e revised after

do testing on school. 'y e:perience from physics wor-sheet testing so

second draft will #e analy$ed and revised again till produce third draft

where third draft is physics wor-sheet is ready to use and limited test.4. Disseminate stage

his stage is physics wor-sheet using stage after developed in

limited scale. 8oal of this stage is to test affectivity of physics wor-sheet

when use it on learning and teaching activity& mainly on e:perimentcondition and in this research will end on disseminate stage with limited

test.Development stage of physics wor-sheet can #e figured into


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D- ) ')Curriculum& student and concept analysis

D- %)


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E! I) &(.-) ' R- -"

Instrument of data collection is used to get information a#out

characteristic of physics wor-sheet& activity of student when practicum&

carried out of physics wor-sheet& response of validation result #y e:perts and

response of student to physics wor-sheet. =ater& Instruments will #e used

when do research are validated and revised instrument #y e:perts.

Instruments in this research are validation sheet& o#servation sheet and

questionnaire of student response. :planation of these instruments for

research on following

1. Halidation sheethis instrument is used to validate physics wor-sheet #ased on

science process s-ill. Halidation result from e:perts is suggestions and

opinions from e:perts that will #e used to revise physics wor-sheet.

'eside it& e:perts will fill conclusion column generally a#out physics

wor-sheet which is on very good& good& o- or #ad categories.*. O#servation sheet

O#servation sheets that used on research are o#servation sheet of

student activity and o#servation sheet of wor-sheet accomplished.a. O#servation sheet of student activity

O#servation sheet of student activity is used when do practicum

testing on physics wor-sheet. his o#servation fills assessment

ru#ric of e:periment activity to o#serve science process s-ills of

student along do e:periment or practicum. #. O#servation sheet of wor-sheet accomplished

O#servation sheet of wor-sheet accomplished is used to get data

on real condition a#out developed wor-sheet. Data of wor-sheetaccomplished is get after giving o#servation sheet to o#server when

o#serve accomplished aspect or component of wor-sheet when

teacher does science activity in line with given instruction,. eacher response sheet to physics wor-sheet

7fter using physics wor-sheet is used #y teachers when do limited

testing& so needed to #e -now teacher response to wor-sheet what they

used in learning process too.


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characteristics of wor-sheet& wor-sheet affectivity when used and result

after using wor-sheet to student.4. tudent response sheet to physics wor-sheet

his questionnaire is used to collect data a#out response of student to

practicum activity and developed wor-sheet. tudent gives chec- sign on

given column for every question. !uestionnaire is given to student when

end of practicum.

F! T-# ) 8(- ' *" " ")",


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b. Calculate average of assessment result of e:perts for every

criteria #y this formula

K i= j= 1

n

V ij

n& with

K i average of i th criteriaV ij score of assessment result to i th criteria #y ; th e:pert

n num#er of e:pertc. Calculate average for every aspect #y this formula

Ai= j= 1

n

K ij

n

& with

A i average of i th aspect

K ij average of i th aspect #y ; th criterian num#er of criteria in i th aspect

d. Calculate average of total / X 6 #y this formula

X = j= 1

n

Ai

n& with

X average of total A i average of i th aspect

n num#er of aspecte. Determine category of validation for every criteria

K i or

average of aspect Ai or average of total X with category

of validity has #een determined f. Categories of validity are

,.5 J 2 K 4 very valid*.5 J 2 K , valid1.5 J 2 K * less valid2 K 1.5 not valid /)urdin& *++A 1446

Information2 K i to find validity of criteria2

A i to find validity of aspect2 X to find of every categoryCriteria that used to determining physics wor-sheet has enough

validity coefficient is

X for all of aspect is minimal on valid

categories and all of aspect is minimal on very valid categories. If

not& so need to #e revised #ased on suggestions from e:pert or


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review on lac- aspect. )e:t& it will #e revalidated and then

reanaly$ed till reach score of 2 is minimal on valid categories

%elia#ility of o#servation s-ill of student activity and response sheet

of physics wor-sheet will use formula of percentage of agreements

/8rinnel in 7rdat& *+1+ 496.

R= agreements ( A)disagreements ( D )+agreements ( A)

x 100

@ith

7 num#er of agreement frequency #etween two o#server

D num#er of disagreement frequency #etween two o#server

% coefficient of relia#ility of instrument

Data of percentage of agreements /%6 will #e conversed #y using

criteria& they are

% K *+F very low relia#ility

*+F J % K 4+F low relia#ility

4+F J % K +F standard relia#ility

+F J % K B+F high relia#ility

B+F J % K 1++F very high relia#ility

Criteria of o#servation sheet of student activity are relia#le if its

relia#ility is on high or very high relia#ility /8uilford& 19AB 5A6.

