Student's Science Process Skills in the PjBL Learning Model through the Buffer Solution Practicum

Abstract

This article presents findings regarding science process skills through a buffer solution practicum on a Project Based Learning model (PjBL) that will take place in 2022, involving 90 students of class XI high school in Pangkep, South Sulawesi (Indonesia). This study aimed to describe the effectiveness of the chemical practicum process on the PjBL model of buffer solution material both qualitatively and quantitatively. Collecting qualitative data using observation sheets of practical activities based on the PjBL model syntax and observation sheets of process skills that were analyzed descriptively. Quantitative data were collected using the results of the science process test, which were analyzed inferentially. The findings in this study for the results of the qualitative descriptive analysis are: (a) Students actively conduct practicum through the PjBL model, helping students skillfully use various tools and understand the properties of buffer solutions, (b) science process skills in (i) reading volumes good interpretation, (ii) using a universal indicator of sufficient interpretation, (iii) using a pipette with good interpretation, (iv) pouring the solution into a measuring cup, good interpretation, (v) experimental design skills, good interpretation, and (vi) applying the concept to the results of the practicum, good interpretation. The results of the inferential analysis for the science process test found the t-count value of 2,982, (0.05), df(29), t _table = 1,699, or the value of t_-count > t_-table. It was concluded that H₀ was rejected and H₁ was accepted, or the buffer solution practicum method improved students' science process skills.