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MISEIC IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 947 (2018)
1234567890 ‘’“”012021 doi:10.1088/1742-6596/947/1/012021

Improving Science Process Skills for Primary School Students

Through 5E Instructional Model-Based Learning
N L Choirunnisa1,*, P Prabowo1, S Suryanti1
1
Primary Education Department, Surabaya State University, Surabaya,
Indonesia

*Corresponding author e-mail: [email protected]

Abstract. The main objective of this study is to describe the effectiveness of 5E

instructional model-based learning to improve primary school students’ science
process skills. The science process skills is important for students as it is the
foundation for enhancing the mastery of concepts and thinking skills needed in
the 21st century. The design of this study was experimental involving one group
pre-test and post-test design. The result of this study shows that (1) the
implementation of learning in both of classes, IVA and IVB, show that the
percentage of learning implementation increased which indicates a better
quality of learning and (2) the percentage of students' science process skills test
results on the aspects of observing, formulating hypotheses, determining
variable, interpreting data and communicating increased as well.

1. Introduction
In this 21st century, the graduates are expected to have double skills of current competence. The four
important skills trained by the teacher to the students are 4C (Critical thinking and problem-solving,
Communication, Collaboration, Creativity and Innovation) [1]. In science subject, the four skills are
integrated to the science process skills. The science process skills can equip students' thinking skills [2].
The basic science process skills consist of observing (calculating, measuring, classifying, finding
relationship of space/time), hypothesizing, planning the experiment, controlling variables, interpreting
data, drawing conclusions (inference), predicting, applying, and communicating [3].
When viewed from the skills that are included into science process skills, it is clear that the science
process skills are important in science learning as the basis for improving the other thinking skills which
are much more complex such as 4C that has been explained before. It is also supported by Aydinli
(2011) which states that teachers should pay great attention to students' science process skills by
providing hands-on activities’ task oriented to improve their understanding of a science concept [4]. The
science subjects in primary school is less meaningful if it is taught through lecturing method in which
teacher actuvely gives information to the students. The curriculum has ordered that the learning process
must be actively build concepts that learning is done by the students themselves and the process can be
reinforced by a scientific approach. Natural science is a kind of knowledge that has special
characteristics to learn the factual of natural phenomena, both events and causal relationships. Natural
science is a subject in primary school that encourages students to have knowledge, ideas and concepts
that are organized. Thise knowledge, ideas, and concepts are related to the natural surroundings,
obtained from experience through a series of scientific processes such as investigation, preparation and

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MISEIC IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 947 (2018)
1234567890 ‘’“”012021 doi:10.1088/1742-6596/947/1/012021

presentation of ideas. The scope of natural science materials in the primary school generally covers two
aspects, namely scientific work and concept mastery.
The learning process done by students who are actively seeking and finding their own natural
science’s concepts can certainly not be separated from the science process skills that they have. Students
need the science process skills in their activities to find the right science concepts. Science process skills
become the driving wheel of discovery and development of facts and concepts as well as the growth and
the development of attitudes and values [3]. Students who are active in learning science through the use
of process skills, discussions, and experiments, gain more meaningful learning and dispel perceptions
of rote learning [5].
The expectations, which are conveyed by various experts, are not in line with the facts occurred in
the field. Students do not understand correctly the essence of formulating hypotheses and correlations
between variables [6]. Students are still wondering when they should formulate hypotheses and they do
not know the reason of doing that. Moreover, they are unable to understand the correlation between the
dependent and independent variables [6]. Science process skills are not only about formulating
hypotheses and determining variables but also involving other skills such as observing, interpreting data,
and communicating that are trained in this study. Science process skills can not be considered as an
insignificant thing in science learning. Students need to be familiarized with the science process skills
since primary school in order to obtain the correct concepts and to make other high-level thinking skills
continues to increase. The higher the students' science process skills, the better the students’ conception
status (Knowing the Concept) [7].
The low science process skills score of elementary students is an urgent problem to be solved. If it
continues, then students cannot improve the other skills that are needed in their life later on. Students
need to be facilitated in the learning process that allows them to explore what they want to know freely
and actively. The 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model
provides a suitable learning phase for improving the science process skills [8]. The reason of choosing
the model is because the 5E instructional model contains structured activities starting from the
preparation or agreement in which the initial concept of the students is known. The starting point is then
followed by an exploratory phase in which the students perform activities to look for evidence through
experiment and at the same time their science process skills are trained in this phase. In the explanatory
phase, students explain, in their own language, the results they gain through presentations and
discussions. In the elaboration phase, students apply the concept to new issues. In the evaluation phase,
students' final abilities are revealed through tests [8]. The constructivist learning of 5E instructional
models have a better impact than traditional teaching models [9]. The 5E instructional model-based
learning with various methods such as conceptual change, POE (Predict-Observed-Explain), cartoon
concept, and animation can improve the concept mastery of students [10]. The integration of science
activities with 5E instructional model may cause cognitive conflict that leads the students to try to solve
the science problem by using their thinking skills [11].

