Effect of concept attainment model on student’s science process skills

This model is widely used as a form of learning model that can increase some of the latent variables that exist in students, including improving learning outcomes in mathematics and chemistry, reasoning ability with mathematical concepts, science process skills in fluid concepts, understanding of mathematical concepts, social science achievement, ability communication in mathematics, and metacognitive skills of students. Research has shown that the concept attainment model is more advantageous than other types of learning models in improving various skills and knowledge. For example, it is more advantageous than the self-directed learning model in improving mathematical learning outcomes, with discovery learning in improving students' problem solving abilities, with the Drill Skills model for improving physics learning outcomes, and is superior to the traditional model in improving the ability to teach English. Science process skills are students' ability to apply scientific methods in understanding, developing, and discovering science. These skills are very important for every student as a provision to use scientific methods in developing science and are expected to acquire new knowledge or develop the knowledge they already have. Several previous research results indicate that science process skills can be improved by using various forms of models, approaches, or methods, including inquiry-based science teaching, using I diagrams and process skills, using computer simulations, using PhET simulation media, with inquiry learning activities, and with using a concept attainment model. The concept attainment model has conformity or synchronization with indicators of science process skills, making it a suitable model for use in improving science process skills. The syntax of the concept attainment model is designed to help students of all ages strengthen their understanding of the concepts being studied and practice testing hypotheses. This model is widely used in various educational settings to improve various skills and knowledge. The research objective of this study was to determine the effect of the concept attainment model on students' science process skills. The type of research used is experimental research with pre-experimental methods and one group pre-test post-test design. The research sample was selected for grade I at Peukan Bada Senior High School. Data collection used non-test instruments in the form of observation sheets to see students' science process skills. The results of data analysis using the percentage formula showed an increase in science process skills from the first meeting to the third meeting. At the first meeting, the average percentage was 54.66%, which was categorized as sufficient, at the second meeting it was 76.66% which was categorized as good, while at the third meeting it was 84.47% which was categorized as very good. The indicators of science process skills with the highest improvement were observation, interpretation, prediction, and concept application. Meanwhile, the lowest indicators are classification, experimental design, and communication. The implementation of the concept attainment model was conducted at SMA Negeri 1 Peukan Bada on April 11 to April 25 2019, and the samples were 31 students of class X MIPA-1. The physics topics chosen in this study were Impulse and Momentum for 3 activities. Implementation of learning in the form of practicum activities for the concept of momentum (meeting 1), impulse (meeting 2) and conservation of momentum (meeting 3). Observers filled the observation sheets (OSSPS) during the practical implementation activities. The data collected was only from the science process skills variable using an observation questionnaire using a 4-point Likert scale. The non-test instrument was developed by researchers by adopting aspects and indicators of science process skills from previous researchers. The grid that forms the basis for the development of non-test science process skills instruments includes 10 aspects with 31 indicators. Based on the aspects and indicators, an observation questionnaire of 31 items was developed accompanied by a 4-point Likert scale called Sheet Observation of Science Process Skills (OSSPS).