*. Data analysis of practicality of physics wor-sheetData analysis of practicality of physics wor-sheet is supported hy

result of data analysis of wor-sheet accomplished. 0rocess of data

analysis of wor-sheet accomplished is calculate average of o#servation

result from two o#servers for every criteria K i or average for every

aspect A i or average of total

X & and then determine category of

validity for every criteria& validity for every aspect and validity of total

#ased on criteria according to )urdin /*++A 1446& they are1.5 J 2 K * accomplished entirely /get enough6+.5 J 2 K 1.5 partially accomplished /less than enough62 K +.5 not accomplished /not enough6

@ith


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2 A i to find validity for every aspect

2

X to find validity for all of aspectCriteria that used to e:ecute physics wor-sheet has accomplished

coefficient is Ai and X minimal on partially accomplished& it

means physics wor-sheet will not revised )e:t& count relia#ility of wor-sheet assessment #y using percentage

of agreement formula

R= agreements ( A)disagreements ( D )+agreements ( A)

x 100

@ith

7 num#er of agreement frequency #etween two o#server

D num#er of disagreement frequency #etween two o#server

% coefficient of relia#ility of instrument

Data of percentage of agreements /%6 will #e conversed #y using

criteria& they are

% K *+F very low relia#ility

*+F J % K 4+F low relia#ility

4+F J % K +F standard relia#ility

+F J % K B+F high relia#ility

B+F J % K 1++F very high relia#ility

Criteria of o#servation sheet of student activity and response sheet of

physics wor-sheet is relia#le if it relia#ility in high or very high category

/% L +. +6 /8uilford& 19AB 5A6.,. Data analysis of affectivity of wor-sheet

Data analysis of affectivity of wor-sheet is supported #y result of

data analysis from * components of affectivity they are student activity

and achievement of la# performance.


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Indicator of student activity is si$ed with categories on followingB+F ( 1++F high

+F ( A9F normalJ +F low

4. Data analysis of student activity7nalysis of o#servation result of student activity is a#out calculate

using relevant facts.

* Classification

2a-ing notes for every o#servation separately.


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)o. indicators u#(indicators of science process s-ill

3nowing reasons why using apparatus>materials-nowing how to use apparatus>material.

9Conceptimplementation

Using concept that had #een learned in newcondition.

Using concept on new e:perience to e:plain whathappen now

1+ Communication

Changing form of serving Descri#ing empirical data of o#servation s-ill or

o#servation with graphic or ta#le or diagramarranging and delivering report systematicallye:plaining o#servation or e:periment resultreading graphic or ta#le or diagram discussingactivity result a#out a pro#lem or a phenomenon.

/0 %2 )DI3'UD %I )o. 59 on *+14 appendi: , a#out 3(1, in 276

materials 15 minutes 45 seconds9 7pplying concept * minutes seconds

1+ communicating 15 minutes 45 seconds

otal 9+ minutes *A+ seconds


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a. Do recap o#servation result of wor-sheet accomplished for

every aspect #. Calculate average for every o#servation aspect in every meeting

with formula

Ai= j= 1

n

K ij

n@ith

Ai 7verage of i th aspect in practicum K ij ith o#servation result ; th criteria

n num#er of criteria in i th aspect

c. Calculate average of total #y this formula

X = j= 1

n

Ai

n& with

X average of total A i average for i th aspect

n num#er of aspect

d. Determine category of accomplished for every aspect or whole

aspects with comparing average for every aspect or average of

total with determining categoriese. Category of accomplished for every aspect or whole aspect

wor-sheet accomplished according to )urdin /*++A 14461.5 J 2 K * accomplished entirely /get enough6+.5 J 2 K 1.5 partially accomplished /less than enough62 K +.5 not accomplished /not enough6

@ith

2

A i to find validity for every aspect

2 X to find validity for whole aspect. 7nalysis of student response

Data a#out student response is get from questionnaire of student

response to practicum activity and the analy$ed with percentage.

7ctivities that done to data analysis of student response are

a. Calculate num#er of student who give positive response in line

with as-ed aspect and then calculate its percentage. #. Determine category for positive response of student with

compare percentage result with determining criteria.


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c. If analysis result that student response is not positive& so done

revision to developed wor-sheet7nalysis to calculate percentage of num#er of student that gives

response for every as-ed category in questionnaire #y this formula

PRS = A B

100

@ith

0% percentage of num#er of student who give positive response

for every as-ed category.

7 proportion of student that chosen.

' num#er of respondent.

Determine criteria to e:plain that every student who has positive

response to wor-sheet is more than 5+F student give for A+F given

aspect. 0ositive response of student to wor-sheet is achieved if criteria of

positive response to student to wor-sheet are fulfilled.

A.


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