Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning
Abstract
This study aimed to analyze science process skills (SPS) and scientific reasoning (SR) among high school students and prospective teachers. This study used a quantitative descriptive approach with a survey method involving a self-report perception questionnaire to collect data from eleventh and twelfth grade science students and 187 prospective teachers majoring in Physics Education. The results showed that Science learning in high school and pre-service teachers has begun to integrate science process skills (SPS) and scientific reasoning (SR), but its implementation is inconsistent and practicums are still less intensive, so that SPS strengthening is not optimal. Obstacles that arise include limited practicums and facilities, the dominance of theoretical learning, difficulty understanding abstract concepts, and low systematic thinking habits and confidence in scientific argumentation. On the other hand, students and pre-service teachers hope that science learning is more based on interesting and contextual practicums, relevant to everyday life, utilizing technology, and designed collaboratively and adaptively so that SPS and SR can develop simultaneously and be ready to face the challenges of the 21st century.Downloads
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References
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[30] A. Ling, T. Yann, S. Ong, Y. Sim, N. Jared, and H. Jie, “STEM Problem Solving : Inquiry , Concepts , and Reasoning,” Sci. Educ., pp. 381–397, 2023, doi: 10.1007/s11191-021-00310-2.
[2] A. Mulyani, D. R. Indriyanti, and S. Madnasri, “Research Trend of 21st Century Skills in Science Education Through Bibliometrics,” vol. 11, no. 4, pp. 897–916, 2023.
[3] A. S. Anandita, N. P. Adi, and H. K. Baihaqi, “Enhancing Physics Learning with Advance Organizer : A Meta- Cognitive Approach,” vol. 10, no. 1, pp. 14–22, 2025.
[4] G. Gilo Gizaw and S. Sorsa Sota, “Improving Science Process Skills of Students : A Review of,” vol. 34, no. 3, pp. 216–224, 2013.
[5] D. A. Kurniawan, R. Perdana, and M. Ikhlas, “Do a science process skills affect on critical thinking in science ? Differences in urban and rural,” vol. 9, no. 4, pp. 874–880, 2020, doi: 10.11591/ijere.v9i4.20687.
[6] N. K. Rapi, R. Sujanem, L. Putu, B. Yasmini, and K. Setemen, “Science process skills and critical thinking skills in inquiry-based learning model with project- based assessment,” vol. 8, no. 2, pp. 938–946, 2025, doi: 10.53894/ijirss.v8i2.5393.
[7] H. Subekti, S. Puspitarini, and E. Suwandi, “Training Science Process Skills with the SETS Model in Biotechnology Learning : Applications and Future Research Directions,” vol. 11, no. 10, pp. 270–281, 2025, doi: 10.29303/jppipa.v11i10.11353.
[8] Sumiyati, F. S. Andini, and I. R. Yusup, “Improving Students ’ Science Process Skills through Level of Inquiry Learning Assisted by Liveworksheet on The Concept of Environment Change,” J. Penelit. Pendidik. IPA, vol. 9, no. 7, pp. 3983–3991, 2024, doi: 10.29303/jppipa.v10i7.8120.
[9] Z. A. Zulkipli, M. Mubarrak, M. Yusof, N. Ibrahim, and S. F. Dalim, “Identifying Scientific Reasoning Skills of Science Education Students,” no. 1984, pp. 1–6, 2020.
[10] R. B. Prahastiwi and N. Sholehah, “Integrating Collaboration and Communication Skills : Development of Discovery Learning-Based Science Module Article Info :,” KONSTAN J. Fis. DAN Pendidik. Fis., vol. 9, no. 2, pp. 161–169, 2024.
[11] N. Ernita, “The Effect of Participatory Learning Models Using Critical Problem Solving Techniques on the Learning Achievements of Physics Students,” KONSTAN J. Fis. DAN Pendidik. Fis., vol. 7, no. June, pp. 82–89, 2022.
[12] E. Puspita, K. Sari, and U. H. Nihayah, “Development of a Science Process Skills ( SPS ) test for assessing environmental chemistry concept : Salt hydrolysis in grade XI,” vol. 3, no. 3, pp. 350–359, 2025, doi: 10.62672/joease.v3i3.117.
[13] M. Zaini, M. Kafrawi, and M. Musanni, “Ethnophysics and Technology: Physics e-module integrated with local wisdom based on an Android application,” J. Pendidik. Fis. dan Teknol., vol. 10, no. 2, pp. 283–297, Sep. 2024, doi: 10.29303/jpft.v10i2.7240.
