Lembar Kerja Siswa Berbasis Keterampilan Proses Sains

1999:138. Menurut Funk dalam Dimyati dan Mudjiono, 1999:138-139 keunggulan belajar dengan PKP adalah memberikan kepada siswa pengertian yang tepat tentang hakikat ilmu pengetahuan, memberi kesempatan kepada siswa bekerja dengan ilmu pengetahuan, tidak sekedar menceritakan atau mendengar cerita tentang ilmu pengetahuan tetapi juga membuat siswa belajar proses dan produk ilmu pengetahuan sekaligus. Dengan demikian unsur keterampilan proses, ilmu pengetahuan, serta sikap dan nilai yang terjadi dalam kegiatan pembelajaran yang menerapkan PKP, saling berinteraksi dan berpengaruh satu dengan yang lain. Keterampilan proses terdiri atas keterampilan-keterampilan dasar dan keterampilan-keterampilan terintegrasi. Keterampilan dasar terdiri atas enam keterampilan yaitu: mengobservasi, mengklasifikasi, memprediksi, mengukur, menyimpulkan, dan mengomunikasikan. Sedangkan keterampilan- keterampilan terintegrasi terdiri dari: mengidentifikasi variabel, membuat tabulasi data, menyajikan data dalam bentuk grafik, menggambar hubungan antar variabel, mengumpulkan dan mengolah data, menganalisa penelitian, menyusun hipotesis, mendefinisikan variabel secara operasional, merancang penelitian, dan melaksanakan eksperimen Dimyati dan Mudjiono, 1999:139. Menurut Carin 1993:12-13, KPS terdiri atas lima belas indikator. Indikator- indikator tersebut dijabarkan dalam tabel berikut ini. Tabel 1. Science Process or Inquiry Skill No. Science Process or Inquiry Skill Definition Example 1 Classifying Arranging or distributing objects, events, or information representing objects or events in classes according to some method Taking objects such as buttons from a mixed collection and placing them in groups by color, number of holes, or shape; or arranging them in order according to size. 2 Creating Models Displaying information by means of graphic illustrations or other multisensory representations Drawing a graph or diagram; constructing a three-dimensional object; using atape recording; constructing a chart or table; or producing a picture or photograph that illustrates information about the melting of ice cubes. 3 Formulating Hypotheses Constructing a statement that is tentative and testable about what is thougt likely to be true based on reasoning Making a statement to be used as the basis for an experiment:”if one of ice cubes is placed in water and another placed in air at the same temperature, then the ice cube in water will melt faster.” 4 Generalizing Drawing general conclusions from particulars Making a summary statement following analysis of experimental result: “ ice melts faster in water than in air when both air nda water are at the same temperature.” 5 Identyfing Variabels Recognizing the characteristics of objects or factors in events thats are constant or change under different conditions Listing or describing the factors that are thought to, or would, influence the rate at which an ice cube melts in air and in water, such as: original temperature of water and air, size of the ice cube, or volume of water and air. 6 Inferring Making a conclusions based on reasoning to explain an observasion Stating that heat caused the melting of an ice cube that had been placed in water. 7 Interpreting Data Analyzing data that have been obtained and organized by determining apparent patterns or relationships in the data Studying a graph, chart, or table of data collected about melting ice cunes ang nothing that smaller ice cunes melt faster than larger ones. 8 Making Decisions Identyfing alternatives and choosing a course of action from among Indentyfing alternatives ways to store ice cubes to avoid causing them to melt; analyzng the the alternatives after basing the judgement for the selection on justifiable reasons consequences of each alternative such as the cost, the effect on other peole, or the effect on the environment; using justifiable reasons as the basis for making the choice ; nad choosing freely from the alternatives. 9 Manipulating Materials Handling or treating materials and equipment skillfully and effectively Arranging equipment and materials neede to conduct an investigation of the melting rate of ice; pouring liquids from one container to another; or carrying a balanceor adjusting it for use. 10 Measuring Making quantitative observations bay comparing to a convetional or nonconventional standard Using a clock to count the number of seconds needed for an ice cube to melt; using a thermometer to determine the final temperature in degrees Celcius of the melted ice cube. 11 Observing Becoming aware of an object or event by using any of the senses or extensions of the senses to indentify properties Looking at a melting ice cube to determine itschnaging shape; feeling water from an ice cube to detemine slipperiness or coldness; or using a thermometer to determine the coldness of the water. 12 Predicting Making a forecast of future events or conditions expected to exist Stating ” an ice cube whose weight is twice that of another ice cube will require twice the time to melt”. 13 Recording data Collecting bits of information about objects and events that illustrate a specific situation Taking notes; making a list or outline; recording numbers on a chart or graph; tape recording; taking photographs; or writing numbers of results of observations or measurements in an investigation, such as recording the number of cubic centimeters of water formed as an ice cube melts overtime. 14 Replicating Performing acts that duplicate demonstrated symbols, patterns, or procedures Operating a balance scale or using a thermometer following procedures previously demonstrated or modeled by another person 15 Using Numbers Applying mathematical rules of formulas to calculate quantities or determine relationships from basic measurements. Computing the average time for a 10-cubic -centimeter ice cube to melt.