Exploration Experiential Model Affects Science Process Skills (SPS): Student^s Plant Identification Ability Increases? Diana Vivanti Sigit1(a*), Ratna Dewi Wulaningsih(b), Alma Tasya Yuanisa(b)
(a*)State University of Jakarta , Jakarta
(b) State University of Jakarta , Jakarta
(c) State University of Jakarta , Jakarta
Abstract
Science process skills (SPS) are skills that need to be developed in biology learning. The application of learning models that are less varied in each lesson causes student boredom, so students can only observe learning objects through pictures or videos. Exploration experiential model is a model that can build student learning experiences through exploration of the natural surroundings. This research aims to determine the effect of the exploration experiential model on students^ SPS in identifying plants in spermatophyte submaterial compare with the discovery learning model. This research was conducted in the even semester of the 2021/2022 academic year at SMA Negeri 18 Bekasi. The method used is quantitative quasi-experimental and pretest-posttest non-equivalent control-group-design, and the sample is 58 students. The results of the t-test showed that there was a significant difference between the exploration experiential and discovery learning models toward the SPS. Futhermore, the exploration experiential model had an effect on students^ SPS in identifying plants. This was evidenced by the increase in students^ SPS in the experimental class which were categorized as highly skilled, while less skilled in the control class. Thus, exploration experiential model can be used as a reference to improve students^ SPS in learning biology.
