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A quasi-experimental design with a pretest-posttest nonequivalent control group was implemented using two classes of animal physiology students (60 participants). Essay tests measured both basic and integrated science process skills. Results indicate that the problem-based learning model with authentic assessment practicum significantly improved students’ science process skills versus comparison instruction.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-process-skill-development-potential-of-practicum-through-problems-based-learning-and-authentic-assessment/591667/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-process-skill-development-potential-of-practicum-through-problems-based-learning-and-authentic-assessment/591667.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"Why is science process skill development emphasized in science education?","Question",{"text":113,"@type":114},"Science process skills support understanding and applying the scientific method, including observing, hypothesizing, experimenting, and interpreting data. Effective science teaching is linked to cultivating these skills alongside scientific attitudes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were science process skills measured in the study?",{"text":118,"@type":114},"Science process skills were measured using an essay test. The questions covered both basic science process skills and integrated science process skills.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the effect of the problem-based learning model with authentic assessment practicum?",{"text":122,"@type":114},"The results show that problem-based learning through practical and authentic assessment affected students’ science process skills, with significant differences compared to problem-based learning without the same practicum-based authentic assessment approach.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},591667,1792165584,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","SCIENCE PROCESS SKILL DEVELOPMENT: POTENTIAL OF PRACTICUM THROUGH PROBLEMS BASED LEARNING AND AUTHENTIC ASSESSMENT  \nHilarius Jago Duda  \nSchool of Teacher Training and Education of Persada Khatulistiwa, Sintang, Indonesia,  \n[hilariusjd@yahoo.co.id](hilariusjd@yahoo.co.id)  \nHerawati Susilo  \nState University of Malang, Malang, Indonesia, [herawati_susilo@yahoo.com](herawati_susilo@yahoo.com)  \nScience essences are product, process and scientific attitude. As a process, science is a used procedure to study the object of study, to discover and to develop science products. It seems that Indonesian education is not focusing on developing students’ science process skills. Therefore, the researchers employed a problem-based learning model through an authentic assessment based practicum to improve students’ science process skills. A Quasi experimental design with pretestposttest nonequivalent control group design was applied in this study. Biology educational students of STKIP Persada Khatulistiwa Sintang, West Borneo, Indonesia were taken as the population. The participants of the research were 60 students from two classes of animal physiology, each class consisted of 30 students. Essay test was applied to measure the science process skills. Essay test questions cover both science basic process skills and integrated science process skills. The research result showed that problem based learning through practical and authentic assessment affected the students’ science process skills and there were significant differences between the problem-based learning model through authentic assessment based practicum with problem-based learning model.  \nKeywords: Problem-based learning, practicum methods, authentic assessment, science process skills, animal physiology  \nINTRODUCTION  \nScience essences are product, process, and scientific attitudes. As a product, science is a set of knowledge and a set of concepts. As a process, science is a used process to study the object of study, to find and develop the science products. As an application, science theories would produce a technology which is able to provide life convenience (Trianto, 2014) . Science as a process is using the scientific method to study the object of study, discovering and developing science products. Scientific method is systematic ways that involve science process skills in investigating a problem, for example, making observations, formulating hypotheses, designing experiments, and others (Sukardjo, 2008) .  \nScience learning was the complex activities that should be done to acquire scientific knowledge, science skills as well as scientific attitude (Subamia, 2012) . Teaching effective science which is determined by science process skills is one of its education goals. Science education should include the emphasis on hypothesizing, nature manipulating, and data-based reasoning. New reformation offers science process skills teaching for all students. Educators recognize these skills  \nvalues in line with personal, intellectual, and social development. Some educators emphasize the importance of science process skills teaching in science education (Özgelen, 2012) .  \nIn general, Indonesian education is not trained to develop science process skills. Therefore, the researchers willing to apply a new model to develop students’ science process skills. Dahar (1996) explained that science process skill is the student's ability to apply the scientific method in understanding, developing, and discover science. Learning biology needs science process skills because learning biology deductive patterned sometimes requires creative process and inductive. Science process skills involve cognitive skills or intellectual, manual, and social. Cognitive and intellectual skills involved because by involving process skill, students use their minds. Manual skills clearly involved in the process skills because they involve students' skills in using the equipments and materials, measurement, preparati","cbCaijwqyrRozWSP","https://ap.wps.com/l/cbCaijwqyrRozWSP","pdf",396773,"English","# Introduction\n## Science as product, process, and attitude\n## Science process skills: basic vs integrated\n## Rationale for problem-based learning and authentic assessment\n## Study design overview","[{\"question\":\"Why is science process skill development emphasized in science education?\",\"answer\":\"Science process skills support understanding and applying the scientific method, including observing, hypothesizing, experimenting, and interpreting data. Effective science teaching is linked to cultivating these skills alongside scientific attitudes.\"},{\"question\":\"How were science process skills measured in the study?\",\"answer\":\"Science process skills were measured using an essay test. The questions covered both basic science process skills and integrated science process skills.\"},{\"question\":\"What is the effect of the problem-based learning model with authentic assessment practicum?\",\"answer\":\"The results show that problem-based learning through practical and authentic assessment affected students’ science process skills, with significant differences compared to problem-based learning without the same practicum-based authentic assessment approach.\"}]","SCIENCE PROCESS SKILL DEVELOPMENT - POTENTIAL OF PRACTICUM THROUGH PROBLEMS BASED LEARNING AND AUTHENTIC ASSESSMENT | PDF",1792072946,25]