Analysis of science process skills of chemical education students through Self-project Based Learning (SjBL) in the Covid-19 pandemic era

Abstract

Research has been implemented related to the analysis of the students’ science process skills through project-based learning in a Covid-19 pandemic era. The prohibition of face-to-face lectures causes hindered experimental activities to be conducted on campus. This condition encourages project-based learning to carry out extraction experiments independently (Self-Project Based Learning, SjBL). The method used in this study was the Pre-Experimental Design One-Shot Case Study involving 94 4th semester chemistry education students. The instruments used in this study were the science process skills assessment sheet, the activity observation sheet, and the students’ response of the questionnaire. There were two highest skills showed by the students, namely, (1) determining tools and materials and (2) determining research variables indicators. The two skills were in excellent category. Skills to determine the work steps, and to make a data table including good categories. Quite good category was in the skills of making research objectives, making hypotheses, analyzing and drawing conclusions. Making a problem statement was in the bad category. In general, students’ science process skills were in the good category. The activity of implementing student projects received an excellent category and students gave a positive response to project implementation during a pandemic. The results of this study contribute to science learning in the future. Efforts are needed to train science process skills to prospective chemistry teachers so that teachers who have good science process skills are produced