Implementing an Observation-Based Science Process Skills Assessment Instrument in Elementary Science Learning

Abstract

Science process skills assessment is an essential component of science learning in elementary schools because it provides information about students’ development in applying scientific processes during classroom learning. This article aims to describe the implementation of a science process skills assessment instrument used in Guided Inquiry-based learning and to analyze its application among third-grade students at SDN 2 Suka Makmur. The article is based on the results of a Classroom Action Research (CAR) conducted in three cycles. Data were collected using a science process skills observation instrument administered in each learning cycle. The data were analyzed descriptively by comparing the mean scores and the percentage of classical mastery of students’ science process skills across the three cycles. The findings indicate that the observation instrument effectively captured the gradual development of students’ science process skills. The mean score increased from 55 in Cycle I to 73 in Cycle II and reached 83 in Cycle III, while the percentage of classical mastery improved from 30.4% to 77.3% and finally reached 100%. These results demonstrate that the observation instrument was able to document students’ development in observing, classifying, interpreting, conducting investigations, and communicating learning outcomes throughout the Guided Inquiry learning process. Therefore, the science process skills assessment instrument can serve as an alternative authentic assessment tool to assist teachers in obtaining comprehensive information about students’ science process skills development during science learning in elementary schools.