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Description of Science Process Skills’ Physics Education Students at Jambi University in Temperature and Heat Materials

Date: October 16,2018 |Hits: 10847 Download PDF How to cite this paper

Darmaji, Dwi Agus Kurniawan *, Hanaiyah Parasdila, Irdianti

Physics Education, Faculty of Teaching and Education, Jambi University, Indonesia.

*Corresponding author: Dwi Agus Kurniawan, Profesional Lecture


This study aims to determine the skills of science process students have previously done in physics education courses. Science process skills focused on this research are basic process skills that include observation, communication, and classification as well as the skills of the integration process that include the skills of variable identification, graphics skill, and skills to acquire and process data. This research uses total sampling. The quantitative data collected through the observation sheet was analyzed using de-scriptive. The results of this study, physics students are still many who are not skilled in doing their own lab work so that the science physics process is still low. Ob-stacles encountered during the implementation of Basic Physics II is the lack of knowledge of students about the tools and materials in the laboratory, students have not been able to perform independent lab, and students have not been able to communicate their findings at the time of the lab. Some obstacles that hamper to do the lab course inhibits the science process skills of Physics Education students of Jambi University. These results provide information that the magnitude of science process skills possessed by physics education students Jambi University can be useful for other courses.


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How to cite this paper

Description of Science Process Skills’ Physics Education Students at Jambi University in Temperature and Heat Materials

How to cite this paper: Darmaji, Kurniawan, D. A., Parasdila, H., & Irdianti. (2018). Description of Science Process Skills’ Physics Education Students at Jambi University in Temperature and Heat Materials. The Educational Review, USA, 2(9), 485-498.

DOI: http://dx.doi.org/10.26855/er.2018.09.005

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