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Laboratory Approaches on Student Process Skill and Achievement
in Physics
Student process skill and achievement in physics may be significant
influence by different learning approaches, i.e. laboratory approach based
on 7E learning cycle model and traditional learning. Learning approach
based on 7E can improve student process skill and mastering in physics.
Furthermore, student process skill believed to take an important role in
student achievement. However, teaching instructions commonly using
traditional method in class. Therefore, laboratory approaches can be used
in learning for building student process skill and conceptual achievement
in physics.
Physics educator believes that laboratory learning is importantly
and significantly effective in giving skills to the student. Laboratory
approach enabled students to develop problem-solving skill, science
process skills and technical skills to provide conceptual development and
achievement in physics (Kanli and Yagbasan, 2007). Besides that Physics
practical improve learning, stimulate positive impact, and enhances
student performance towards the study of physics (Godwin et al, 2015).
Learning based on laboratory approach can perform in the laboratory or in
a regular classroom. Teaching and learning activities with this approach
more focused to the students than to teacher.
One of laboratory approach is 7E cycle learning. In teaching, this
model is easier to create and apply compared to the other models, and
offers the opportunity more effectively evaluate the students.
Furthermore, the 7E model allows the use of technology in the teaching
process, making it easier for teachers to use at schools. The students
which learned by using 7E gains effectiveness learning because the
learning activities emphasized learning transfer and background or prior
knowledge that student need learn first. Activities of this model contain
learning process focusing on what is most advantageous for the students
to improve their learning abilities, use skills for knowledge acquisition
through various learning sources, and be able to apply learning methods
in real life situations (Polyiem, 2011).
Implementation could be in groups and individuals if the instrument
or material is sufficient. The individual way used to enable students to be
independent and grouping to enable the cooperation between students.
Grouping student method also has an influence on the student
performance. Shi et al (2015) found that grouping student by gender
composition has effect in learning physics laboratory and performance
Process skills in science are very important to develop scientific
ideas and achievement of the student. The development of process skills

was founded higher in the student who was learn based on laboratory
approach than traditional approach (Yadav and Mishra, 2013). The process
skills influence the understanding of the concept of learning so that it
affect the achievement of student in physics.
Student understanding in physics learning predicted affected by
several factors, i.e. the model used in learning approach and grouping
students. Therefore, it is necessary to examine one of laboratory
approach, which is 7E cycle learning towards process skills and
achievement in physics learning.

Godwin, O., Adrian, O., & Johnbull, E. 2015. The impact of physics laboratory on
students offering physics in Ethiope West local government area of Delta
State. Academic Journals. 10(7): 951-956. Available at Accessed on 25 November 2015
Kanli, U., & Yagbasan, R. 2007. The Effects of a Laboratory Approaches on the
Development of University Students Science Process Skills and Conceptual
Achievement. Available at Accessed on 22 November
Yadav, B. & Mishra, S. K. 2013. A study of the impact of laboratory approach on
achievement and process skills in science among is standard students.
International Journal of Scientific and Research Publications. 3(1): 1-6.
Available at Accessed on 22 November 2015
Shi, W. Z., He, X., Wang, Y., & Huan, W. 2015. Effects of lab group sex
composition on physics learning. Eurasia Journal of Mathematics, Science &
Technology Education. 11(1): 87-92. Available at
Accessed on 25 November 2015
Polyiem, T., Nuangchalerm, P., & Wongchantra, P. 2011. Learning achievement,
science process skills, and moral reasoning of ninth grade students learned
by 7e learning cycle and socioscientific issue-based learning. Australian
Journal of Basic and Applied Sciences. 5(10): 257-564. Available at Accessed on 25 November 2015