2. Method
This type of research is a pre-experimental study. The subjects of this research were two classes of 4th
graders, class IVA and IVB at SD Negeri 1 Menganti, Gresik. The research design used was One Group
Pre-test and Post-test Design:
O1a Xb O2c
(a) O1 = Pre-test, (b) X= 5E instructional model-based learning, (c) O2 = Post-test
The percentage of the learning implementation was obtained by dividing the number of aspects that
were implemented in the learning with the total of aspects multiplied by 100%. The percentage of
students' science process skills was obtained by dividing the total score with maximum score multiplied
by 100%. The pre-test and post-test scores of science process skills were employed to find the difference

2
MISEIC IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 947 (2018)
1234567890 ‘’“”012021 doi:10.1088/1742-6596/947/1/012021

by using paired sample t-test. The test was done to be able to determine whether there are significant
differences in the science process skills’ test results, before and after learning process.

3. Results
3.1 The Implementation of Learning
The implementation of learning is observed by two observers. The lessons were conducted in three
meetings. In addition, the lessons obtained a very good percentage. The learning outcomes can be seen
in Table 1 and Table 2.

Table 1. Percentage of the Implementation of Using 5E Instructional Model-

based Learning in Class IVA
Result
Meeting Not Implemented
Implemented (%)
(%)
1 87.50 12.50
2 91.67 8.33
3 95.83 4.17

Based on Table 1 it can be seen that the percentage of learning implementation increases which indicates
a better quality of learning.
Table 2. Percentage of the Implementation of Using 5E Instructional Model-based Learning in
Class IVB
Result
Meeting Not Implemented
Implemented (%)
(%)
1 86,96 13,04
2 95,65 7,35
3 100 0

Based on Table 2 it can be seen that the percentage of learning implementation increases which indicates
the quality of learning is getting better as well as what occurs in the class IVA.

3.2 Students’ Science Process Skills

The tests of science process skills are conducted twice, before treatment (pre-test) and after treatment
(post-test). The difference of those test results can be seen in Figure 1 and Figure 2.

3
MISEIC IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 947 (2018)
1234567890 ‘’“”012021 doi:10.1088/1742-6596/947/1/012021

120
98

Score Percentage (%)

100 81 78
80 66 70 70
60 48
30 PRETEST
40 25 18 POSTTEST
20
0
a b c d e
Science Process Skills

Figure 1. Test Result of Science Process Skills in Class IVA.

(a) Observing. (b) Formulating hypotheses. (c) Determining
variables. (d) Interpreting data. (e) Communicating.
Based on Figure 1, it can be seen that the percentage of science process skills’ score increases from
pre-test to post-test in class IVA. In addition, the pre-test average score is 35.25 and the post-test one is
78.10. The post-test average score is better than the pretest one. Based on the result of the t-test, the t-
value is -44.361 and it is revealed that the t-table value is 2.093. The value of t-arithmetic is in rejection
area H0. Hence, it can be concluded that there are significant difference of students’ science process skill
between before and after the treatment involved in learning.

100 84
Score Percentage (%)

73 75
80 61 65 65
60 51
40 31 33
PRETEST
18
20 POSTTEST

0
a b c d e
Science Process Skills

Figure 2. Test Result of Science Process Skills in Class IVB.

(a) Observing. (b) Formulating hypotheses. (c) Determining
variables. (d) Interpreting data. (e) Communicating.
Based on Figure 2, it can be seen that the percentage of science process skills’ score increases from
pre-test to post-test in class IVB. The pre-test average score is 38.75 and the post-test one is 80.15. The
post-test average score is better than the pretest one. Based on the result of t-test, the t-value is -49.225.
In addition, it is also revealed that the t-table value is 2.093. The value of t-arithmetic is in the rejection
area H0. Hence, it can be concluded that there are significant difference of students’ science process skill
between before and after the treatment.

4. Discussion
Through the results of this study, it can be seen that the percentage of learning implementation increases
which indicates better quality of learning both in the class IVA and IVB. It is because the teacher has
been given a briefing and training on how to implement the learning based on 5E instructional model.
There is no obstacle that occurs, therefore, the teachers can carry out the learning well. The students also

4
MISEIC IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 947 (2018)
1234567890 ‘’“”012021 doi:10.1088/1742-6596/947/1/012021

look enthusiastic in following the learning process because it provides a fun and enjoyable learning.
Students’ interests in learning also increases which leads to improvement of students' motivation in
learning science [12].
The increase of the percentage of students' science process skills’ test results occurred because
students were already trained to use science process skills such as observing scientifically, formulating
hypotheses, determining variables, interpreting data, and communicating experimental results in the
elaboration phase. Moreover, the teacher also gives an example of how to formulate the hypothesis and
determine the variables first which then followed and imitated by the students. The science process skills
such as observing, interpreting data, and communicating were done by the students so that it only needs
to be observed and clarified if there is an error. In brief, the 5E instructional model-based learning
successfully enriches the students' knowledge and improves the science process skills [13].

5. Conclusion
Based on the results of the study, it can be concluded that 5E instructional model-based learning is
effective to improve students' science process skills seen from the improvement of students’ test results.

Acknowledgments
Dr. Hendratno, M.Hum; Prof. Dr. Muslimin Ibrahim; M.Pd, Dr. Wahono Widodo, M.Si; Prof. Dr.
Prabowo, M.Pd; and Dr.Suryanti, M.Pd. who have guided and assisted this research.

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