PROFIL KETERAMPILAN PROSES SAINS SISWA DALAM MATA PELAJARAN PROJEK IPAS DI SMKN BANTARKALONG KABUPATEN TASIKMALAYA

ASEP MARWAN; WAHIDIN WAHIDIN; ROMY FAISAL  MUSTOFA; LIAH  BADRIAH; DIANA  HERNAWATI

doi:10.51878/science.v5i1.4403

Authors

ASEP MARWAN Universitas Siliwangi
WAHIDIN WAHIDIN Universitas Siliwangi
ROMY FAISAL MUSTOFA Universitas Siliwangi
LIAH BADRIAH Universitas Siliwangi
DIANA HERNAWATI Universitas Siliwangi

DOI:

https://doi.org/10.51878/science.v5i1.4403

Keywords:

keterampilan proses sains, Projek IPAS, SMK

Abstract

This study aims to describe the profile of vocational high school (SMK) students' science process skills (SPS) in the Project-Based Natural and Social Sciences (IPAS) subject. The research employs a mixed-method approach using questionnaires and interviews as instruments. Quantitative data were collected from 60 tenth-grade students at SMKN Bantarkalong using a Likert-scale-based questionnaire, analyzed with the Rasch Model to assess reliability and validity. Qualitative data were obtained through in-depth interviews with three purposively selected students. SPS encompasses basic skills, such as observation, measurement, and classification, as well as integrated skills, such as variable control and hypothesis formulation. The findings indicate that students' SPS fall within the moderate category across all indicators, with the highest average percentage in experimental design (51.46%) and the lowest in prediction (42.50%). Further analysis revealed that a lack of hands-on laboratory experience contributes to the low mastery of SPS. Interviews also indicated that students face difficulties in understanding variables and relating them in experimental contexts. This study highlights the importance of implementing more practical and integrated project-based learning to enhance students' SPS. Key recommendations include strengthening laboratory practice at earlier education levels and innovating instructional approaches based on engineering design, STEM integration, or a combination of both to improve students' SPS. These findings are expected to serve as preliminary information for enhancing the quality of IPAS project-based learning in vocational schools and supporting the development of relevant and effective curricula to produce adaptive graduates for the modern technological era.

ABSTRAK
Penelitian ini bertujuan untuk menggambarkan profil keterampilan proses sains (KPS) siswa SMK pada mata pelajaran Projek Ilmu Pengetahuan Alam dan Sosial (IPAS). Penelitian menggunakan pendekatan mixed method dengan instrumen kuesioner dan wawancara. Data kuantitatif dikumpulkan dari 60 siswa kelas X SMKN Bantarkalong dengan menggunakan kuesioner berbasis skala Likert yang dianalisis melalui Model Rasch untuk mengukur reliabilitas dan validitas. Data kualitatif diperoleh melalui wawancara mendalam dengan tiga siswa yang dipilih secara purposive sampling. KPS terdiri atas keterampilan dasar, seperti observasi, pengukuran, dan klasifikasi, serta keterampilan terpadu, seperti pengendalian variabel dan perumusan hipotesis. Hasil penelitian menunjukkan bahwa keterampilan proses sains siswa berada pada kategori sedang di semua indikator, dengan persentase rata-rata tertinggi pada desain eksperimen (51,46%) dan terendah pada prediksi (42,50%). Analisis lebih lanjut mengungkapkan bahwa minimnya pengalaman praktik di laboratorium menjadi salah satu penyebab rendahnya penguasaan KPS. Wawancara juga mengindikasikan bahwa siswa menghadapi kesulitan dalam memahami konsep variabel dan menghubungkannya dalam konteks eksperimen. Penelitian ini menekankan pentingnya penerapan pembelajaran berbasis projek yang lebih praktis dan terintegrasi untuk meningkatkan kemampuan siswa dalam aspek KPS. Rekomendasi utama meliputi penguatan praktik laboratorium di jenjang pendidikan sebelumnya serta inovasi pendekatan pembelajaran berbasis desain rekayasa, integrasi STEM, atau kombinasi keduanya untuk meningkatkan KPS siswa. Hasil penelitian ini diharapkan menjadi informasi awal untuk meningkatkan kualitas pembelajaran projek IPAS di SMK serta mendukung pengembangan kurikulum yang relevan, efektif, dan mampu mencetak lulusan adaptif di era teknologi modern.

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