Development of Scientific Process Skills of 11th Grade Students Using Active Learning on Plant Anatomy and Physiology

Abstract

          The objectives of this research were 1) to develop science processing skills of grade 11 students by using an inquiry-based learning management process combined with an active learning management in the Plant Anatomy and Physiology subject and, 2) to compare the achievement before and after learning the subject by using the active learning process. This research is mixed method research with 24 grade 11 students as the sample for quantitative data and 8 grade 11 students as the sample for qualitative research. The two groups of students were selected by purposive sampling. The instruments used in the research were comprised of 6 learning management plans for the Plant Anatomy and Physiology subject, a science processing skill assessment form, an in-class behavior observation record form, an assessment form for academic achievement for the Plant Anatomy and Physiology subject, a camera for recording still images and videos while the students were doing activities. The information obtained was analyzed using mean and standard deviation.
          The research results show that 1) after doing 6 times of active learning management activities, the students’ overall scientific process skill was found to be at high level, and the students’ ability in science processing skill from the 1st to the 6th time was found to increase from a moderate to a high level, 2) it was found that after learning by the active learning management, the students acquired higher learning achievement than before learning. The amount of difference was found to be significant at .05.