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Abstract
The low psychomotor skills and students' learning outcomes in class VII of SMPN 1 Katingan Hilir motivate this research. The purpose of this study is to improve the psychomotor skills and learning outcomes of students through the application of the direct instruction model with the practicum method. This research is classroom action research where each cycle consists of planning, implementation, observation, and reflection stages. The subjects of the study were all 25 students of class VII of SMPN 1 Katingan Hilir. Data on students' psychomotor skills were obtained through performance tests, while data on students' learning outcomes were collected through written tests. The results showed an increase in students' psychomotor skills and learning outcomes from cycle I to cycle II. In cycle I, 44% of students achieved the expected learning outcomes, and 68% of students had good psychomotor skills. In cycle II, 92% achieved the expected learning outcomes, and 88% of students had good psychomotor skills. This increase shows that the direct instruction model with the practicum method can improve students' psychomotor skills and learning outcomes in measurement material.
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Copyright (c) 2024 Susi Marcelina, Sri Cahaya, Yulia Triana, Normala, Yulinae, Theo Jhoni Hartanto
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Peningkatan Keterampilan Psikomotor dan Hasil Belajar Siswa melalui Model Direct Instruction berbantuan Praktikum pada Materi Pengukuran. (2024). PENDIPA Journal of Science Education, 8(3), 386–396. https://doi.org/10.33369/pendipa.8.3.386-396
References
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Adesoji, F. A., & Olatunbosun, S. M. (2008). Student, teacher and school environment factors as determinants of achievement in senior secondary school chemistry in Oyo State, Nigeria. Journal of international social research, 1(2).
Arends, R. I. (2012). Learning to Teach ninth edition. McGraw-Hill.
Azhar, A. (2022). Psychomotor and scientific attitude assessment to simple plane materials through application of direct instruction learning model. Journal of Digital Learning and Distance Education, 1(5), 182-194.
Buditjahjanto, I. A., Habibi, M. W., & Sulistiyo, E. (2024). The Aspects Of Critical Thinking Toward Students' Psychomotor Skill In Learning Of Microprocessor And Microcontroller Programming Techniques. International Journal of Educational Management and Innovation, 5(1), 85-95.
Campbell, B. (2001). Pupils’ perceptions of science education at primary and secondary school. In H. Behrendt, H. Dahncke, R. Duit, W. Gräber, M. Komorek, A. Kross & P. Reiska (Eds.) Research in Science Education- Past, Present and Future (pp.125-130). Rotterdam, The Netherlands: Springer
Chabalengula, V. M., Mumba, F., Hunter, W., & Wilson, E. (2009). A model for assessing students’ science process skills during science lab work. Problems of Education in the 21st Century, 11, 28.
Delargey, M. J. N. (2001). How to learn science “quickly, pleasantly and thoroughly”: Comenian thoughts. School Science Review, 82(301), 79–84.
Derting, T. L., & Ebert-May, D. (2010). Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement. CBE—Life Sciences Education, 9(4), 462-472.
Eggen, P. & Kauchak, D. (2012). Strategi dan Model Pembelajaran: Mengajarkan Konten dan Keterampilan Berpikir. Translated by Satrio Wahono. Jakarta: PT Indeks.
Eliza, F., Suriyadi, S., & Yanto, D. T. P. (2019). Peningkatan Kompetensi psikomotor siswa melalui model pembelajaran project-based learning (PjBL) di SMKN 5 Padang. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 19(2), 57-66.
Fadzil, H. M., & Saat, R. M. (2017). Exploring students’ acquisition of manipulative skills during science practical work. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4591-4607.
Fadzil, H. M., & Saat, R. M. (2013). Phenomenographic study of students’ manipulative skills during transition from primary to secondary school. Sains Humanika, 63(2), 71-75.
Ferris, T. L. J. (2010). Bloom’s taxonomy of educational objectives: A psychomotor skills extension for engineering and science education. International Journal of Engineering Education.
Freeman S., O'Conner E., Parks J. W., Cunningham M., Hurley D., Haak D., Dirks C., Wenderoth M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132-139
Hartanto, T.J. (2017). Pembelajaran IPA pada konsep kalor yang berorientasi doing science [Science learning on the concept of heat which is oriented to doing science]. Jurnal Fisika Indonesia, 21(2): 12–19.
