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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

Training Students’ Science Process Skills through Didactic

Design on Work and Energy

S Ramayanti* , S Utari and D Saepuzaman

Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi
No. 229, Bandung 40154, Indonesia
*
[email protected]

Abstract. Science Process Skills (SPS) has not been optimally trained to the students in the
learning activity. The aim of this research is finding the ways to train SPS on the subject of
Work and Energy. One shot case study design is utilized in this research that conducted on 32
students in one of the High Schools in Bandung. The students’ SPS responses were analyzed
by the development SPS based assessment portfolios. The results of this research showed the
didactic design that had been designed to training the identifying variables skills, formulating
hypotheses, and the experiment activity shows the development. But the didactic design to
improve the students’ predicting skills shows that the development is still not optimal.
Therefore, in the future studies need to be developed the didactic design on the subject Work
and Energy that exercising these skills.

1. Introduction
Science is a combination of processes and products that are related each other [1]. The process is a
series of activities that needed to achieve the product [1]. This requires learning activities able to make
the students’ activeness in order to build up the students' knowledge through a series of activities that
encourage students toward discovery process [2]. In order to find a knowledge is needed some skills
such as observing, measuring, experimenting, interpret the data, communicate, and so on [2]. These
skills can be used in the process of finding a knowledge which is then referred to as the Science
Process Skills (SPS). The importance of SPS in science led to the various countries worldwide
emphasis on SPS and developing higher skills through learning approach that centered on the student
[3]. Therefore, the necessary means (didactic design) to exercising students’ SPS.
However, this research shows that students’ SPS are still not optimally trained in the classroom
because of the experience lack in the learning activities investigation [4]. The similar results were
found from preliminary studies through observation in the schools shows that the learning science is
still dominated by the transfer of knowledge. The experimental activity does not start from the
observation experiment, the students are not involved in building and designing experimental
investigation questions. This is not counterpart with the government’s recommendation to use the
scientific approach in the learning activities [5]. According to the research findings, it could be
suggested to a teacher requires in analyzing the students' characteristics. The students' learning
capability will determine the role of a teacher conducting the learning in a class [6]. A learning process
is one of the important aspects for the improvement of students' conceptual achievement [7]. Based on
the observations result, it found that students' difficulty in the identifying variables based on the
observations, constructing predictions, constructing hypotheses, and experiment. Several studies have

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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

tried to train students’ SPS. However, not all of the students’ skills be able to train optimally. Some
results of these studies which are expressed by Lati that students’ interpret data skill and construct the
conclusion are still in fairly level [4]. Hodosyova, et al. reveals that the students’ SPS is still low in
terms of designing experiments and hypothesize [8]. It is also found by Akpokorie and Omajuwa
expressed by Jack that of 15 SPS recommended curriculum, 70% of students having difficulty in
mastering these skills [9].
The didactic design is the learning plans that include the ways to teach certain concepts through the
students' responses on a draft action learning provided [10]. The aims of this research are trying to find
the didactic design for training high school students’ SPS on the Work and Energy through the SPS
approach. Related to the subject of Work and Energy, the SPS will be trained to students can be seen
in the SPS chart that designed by Rezba as shown in Figure 1 [11].

Figure 1. Diagram of Science Proses Skills

Based on Figure 1, the steps of SPS approach that utilized to design ways to train students’ SPS
that covering the aspects of observation to identify the variables and predicting, identifying variables
to constructing the hypothesis, and then the students are invited to designing investigations to do the
experimenting. Every aspect had been drilled through the questions that contained in the students’
worksheets that were developed based on the SPS aspects. According to this description, the research
will be able to describe the didactic design for training the SPS on the subject Work and Energy based
on the analysis of portfolio assessment on students’ worksheets.