[14] A. M. Masnick and B. J. Morris, “education sciences A Model of Scientific Data Reasoning,” pp. 1–19, 2022.
[15] M. Zaini, N. P. Adi, and L. U. Ali, “Physics Comprehensive Contextual Teaching Material Untuk Meningkatkan,” KONSTAN J. Fis. DAN Pendidik. Fis., vol. 5, 2020.
[16] M. Zaini, L. U. Ali, L. S. Handriani, and I. M. Fitriana, “The influence of guided inquiry learning based on local wisdom and android applications on students’ high-order thinking skills (HOTS),” Compt. J. Ilm. Pendidik. Fis., vol. 12, no. 1, pp. 161–175, 2025, doi: 10.30738/cjipf.v12i1.19905.
[17] H. L. Suaidah, E. Susantini, and E. Hariyono, “Determining Learning Activities to Promote Scientific Reasoning in Science Learning : A Literature Review,” vol. 4, no. 3, pp. 271–285, 2023.
[18] L. Bao, K. Koenig, Y. Xiao, J. Fritchman, S. Zhou, and C. Chen, “Theoretical model and quantitative assessment of scientific thinking and reasoning,” Phys. Rev. Phys. Educ. Res., vol. 18, no. 1, p. 010115, Feb. 2022, doi: 10.1103/PhysRevPhysEducRes.18.010115.
[19] F. Mandasari, I. Iwan, and I. Damopolii, “The relationship between science process skills and biology learning outcome Hubungan antara keterampilan proses sains dan hasil belajar biologi siswa,” vol. 1, no. 1, pp. 23–32, 2021.
[20] U. Hasanah and K. Shimizu, “Crucial Cognitive Skills in Science Education : A Systematic Review,” vol. 6, no. 1, pp. 36–72, 2020, doi: 10.30870/jppi.v6i1.7140.
[21] Z. Fathya, M. Ramli, and B. Sugiharto, “Students ’ inquiry skills progression based on STEM approach and inquiry lab,” vol. 9, no. 2, pp. 206–216, 2023.
[22] C. Guru, M. I. Sd, D. I. Institut, and U. Quro, “1 , 2 1,” vol. 10, 2025.
[23] L. Wulandari, S. Sainuddin, and A. J. Suharli, “Penilaian Keterampilan Proses Sains Pada Praktikum Mahasiswa di Laboratorium Kimia,” vol. 5, no. 1, pp. 45–53, 2025.
[24] P. Juanta, A. Sijabat, P. Indonesia, U. N. Padang, H. Belajar, and K. P. Sains, “Penerapan Model Pembelajaran Inquiry Training Untuk Meningkatkan Keterampilan Proses Sains ( KPS ) E-ISSN 2621-0703,” vol. 8, no. 1, pp. 204–208, 2023.
[25] P. R. Ramadhanti, U. N. Surabaya, B. Jatmiko, and U. N. Surabaya, “Pembelajaran Fisika Dengan Menggunakan Model Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Proses Sains Siswa,” vol. 1, no. 5, 2023.
[26] K. C. Dewi, I. B. Minarti, and D. Prasasti, “Seminar Nasional Pendidikan Profesi Guru Praktikum Berbasis Scientific Inquary pada Materi Sel untuk Meningkatkan Keterampilan Proses Sains ( KPS ) dan Keaktifan Siswa,” no. November, pp. 3923–3934, 2023.
[27] Z. Shana, “Science practical work and its impact on students’ science achievement,” no. December 2019, pp. 1–10, 2020.
[28] S. Renjani, R. Pratiwi, N. Juanengsih, and E. Muliyah, “Keterampilan Proses Sains Siswa pada Praktikum Biologi Konsep Sel,” vol. 2, no. 1, pp. 193–207, 2025.
[29] A. R and C. K, “Science Process Skills: A Trend Analysis of Research,” Int. J. Indian Psychol., vol. 12, no. 1, 2024, doi: 10.25215/1201.073.
[30] A. Ling, T. Yann, S. Ong, Y. Sim, N. Jared, and H. Jie, “STEM Problem Solving : Inquiry , Concepts , and Reasoning,” Sci. Educ., pp. 381–397, 2023, doi: 10.1007/s11191-021-00310-2.
Published
2026-03-30
How to Cite
Zaini, M., Ramdani, A., Harjono, A., Makhrus, M., Doyan, A., & Sukarso, A. (2026). Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning. KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA, 10(02), 157-165. https://doi.org/https://doi.org/10.20414/konstan.v10i02.961
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Articles