Hartanto, T. J., Soegimin, W. W., & Wasis, W. (2013). Pengembangan perangkat pembelajaran fisika berbasis kombinasi model pembelajaran langsung dan model pembelajaran kooperatif yang di implementasikan melalui kegiatan eksperimen pada materi kalor untuk melatihkan keterampilan proses sains. JPPS (Jurnal Penelitian Pendidikan Sains), 2(2), 231-239.
Hikmawati, H., Kusmiyati, K., & Sutrio, S. (2019). Keterampilan Psikomotor Siswa Dalam Melakukan Kegiatan Percobaan Tentang Suhu Dan Kalor Menggunakan Media Tiga Dimensi Dan Simulasi Komputer. Jurnal Penelitian dan Pembelajaran Fisika Indonesia, 1(1).
Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching (6th ed.). Boston: Allyn & Bacon.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.
Lee, M. C., & Sulaiman, F. (2018). The effectiveness of practical work in Physics to improve students’ academic performances. People: International Journal of Social Sciences, 3(3), 1404-1419.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational technology research and development, 53(4), 41-55.
Masrur, M. F., Arista, C., & Aditya, R. (2019, December). Implementing Direct Instruction in the Teaching and Learning Instrument Development Course. In Social Sciences, Humanities and Education Conference (SoSHEC 2019) (pp. 156-161). Atlantis Press.
Millar, R. (2004). The role of practical work in the teaching and learning of science. Commissioned paper-Committee on High School Science Laboratories: Role and Vision. Washington DC: National Academy of Sciences, 308, 1-21.
Mirawati, B., & Royani, I. 2019. Pengembangan LKS Biologi SMA berbasis praktikum dengan model pembelajaran langsung untuk meningkatkan keterampilan proses sains peserta didik. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 88-95.
Muliana, G. H., Syahrul, M., & Adminira, Z. (2024). Literature Review: Dampak Model Pembelajaran Langsung dalam Pembelajaran Biologi. Biology and Biology Education Journal, 1(1), 31-37.
Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of Practical Work in Physics on Girls’ Performance, Attitude change and Skills acquisition in the form two-form three Secondary Schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151-166.
Nuangchalerm, P., & Kanphukiew, S. (2024). Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management. Jurnal Pendidikan IPA Indonesia, 13(1).
Oktavia, R. D., & Sari, M. (2020). Pengaruh Pembelajaran Langsung DenganPenggunaan Biopori Sebagai Sumber Belajar Terhadap Hasil Belajar Peserta Didik Materi Ekosistem. Bio-Lectura: Jurnal Pendidikan Biologi, 7(1), 43-52.
Olivares, S. L., Adame, E., Treviño, J. I., López, M. V., & Turrubiates, M. L. (2020). Action learning: challenges that impact employability skills. Higher Education, Skills and Work-Based Learning, 10(1), 203-216.
Purnama, R. D. A., & Pribadi, B. A. (2014). Penilaian Performa Dalam Pembelajaran Sains. Jurnal pendidikan, 15(1), 22-30.
Salim, K. R., Puteh, M., & Daud, S. M. (2012). Assessing students’ practical skills in basic electronic laboratory based on psychomotor domain model. Procedia-Social and Behavioral Sciences, 56, 546-555.
Sani, S. S. (2014). Teachers’ purposes and practices in implementing practical work at the lower secondary school level. Procedia-Social and Behavioral Sciences, 116, 1016-1020.
Rojo-Ramos, J., González-Becerra, M. J., Gómez-Paniagua, S., Carlos-Vivas, J., Acevedo-Duque, Á., & Adsuar, J. C. (2022). Psychomotor skills activities in the classroom from an early childhood education teachers’ perspective. Children, 9(8), 1214.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. A Global Cities Education Network Report. New York, Asia Society, 10, 2012.
Salleh, N. M., & Aiman, M. S. (2015). Improving the quality of pupils’ response in science inquiry teaching: a participatory action research. Procedia-Social and Behavioral Sciences, 191, 1310-1316.
Sriatun, S., Sugiono, S., Kurniasih, N. B., & Hendrizal, H. (2024). The Essence of Education. Education Achievement: Journal of Science and Research, 440-445.
Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157-163.