2. Experimental Method
This study was conducted with the experimental study design using the one-shot case study to find the
ways to train students’ SPS on the subject of Work and Energy (didactic design). The study was
conducted in one of the high schools in Bandung with a sample of 32 eleventh grade students were
obtained by purposive sampling based on the observation of the students’ SPS. The students’ SPS
responses were analyzed based on the increase of SPS from the assessment portfolio to the student’s
worksheets that developed from the SPS aspects. The students’ worksheet is given to the students
during three meetings. The scores in every SPS aspect obtained by the students during the three
meetings compared to finding the students’ SPS development. The percentage of student’s score in
the range of 0-50, 51-60, 61-70, 71-80, and 81-100 are interpreted as very poor, poor, fair, good, and
excellent [4].

3. Result and Discussion

Based on the results of the research data acquisition, it obtained the description of the development
students’ SPS average score to identifying variables during the three meetings is shown in Figure 2.

2
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

The Development of Identifying Variables

100,00 excellent
Average score poor fair
(% ) 50,00

0,00
Meeting 1 Meeting2 Meeting 3

Figure 2. Graphics development of identifying variables during the

three meetings

Figure 2 shows that the didactic design that had been designed could be training students’ identifying
variables skills during the three meetings. At the time of learning activities, the teacher begins the
learning process by featuring the demonstrations directly in front of the class. Then the teacher asks
the students to observe the demonstration that shown and ask the students to determine the quantities
or the variables that observed based on the demonstration activity.
At the first meeting, the teacher did not use other media to aid the students doing the observation
on the abstract things. For example, the velocity of the toy car, the teacher did not use a stopwatch to
help students determine the fastest moving car. Teachers already planning a demonstration before
assuming that students be able to identify the variables contained in the demonstration. However,
students' difficulties in determining the variables that are abstract. Based on the findings of the
problems at the first meeting, the teacher utilized the other media to aid in the students doing the
observation for the next meeting.
In the second meeting, in order to know how much the energy of an object utilized the media such
as the barrier boards. The further displacement of the barrier board from its first position after crushed
by the toy car caused the energy on the toy car are also getting bigger. In observation requires a
creative teacher activity by letting something abstract into something that can be observed directly
[12].
At the third meeting, teachers utilized the video to help the students on doing the observation. This
had been conducted so the students could observe the phenomenon more clearly. Johnston revealed
that the utilized of the observation tools such as the projectors could assist students in the observation
activity [12]. Rezba stated that the activities of the observations can be qualitatively and quantitatively
[11]. The quantitative observations can be done with the help of measuring instruments. The goal is
that the nature of the object can be observed by the students more closely.
On the Figure 3 displayed the tendency of students' answers on aspects of identifying the variables
at the third meeting which is in conformity with the indicators that said by Rezba.

Figure 3. Photo the Example of the Tendency Students’ Answer in Identifying Variables in the Third
Meeting
The second aspect that measured is the predicting aspect. The development of the Predicting
aspects during three meetings is shown in Figure 4.

3
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

The Development of Predicting

Average score
100,00 good
fair fair
(%) 50,00

0,00
Meeting1 Meeting2 Meeting 3

Figure 4. Graphics development of predicting during the three

meetings

Figure 4 shows that students’ predicting skill had been an increase in the first meeting to the second
meeting, but the enhancement is not too great. At the third meeting, the students’ predicting skills
progressing into the Excellent category. According to Rezba, the predictions start from the observation
activities, inferring to give an explanation for the observation, and predicting what will happen [11].
The predicting stage on the learning activities in the first and second meetings, the teacher asks the
students orally to predict what would happen without the asked students’ the reason why the
predictions based on the observations. This is caused by the time limited to carry out all the stages in
the learning process. Based on the phase expressed by the predicting activity requires inferring or
provisional conclusions based on the observations from the teacher demonstrations [11]. This tentative
conclusion that students use as a basis for making a prediction. However, at the first meeting and the
second meeting, the teacher does not have students inferring or explaining the observations that have
been made as an interim conclusion for students. The teacher immediately asked students to make a
prediction because of the time constraints. This causes the students’ predicting skill in the first and
second meeting did not experience a large increase. But at the third meeting, the teacher asked some
students to give an explanation for the prediction that had been delivered. The explanation that given
with regard to the demonstration displayed the teacher. It could be training students’ predicting skills
so that at the third meeting they could achieve the good category.

