In a student-centred science experi

In a student-centred science experiments using IBL, the students are engaged in
several processes such as observing, comparing, contrasting and hypothesizing (Cuevas et al.,
2005).These activities served as a source of science process skills. In addition, the term
inquiry has figured prominently in science education, three distinct categories of activities:
what scientist do, how students learn, and a pedagogical approach that teachers employ
(Miner, 2010) caterine anne

Science process skills are inseparable in practice from the conceptual
understanding that is involved in learning and applying science. Classroom studies on
scientific reasoning have centered on the basic and integrated science process skills over the
past three decades; many researchers have focused their attention on these skills (Germann &
Aram, 1996a; Harlen, 1999; Brotherton & Preece, 1995). Basic science process skills are
(BSPS): Observing, classifying, measuring, and predicting. These skills provide the
intellectual groundwork in scientific inquiry, such as the ability to order and describe natural
objects and events. The ability to use BSPS is attributed to the ability to perform empiricalinductive
reasoning or Piagetian concrete operational reasoning (Beaumont-Walters &
Soyibo; Germann & Aram, 1996a; Eilam, 2002). Integrated Science Process Skills (ISPS):
identifying and defining variables, collecting and transforming data, constructing tables of
data and graphs, describing relationships between variables, interpreting data, manipulating
materials, recording data, formulating hypotheses, designing investigations, drawing
conclusions and generalizing. The ISPS are the terminal skills for solving problems or doing science experiments. The ability to carry out ISPS is attributed to hypothetico-deductive
reasoning (Piaget’s formal operational reasoning; Beaumont-Walters, & Soyibo; Germann &
Aram, 1996a; Huppert, Lomask & Lazarowitz, 2002).

Science process skills are special skills that simplify learning science, activate students,
develop students’ sense of responsibility in their own learning, increase the permanency of
learning, as well as teach them the research methods (Carey, Evans, Honda, Jay & Unger,
1989; Korkmaz, 1997; Karamustafaoğlu, 2003) Besides, they are the thinking skills that we
use to get information, think on the problems and formulate the results. They are also the
skills that scientists use in their studies. According to Bredderman (1983), they are cognitive

Results (Indonesian) 1:

Dalam percobaan sains kesiswaan menggunakan IBL, para siswa terlibat dalam beberapa proses seperti mengamati, membandingkan, kontras dan hypothesizing (Cuevas et al., 2005). Kegiatan ini disajikan sebagai sumber ilmu proses keterampilan. Selain itu, istilah penyelidikan sudah tahu mencolok di bidang pendidikan sains, tiga kategori yang berbeda dari kegiatan: apa ilmuwan, bagaimana siswa siswi belajar dan pendekatan pedagogis yang mempekerjakan guru (Miner, 2010) caterine anne Ilmu proses keterampilan tidak dapat dipisahkan dalam praktek dari konseptualpemahaman yang terlibat dalam belajar dan menerapkan ilmu pengetahuan. Studi kelasilmiah penalaran memiliki terpusat pada keterampilan proses ilmu dasar dan terpadumelewati tiga dekade; banyak peneliti telah memfokuskan perhatian mereka pada keterampilan ini (Germann &Aram, 1996a; Harlen, 1999; Brotherton & Preece, 1995). Ilmu dasar proses keterampilan(BSPS): mengamati, mengklasifikasi, mengukur dan memprediksi. Keterampilan ini memberikanintelektual dasar dalam penyelidikan ilmiah, seperti kemampuan untuk order dan menggambarkan alambenda dan peristiwa. Kemampuan untuk menggunakan BSPS dikaitkan dengan kemampuan untuk melakukan empiricalinductivealasan atau alasan operasional beton Piagetian (Beaumont-Walters &Soyibo; Germann & Aram, 1996a; Eilam, 2002). Terpadu ilmu proses keterampilan (ISP):mengidentifikasi dan mendefinisikan variabel, mengumpulkan dan mengubah data, membangun tabeldata dan grafik, menggambarkan hubungan antara variabel, menafsirkan data, memanipulasibahan-bahan, merekam data, perumusan hipotesis, merancang penyelidikan, menggambarKesimpulan dan generalisasi. ISP adalah keterampilan terminal untuk memecahkan masalah atau melakukan percobaan sains. Kemampuan untuk melaksanakan ISP dikaitkan dengan hypothetico-deduktifpenalaran (Piaget's formal operasional penalaran; Beaumont-Walters, & Soyibo; Germann &Aram, 1996a; Huppert, Lomask & Lazarowitz, 2002).Ilmu proses keterampilan adalah keterampilan khusus yang menyederhanakan belajar ilmu, mengaktifkan siswa,mengembangkan mahasiswa rasa tanggung jawab dalam belajar mereka sendiri, meningkatkan permanency daribelajar, juga sebagai mengajar mereka metode penelitian (Carey, Evans, Honda, Jay & Unger,1989; Korkmaz, 1997; Karamustafaoğlu, 2003) Selain itu, mereka adalah keterampilan berpikir bahwa kitaGunakan untuk mendapatkan informasi, pikirkan tentang masalah dan merumuskan hasil. Jugaketerampilan yang ilmuwan gunakan dalam studi mereka. Menurut Bredderman (1983), mereka kognitif