The Effect of Problem Based Learning Model on Students Science Process Skills

DOI

10.2991/aisteel-18.2018.80How to use a DOI?

Keywords

Problem Based Learning, Direct Instruction, Science Process Skill

Abstract

Problem based learning (PBL) models are commonly used to assess students problem solving abilities. However, there are several resistance to PBL syntax that can improve students' science process skills. The purpose of this study was to determine the PBL model of students' science process skills. This study is a quasi experimental research using samplings techniqe, where VA class as experimental class I, VB II as experimental class II, and VC as control class. Data analysis techniques using covariate analysis (ANACOVA) using by SPSS 23.0 for windows applications and data collection using multiple choice test. Based on hypothesis test with P <0.05 then Ho is rejected and Ha accepted where this means there is significant influence on the application of model PBL with average value is 87.60. Its means that PBL (problem from students) more positively than PBL (problem from teacher 82.95), and direct instruction model (average value 78.60) to the students science process skill.

Copyright

© 2018, 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/).

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TY  - CONF
AU  - Nurul Hasanah
AU  - Hasruddin
AU  - Anita Yus
PY  - 2018/12
DA  - 2018/12
TI  - The Effect of Problem Based Learning Model on Students Science Process Skills
BT  - Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)
PB  - Atlantis Press
SP  - 368
EP  - 372
SN  - 2352-5398
UR  - https://doi.org/10.2991/aisteel-18.2018.80
DO  - 10.2991/aisteel-18.2018.80
ID  - Hasanah2018/12
ER  -