The Development of Constructing Hypotheses

100,00 excellent
poor fair
Average score

50,00
(%)

0,00
Meeting 1 Meeting 2 Meeting 3

Figure 5. Graphics development of constructing hyphotheses during

the three meetings

The Figure 5 shows that the skills to formulate hypotheses had been developed during the three
meetings. The questions were developed to train students' constructing hypothesis skill is that students
can answer the question of what will happen to the dependent variable with independent variables
were deliberately altered.
Based on the comparing of the first and second meetings, the tendency of students' answers on the
third meeting already shows that students can answer the questions with a good investigation. It can be
seen from the students’ answers to the question on the constructing hypotheses aspect on the students’
worksheets that provided. At the third meeting, the students are able to construct the hypotheses as
expected is to relate with what happened with the dependent variable due to the variables that

4
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

deliberately tampered with. On Figure 6, shows the tendency of students' answers in answering
questions on the constructing hypotheses aspect on the students’ worksheets.

Figure 6. Photo the Example of the Tendency Students’ Answer in Constructing Hypotheses in the
Third Meeting

The constructing hypotheses activity starting from the identification of the variables that needed to
make the phrase of the hypothesis on how the influence of the dependent variable due to the
independent variable deliberately altered and fitted with an explanation for this hypothesis [11]. The
identification of variables can be done by asking questions probe that display the issues that must be
answered by the students [11]. This indicates that there are links between the students identifying
variables skill with the constructing hypothesis skill. The improvement of students’ constructing
hypothesis skills also supported by the statement of Tomkins, that observation is the basis of
constructing the hypotheses. The students can identify the variables through the observation of the
demonstration that displayed as a basis the hypothesis [13].

The Development of Experimenting

Average score (%)

150,00
good excellent
100,00 fair
50,00
0,00
Meeting 1 Meeting 2 Meeting 3

Figure 7. Graphics development of experimenting during the three

meetings

Based on Figure 7, the students’ experimenting skill due the progressing with the implementation of
SPS approach in the learning process. The questions that developed is related to how students collect
data, process and analyze the results of the experiment, and construct the conclusion of the trial. The
tendency of students' answers on the third meeting, it has been able to collect the right data, process
and analyze the data correctly, and make the right conclusions.
Rezba said that students’ experimenting skill starting from the student's ability to identify the
variables, constructing hypotheses, designing experiments, collecting data, explain and analyze the
findings and make conclusions on experiments that have been conducted [11]. This suggests that the
skills of identifying variables, predict, and hypothesized influencing students’ experimenting skill.
Correspondingly, the German revealed that the stage of experimentation done after designing the
tables observation and in accordance with the procedures that have been designed [14]. The data
obtained is then inserted into the table of observations. After the trial is completed, students are asked
to analyze the results of experiments, construct the conclusions, provide an explanation for the
conclusion and mention the mistakes that made in the study that could affect the study results. But at
the first meeting and the second, the student does not provide an explanation for the conclusion and
mention the mistakes made in the research. While at the third meeting, the students do so. This causes
the students’ experimenting skill at the third meeting greater than the two previous meetings. Another
factor is the students begin to consult the results of their experiments to the teacher at all three
meetings so the teacher can explain in accordance with the difficulties experienced by the students.
This action is able to construct the development of students’ skills. This is supported by Roth who

5
International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

stating that students should consult with friends and teachers at each meeting on the results of the
experiment were found [15].

4. Conclusion
The results of this research showed that the didactic design on the subject of Work and Energy that are
designed capable of developing students’ SPS from the poor category into the excellent category.
However, the study has not found ways to develop students’ predicting skill to the excellent category.
This is because the learning stage in training the predicting skills still not performing as it should.

Acknowledgments
The author would like to thank for all those who have helped in conducting research especially to the
high school that have helped the investigation.

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International Conference on Mathematics and Science Education (ICMScE) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
895 (2017) 012110 doi:10.1088/1742-6596/895/1/012110

[15] Roth WM 1993 The Development of Scence Process Skills in Authentic Contexts Journal of
Research in Science Teaching 30 127-152