Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
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fifth step D: DiscussDiscuss II, the students are asked to reconcile their predictions with their actual observations made in the early step. Here the students
were asked to analyze, compare, contrast and criticize their classmates in the groups. In the last step E: ExplainExplain II, the student confronts all
discrepancies between observations and predictions.
E. Research Instrument
Instruments that were used on this study consist of individual worksheet s
tudent’s conception sheet and Science Process Skill Observation sheet. The data were taken
using these instruments as follow:
1. Individual Worksheet student’s conception sheet
This instrument was prepared by researcher to identify students’ conception in
separation of mixture concept and to analyze the pattern of students’ conceptual
change during instructional process.
The instrument was prepared in form of prediction questions. Students were asked to predict the outcome of phenomenon related to separation of mixture concept.
This instrument consists of three open-ended questions that cover method of separation of mixture concept which can be seen in Table 3.1.
Table 3.1 Blueprint
of Students’ Conception Sheet
No. Concept
Experiment Question
1. Magnetic
attraction Separating
staples from
sand What will happen to the mixture of staples and
sand if you put the magnet which is covered by plastic near them? Why do you think it happens?
2. Decantation
Separating oil from water
What will happen when you pour the mixture of oil and water into another glass? Why do you
think it happens?
3. Filtration and
Evaporation Separating salt
from sand What will happen when you filter the mixture of
salt and sand which has been mixed with water? Why do you think it happens? After you filter it,
What will happen to the mixture when you heat
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
| repository.upi.edu
This instrument was given in three sessions in order to analyze students’
conception in each session. First session is in predict step when teacher presented a phenomenon to students so as to predict the outcome of the phenomenon
individually, instrument that was given in first session aimed to know students preconception. Second session is in discuss I step when students discuss in their
own group to share their ideas and to ponder together, after they discuss in group, they
filled students’ conception sheet individually. Instrument that was given in second session aimed to know students’ conception when students become aware
that there are points of view different from their own, they have to re-examine their own points of view and reassess their validity due to group discussion. Third
session is in Explain II step after students observe changes in the phenomenon and asked to reconcile their predictions with their actual observations made in the early
step, after they conduct observation and discussion in group, they filled the last conception sheet individually, it is aimed for students to replace their possible
ineffective conceptions with new ones.
2. Science Process Skill Observation Sheet
This instrument was prepared to assess students’ acquisition of science process skill
during instructional process through PDEODE method. This instrument was constructed by referring to science process skills aspects developed by Rustaman
2003. Those aspects are observing, classifying, inferring, predicting, questioning, formulating hypotheses, conducting investigation and collecting data, applying
concept and communicating.Each aspect consists of some sub skills that might be appeared in each step of PDEODE method as identified on the Table 3.2.
it? Why do you think it happens?
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
| repository.upi.edu
Table 3.2 Identification of Science Process Skills Aspect
SKILLS PROCESS
SUB SKILLS PDEODE Predict-
Discuss-Explain- Observe-Discuss-
Explain Learning Activity
P D E
O D E
1.Predicting total score = 8
a Explains basis of
predictions using evidence
√ √ b
Attempts to make a prediction relating to
problem even it is not derived from evidence
√ c
Makes predictions based on preconceived
ideas √
d Makes reasonable
predictions which fits the evidence
√ e
Attempt to give an explanation consistent
with prediction √
f Suggests how to test
predictions √ √
Maximum Score 5
3
2.Formulating hypothesis
total score = 5 a Makes reasonable
hypotheses based on prediction
√ b Makes reasonable
hypothesizes based on evidence
√ c Makes reasonable
hypotheses based on scientific knowledge
√ √
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
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d Suggest how to test hypotheses
√
Maximum Score 2
3
SKILLS PROCESS
SUB SKILLS PDEODE Predict-
Discuss-Explain- Observe-Discuss-
Explain Learning Activity
P D
E O D E
3.Classifying total score = 2
a Differentiate between homogeneous and
heterogeneous mixture Able sort information
and puts into categories
√
b Classify physical andor chemical
characteristic of substance in each
mixture √
Maximum Score 2
4.Observing total score = 4
a Uses more than one sense
√ b Making accurate
descriptions using senses
√ c Uses other instruments
to extend senses √
d Notices patterns or sequences in events
√
Maximum Score 4
5.Conducting Investigation
and collecting data
total score = 10
a Determine apparatus √
b Knowing the reason of using apparatus
√ √
c Using apparatus appropriately
√ d aware of safety
information √
e Memorize the procedure accurately
√ f follow the procedure
√ g Record data accurately
√
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
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h Data is well organized and accurate
√ i use time effectively
√
Maximum Score 2
8
SKILLS PROCESS
SUB SKILLS PDEODE Predict-
Discuss-Explain- Observe-Discuss-
Explain Learning Activity
P D
E O D E
6. Inferring
total score = 4 a Makes inferences
based on recorded data, and able to find
relationship pattern √
b Able to explain basis for inferences
√ c Attempt to give an
explanation consistent with evidence
√ √
Maximum Score 3
1
7.Applying Concept
total score = 3 a Using existing concept
in a new situation √
√ b using concept which is
generated from observation to explain
phenomenon √
Maximum Score 1
2
8.Communicating total score = 14
a answers question complete with
supporting evidence √
√ b Report the result
systematically √ √
c Use effective time to discuss and report the
result √ √
d Written report : based on observation and
evidence √ √
e Written report: detailed carefully
√ √ f Picturediagram : based
on careful observation √ √
Ineu Gustiani , 2013 Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
Through Predict-Discuss-Explain-Observe-Discuss-Explain Pdeode Method Universitas Pendidikan Indonesia
| repository.upi.edu
of objects and events g Picturediagram :
completed with labels √ √
Maximum Score 1
6 7
SKILLS PROCESS
SUB SKILLS PDEODE Predict-
Discuss-Explain- Observe-Discuss-
Explain Learning Activity
P D
E O D E
9. Questioning total score =5
a recognizing investigable questions
√ b asking investigable
questions related with the phenomenon
√ c suggesting how
answers to questions can be found correctly
√ √ √
Maximum Score 1
3 1
F. Data Processing Techniques
