Bridging Minds-on and Hands-on Learning: A DPDPE Learning Strategy to Enhance Students Science Process Skills and Its Connection with Logical Thinking Ability on Photosynthesis Learning Rani Siti Khoerunnisa, Bambang Supriatno, Eni Nuraeni
Universitas Pendidikan Indonesia
Abstract
This study aims to examine the effect of the DPDPE learning strategy (Demonstration-Practical Work1-Discussion-Practical Work2-Explanation) on students science process skills (SPS) and its relationship with logical thinking ability in photosynthesis learning. The research employed a one-group pretest-posttest design with a weak experimental approach. Participants consisted of 22 biology education students enrolled in a Plant Physiology course at a public university in Indonesia, selected through purposive sampling. Data collection instruments included identical pre- and post-tests to assess SPS, a Test of Logical Thinking (TOLT), and an observation sheet on the implementation of DPDPE. Findings revealed that the DPDPE strategy effectively enhanced SPS, particularly among students at the formal operational stage. However, statistical analysis showed no significant correlation between SPS and logical thinking ability (Sig. = 0.132- r = 0.331), indicating a weak and non-significant association. This result suggests that the SPS items used did not directly align with the indicators measured in the TOLT. The study highlights the need to align instructional strategies and assessment instruments with students^ cognitive profiles to better capture the relationship between logical reasoning and scientific skill development.
