Impact of Pre-Laboratory Activities on Science Process Skills and Socio-Emotional Development in Middle School Students

  • Nurul Melani Pendidikan Profesi Guru, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Eka Cahya Prima Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung 40154, Indonesia
  • Annisa Rahmawati SMP Negeri 14 Bandung, Bandung 40114, Indonesia
Keywords: Pre-laboratory activities, Science process skills, Socio-emotional

Abstract

Insufficient facilities and infrastructure for practicums in schools can impede the development of students' science process skills. The lack of familiarity with the scientific learning process may hinder students' proficiency in science-related tasks. Additionally, students may experience anxiety when encountering practicum activities for the first time. One strategy to better prepare students for practicums is the implementation of pre-laboratory activities. This quasi-experimental study, utilizing a pretest-posttest control group design, involved 64 eighth-grade students from SMPN 14 Bandung. The sampling technique employed convenience sampling, with 32 students assigned to the control group and 32 to the experimental group. The research utilized a 10-item multiple-choice test to assess science process skills and a 15-statement socio-emotional questionnaire adapted from Pintrich et al. (1991) and Barber (2013). Results revealed a significant difference in science process skills between the experimental and control groups (sig. 0.00 < 0.05). The average N-Gain for the control group was 0.52, and for the experimental group, it was 0.69, indicating a medium-level improvement in both groups. Furthermore, the Mann Whitney test results demonstrated a significant impact of pre-laboratory journals on reducing anxiety levels during tests (sig. 0.00 < 0.05) and practicum activities (sig. 0.00 < 0.05). Notably, the anxiety levels of control group students were higher than those of the experimental group. In conclusion, pre-laboratory activities had a substantial positive effect on the science process skills and socio-emotional well-being of junior high school students, emphasizing the importance of integrating preparatory activities to enhance the overall learning experience.

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Published
2024-01-16
How to Cite
Melani, N., Prima, E., & Rahmawati, A. (2024). Impact of Pre-Laboratory Activities on Science Process Skills and Socio-Emotional Development in Middle School Students. STEM Education Indonesia, 1(1), 17-28. Retrieved from http://jkpis.com/index.php/stemeducation/article/view/252
Issue
Vol 1 No 1 (2024): STEM Education Indonesia
Section
Articles

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