Analysis of Students’ Scientific Process Skills Using the Discovery Learning Model on the Colligative Properties of Solutions
DOI:
https://doi.org/10.21009/JRPK.161.01Keywords:
Scientific Process Skills, discovery learning model, colligative properties of solutionsAbstract
Scientific process skills (SPS) are essential competencies that enable students to investigate phenomena, solve problems, and construct scientific understanding. Despite their importance, the development of SPS in chemistry learning remains challenging, particularly in topics that require conceptual understanding and practical investigation, such as colligative properties of solutions. This descriptive quantitative study assessed students’ scientific process skills during Discovery Learning-based instruction on colligative properties of solutions. The participants were 34 twelfth-grade students from SMA Negeri 14 Bekasi selected through purposive sampling. Data were collected using observation sheets completed by six observers and a 21-item student questionnaire. The data were analyzed using descriptive statistics to determine the level of SPS achievement across eleven skill indicators. The findings revealed that the average SPS score was 74.16% based on observations and 76.54% based on questionnaires, both categorized as good. Students demonstrated the strongest performance in using laboratory tools and materials, while predicting and hypothesis formulation showed comparatively lower achievement. These results suggest that Discovery Learning effectively supports the development of practical and inquiry-based scientific skills by actively engaging students in experimentation and concept discovery. However, higher-order SPS components, particularly prediction and hypothesis formulation, require additional instructional support. This study contributes empirical evidence on students’ SPS profiles in chemistry learning and highlights specific skill areas that should be strengthened to optimize Discovery Learning implementation in secondary education.
References
Amaliyah, N. I., Aznam, N., & Dewi, S. S. (2024). Analysis of Students’ Scientific Attitude Through Experience Practicum Activities in Chemistry Learning. Jurnal Penelitian Pendidikan IPA, 10(1), 19–27. https://doi.org/10.29303/jppipa.v10i1.6068
Anyiendah, M. S., Odundo, P. A., & Kibuyi, A. (2020). Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects. English Language Teaching, 13(10), 139. https://doi.org/10.5539/elt.v13n10p139
Contrino, M. F., Millán, M. R., Villegas, P. V., & Hernández, J. M. (2024). Using an adaptive learning tool to improve student performance and satisfaction in online and face ‑ to ‑ face education for a more personalized approach. https://doi.org/10.1186/s40561-024-00292-y
Firdaus, M., & Yukamana, H. (2024). The Implementation of Discovery Learning Method to Improve the Seventh Grade Students ’ Reading Comprehension on Descriptive Text : A Classroom Action Research. 3(1), 112–121.
Inayah, A. D., Ristanto, R. H., Sigit, D. V., & Miarsyah, M. (2020). Analysis of science process skills in senior high school students. Universal Journal of Educational Research, 8(4 A), 15–22. https://doi.org/10.13189/ujer.2020.081803
Julius, A., & Audrey, A. (2025). The Impact of Inquiry-Based Learning on Student Engagement in Science Classrooms in Ugandan Secondary Schools : A Mixed- Methods Study. 9(12), 220–228.
Khairunnissa, A. Z., Fitriana, D. E. N., Rifqiawati, I., & Maryani, N. (2024). Enhancing Student’s Communication Skills in Writing Biology Practical Reports Using Flashcards. BIODIDAKTIKA: Jurnal Biologi Dan Pembelajarannya, 19(2), 79–89.
Manurung, A. S., & Pappachan, P. (2025). The role of discovery learning in efforts to develop students’ critical thinking abilities. Journal of Education and Learning, 19(1), 46–53. https://doi.org/10.11591/edulearn.v19i1.21788
Mcdonald, S., Huntington, B., & Allen, H. A. (2024). Students engage with and benefit from active learning when this is appropriately embedded in curriculum design. 3(2), 56–78.
Morris, D. L. (2025). Rethinking Science Education Practices : Shifting from Investigation- Centric to Comprehensive Inquiry-Based Instruction.
Mustikaningrum, G., & Mediatati, N. (2021). Application of The Discovery Learning Model Assisted by Google Meet to Improve Students ’ Critical Thinking Skills and Science Learning Outcomes. 5(1), 30–38.
Muthalib, S. A. A., Napitupulu, N. D., Muslimin, Pasaribu, M., & Werdhiana, I. K. (2024). Discovery Learning-Based Worksheets as a Tool for Enhancing Science Process Skills and Environmental Literacy in Middle School Students. Jurnal Penelitian Pendidikan IPA, 10(11), 9054–9063. https://doi.org/10.29303/jppipa.v10i11.8562
Niman, E. M., Yansen Edison, A., & Momang, B. (2024). The Effectiveness of the Discovery Learning Model on Student Learning Outcomes. International Journal of Multidisciplinary Research and Analysis, 07(07), 3454–3458. https://doi.org/10.47191/ijmra/v7-i07-49
Nopriana, T., Firmasari, S., Avip, B., & Martadiputra, P. (2021). Profile of Hard skills and Soft skills of Mathematics Education Students. 10(1), 1–13.
Nur, W., Wan, H., Hafzan, E., Shahali, M., & Fadzil, H. M. (2026). Assessing Science Process Skills through Conceptual Frameworks : A Scoping Review. 8, 599–622.
Nurain, S., Hasan, A. M., & Hamidun, M. S. (2023). Improving Students’ Science Process Skills through Discovery Learning Model on Biodiversity Material. Jurnal Penelitian Pendidikan IPA, 9(12), 11728–11734. https://doi.org/10.29303/jppipa.v9i12.3803
Pratiwi, T. P., Munasir, M., & Suprapto, N. (2020). Enhancing Students’ Science Communication Skills Through More Learning Model. JPPS (Jurnal Penelitian Pendidikan Sains), 10(1), 1844. https://doi.org/10.26740/jpps.v10n1.p1844-1856
Priliyanti, A., Muderawan, I. W., & Maryam, S. (2021). Analisis Kesulitan Belajar Siswa Dalam Mempelajari Kimia Kelas Xi. Jurnal Pendidikan Kimia Undiksha, 5(1), 11–18. https://doi.org/10.23887/jjpk.v5i1.32402
Sumaryani, N. P., & Parmithi, N. N. (2021). Pemberdayaan Keterampilan Proses Sains Biologi dengan Memanfaatkan Lingkungan Sekitar sebagai Sumber Belajar di Masa Pandemi Covid-19. Jurnal Emasains: Jurnal Edukasi Matematika Dan Sains, XI(2), 280–286.
Tajik, O., Golzar, J., & Noor, S. (2024). Purposive Sampling. 2(December), 1–9.
Teig, N. (2024). Uncovering Student Strategies for Solving Scientific Inquiry Tasks : Insights from Student Process Data in PISA. Research in Science Education, 54(2), 205–224. https://doi.org/10.1007/s11165-023-10134-5
Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). Heliyon The effectiveness of blended learning on students ’ academic achievement , self-study skills and learning attitudes : A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657
Vázquez-Villegas, P., Mejía-Manzano, L. A., Sánchez-Rangel, J. C., & Membrillo-Hernández, J. (2023). Scientific Method’s Application Contexts for the Development and Evaluation of Research Skills in Higher-Education Learners. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010062
