Last modified: 2017-09-05
Abstract
This research is based on the importance of science process skills of students in learning science. Science process skills can be trained by teachers using sheet Student Activity Sheet (LKS) in learning science. However worksheets that are implemented in the instructional activity just working on the multiple choice questions and descriptions are arranged neatly on paper without the activity involves students directly, so it needs to be developed LKS oriented Discovery Learning to improve students' science process skills.
This research includes development research conducted in three stages including the definition, design, and development. This step begins with designing the device and then validated by experts. Validation by experts stating that the developed LKS fit for use. Further tested for students of class IV SDN Tenaru Gresik design with Nonequivalent Groups Pretest-Posttest Control.
The results showed the level of validity of instruments evaluated by two experts validator is very valid. The level of practicality show that learning implementation done well with an average of 97%. Barriers that happens is students using experimental tools to play, so that the necessary firmness teachers in motivating students conduct experiments. LKS practicality also be seen from the activities of students actively in learning. LKS effectiveness obtained from the t-test valuet = 21,75> ttable = 2,021 means that there is a difference between the experimental group and control group. The average result of N-Gain test is 0.85 with a high-gain category, it can be said that learning to use the worksheets oriented Discovery Learning proven to improve students' science process skills. This shows that the LKS oriented Discovery Learning can improve students' science process skills. Besides, The effectiveness of LKS is also on the response of students who respond well to the use of learning-oriented LKS Discovery Learning.It can be concluded that the LKS oriented Discovery Learning eligible for use in science teaching to improve students' science process skills.