Students' Science Generic Skills Using KNoS-KGS Model in Biology Learning
- DOI
- 10.2991/seadric-17.2017.47How to use a DOI?
- Keywords
- Biology; Generic Skills; KNoS-KGS Learning Model; Science
- Abstract
Science learning through science generic skill can provide generic science skills for students as the development of higher level thinking skills. Each individual basically and intuitively tends to do scientific activities (problem solving). The skills can be trained through learning at the school using learning model that makes students undergo a process of how knowledge is constructed. One of the goals in the learning assessment is to determine the position of the students in the classroom. Based on discussions with the biology teachers in SMA PGRI Banjarmasin, the implemented learning at schools was lecture as well as question and answer session, while the assessment made by the teacher always led to the cognitive aspect. Therefore, the other domains (affective and psychomotor) were abandoned. This study aimed to determine science generic skills of students as a result of KNoS-KGS collaborative learning model. The data of students' science generic skills in this study were obtained, and the data from the assessment from the observations during the learning process were also obtained. The results showed that average value of students' science generic skills was 86.82, and the observation result of students' science generic skills was 80.14.
- Copyright
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Rezky Nefianthi AU - Almira Ulimaz PY - 2017/05 DA - 2017/05 TI - Students' Science Generic Skills Using KNoS-KGS Model in Biology Learning BT - Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017) PB - Atlantis Press SP - 228 EP - 232 SN - 2352-5398 UR - https://doi.org/10.2991/seadric-17.2017.47 DO - 10.2991/seadric-17.2017.47 ID - Nefianthi2017/05 ER -