Effectiveness of a question web-based learning model to improve students’ science process skills

This study aims to improve students’ science process skills (SPS) through the use of question web based learning model (QWBL) in physics learning. The QWBLis a learning model specifically designed to train students’ scientific questioning skills. Scientific questioning skills are related to SPS because every scientific question must be proven through experiments. This research employed educational design research (EDR) and was conducted at senior high schools in academic year of 2017/2018 involving 32 students as samples. This study used one group pre-test and post-test design and data was analyzed descriptively using the n-gain indicator. The results showed that only 3.125% of students completed pre-test and 87.5% of students completed at post-test. The increase of n-gain score was from 0.33 to 0.88 which fall into moderate and high category. The increase in N-gain indicated that the QWBL model was effective to improve SPS in physics learning especially in subject of static fluid. This criterion shows that the QWBL is effective for improving students’ science process skills in learning of physic.


Introduction
Science process skills (SPS) is a basic skill that students must possess in studying physics both basic SPS and integrated SPS [1,2]. Basic SPS consists of observing, classifying, influencing, predicting, concluding, and communicating. Integrated SPS consists of formulating hypotheses, formulating problems, identifying and controlling variables, defining operational variables, designing and carrying out experiments, interpreting data and making models [2]. SPS is a procedural, experimental, and systematic scientific inquiry skill as the basis of scientific scientific literacy [3][4][5]. The development of SPS needs to be integrated in the process of learning physics in order to create conditions for studentcentered learning. The results of previous studies indicate that when initial process skills are low, it will inhibit the learning process in the classroom [3,6] Science process skills can be developed through the process of learning based on scientific inquiry [7,8]. One indicator in the learning process is formulating problems or asking research questions. Research questions are also called scientific questions (scientific questions), namely questions that can be answered or tested (testable question) through scientific inquiry [9]. Questions oriented to scientific inquiry can direct empirical investigative activities in collecting data and using the data to develop an explanation of scientific phenomena [10]. Steps to answer or prove scientific questions are through a science process skills approach which is through the application of the QWBL model. The QWBL model is specifically designed to train students' scientific questioning skills in physics learning. QWBL has a syntax consisting of 5 phases, namely 1) Identification of problems and conveying objectives, 2) Delivering information and compiling question networks, 3) Conducting discussions of scientific IOP Conf. Series: Journal of Physics: Conf. Series 1460 (2020) 012110 IOP Publishing doi:10.1088/1742-6596/1460/1/012110 2 questions, 4) Reflecting scientific questions, and 5) Evaluating [11]. The results of previous studies indicate that the question-based network learning model can improve students' scientific questioning skills in physics learning, but has not been able to prove it through experiments [9].

General background of research
This study employed an Educational Design Research (EDR) [12]. The purpose of this study is to determine the effectiveness of QWBL models to increase student SPS. Indicators of science process skills that are trained are formulating problems, formulating hypotheses, identifying variables, defining operational of variables, designing experimental procedures, collecting data, analyzing data, and drawing conclusions [13][14][15]. Increasing the SPS of students through the implementation of the QWBL model is determined based on: (1) The number of indicator completeness of the SPS is above 80%, (2) The average post-test score is above 75%, and the average n-gain is moderate criteria.

Sample of research
This research was conducted at a senior high school in academic year of 2017/2018 involving 32 students as samples. This study used purposive sampling technique [16]. In this study, the teacher taught topic of static fluid and all teaching and learning material used in this study have been validated and they were valid and reliable [11].

Instrument and prosedures
This study is classified as a pre-experimental study using one group pre-test and post-test design, which was O1 X O2 [16]. The study started by giving pre-test (O1). Then, the teacher applied QWBL model with SPS approach in the experimental class (X). SPS was measured using a written test instrument that has 14 items. The tests are concedered sensitive to differentiate students' abilities before and after the learning process if the sensitivity index is S ≥ 0.30 [17]. The test was conducted in two stages, pretest and posttest to determine the completeness of SPS of students before and after learning. The learning process was carried out in 5 meetings. Each meeting thestudent is given an SPS worksheet.

Data analysis
Data analysis of completeness of learning outcomes of student process skills is calculated using precentage. Each student concederet complete if the student's skills test scores are ≥ 75% [18]. The increase of scores students' SPS were analyzed using the N-Gain equation [19]. The N-Gain value is determined by the following criteria: High> 0.70; Moderate 0.3 -0.7; Low <0.3 [20]. The results of the analysis of students 'SPS test and N-gain improvement are used as a standart in determining whether the QWBL model is effective for improving students' science process skills.

Result and discussion
The results of student SPS score and N-Gain increase are presented in Table 1.  Table 1 shows that the application of QWBL models can increase students' SPS from 3.125% during pre-test to 87.5% at post-test. The increaseof students N-Gain scores arebetween 0.33 to 0.88 classified asmoderate and high categories. This N-Gain increase shows that the QWBL model is effective for increasing students' SPS in physics learning in static fluid material.
The improvements of SPS' indicator is presented in Figure 1. Based on the data in Figure 1, it can be seen that the greatest increase in SPS indicator completeness in the activity formulation problem (87.2%) and identification of variables (65.5%). The improvement of these two indicators is in accordance with the concept of scientific questions, that is, each scientific question must contain two or more variables. Student activities formulate problems and identify variables according to the objectives of the QWBL model.