Toplis, R. (2012). Students’ views about secondary school science lessons: The role of practical work. Research in Science Education, 42, 531-549.
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
Veenman, S., Denessen, E., Van Den Oord, I., & Naafs, F. (2003). Direct and activating instruction: Evaluation of a preservice course. The Journal of experimental education, 71(3), 197-225.
Wenno, H. (2014). Direct Instruction Model to Increase Physical Science Competence of Students as One Form of Classroom Assesment. International Journal of Evaluation and Research in Education, 3(3), 169-174.
Yuliantika, D. (2022). Implementasi Praktikum Ilmu Pengetahuan Alam dalam Penguatan Kualitas Psikomotorik Siswa. SEARCH: Science Education Research Journal, 1(1), 12-22.
References
Adesoji, F. A., & Olatunbosun, S. M. (2008). Student, teacher and school environment factors as determinants of achievement in senior secondary school chemistry in Oyo State, Nigeria. Journal of international social research, 1(2).
Arends, R. I. (2012). Learning to Teach ninth edition. McGraw-Hill.
Azhar, A. (2022). Psychomotor and scientific attitude assessment to simple plane materials through application of direct instruction learning model. Journal of Digital Learning and Distance Education, 1(5), 182-194.
Buditjahjanto, I. A., Habibi, M. W., & Sulistiyo, E. (2024). The Aspects Of Critical Thinking Toward Students' Psychomotor Skill In Learning Of Microprocessor And Microcontroller Programming Techniques. International Journal of Educational Management and Innovation, 5(1), 85-95.
Campbell, B. (2001). Pupils’ perceptions of science education at primary and secondary school. In H. Behrendt, H. Dahncke, R. Duit, W. Gräber, M. Komorek, A. Kross & P. Reiska (Eds.) Research in Science Education- Past, Present and Future (pp.125-130). Rotterdam, The Netherlands: Springer
Chabalengula, V. M., Mumba, F., Hunter, W., & Wilson, E. (2009). A model for assessing students’ science process skills during science lab work. Problems of Education in the 21st Century, 11, 28.
Delargey, M. J. N. (2001). How to learn science “quickly, pleasantly and thoroughly”: Comenian thoughts. School Science Review, 82(301), 79–84.
Derting, T. L., & Ebert-May, D. (2010). Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement. CBE—Life Sciences Education, 9(4), 462-472.
Eggen, P. & Kauchak, D. (2012). Strategi dan Model Pembelajaran: Mengajarkan Konten dan Keterampilan Berpikir. Translated by Satrio Wahono. Jakarta: PT Indeks.
Eliza, F., Suriyadi, S., & Yanto, D. T. P. (2019). Peningkatan Kompetensi psikomotor siswa melalui model pembelajaran project-based learning (PjBL) di SMKN 5 Padang. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 19(2), 57-66.
Fadzil, H. M., & Saat, R. M. (2017). Exploring students’ acquisition of manipulative skills during science practical work. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4591-4607.
Fadzil, H. M., & Saat, R. M. (2013). Phenomenographic study of students’ manipulative skills during transition from primary to secondary school. Sains Humanika, 63(2), 71-75.
Ferris, T. L. J. (2010). Bloom’s taxonomy of educational objectives: A psychomotor skills extension for engineering and science education. International Journal of Engineering Education.
Freeman S., O'Conner E., Parks J. W., Cunningham M., Hurley D., Haak D., Dirks C., Wenderoth M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132-139
Hartanto, T.J. (2017). Pembelajaran IPA pada konsep kalor yang berorientasi doing science [Science learning on the concept of heat which is oriented to doing science]. Jurnal Fisika Indonesia, 21(2): 12–19.
Hartanto, T. J., Soegimin, W. W., & Wasis, W. (2013). Pengembangan perangkat pembelajaran fisika berbasis kombinasi model pembelajaran langsung dan model pembelajaran kooperatif yang di implementasikan melalui kegiatan eksperimen pada materi kalor untuk melatihkan keterampilan proses sains. JPPS (Jurnal Penelitian Pendidikan Sains), 2(2), 231-239.
Hikmawati, H., Kusmiyati, K., & Sutrio, S. (2019). Keterampilan Psikomotor Siswa Dalam Melakukan Kegiatan Percobaan Tentang Suhu Dan Kalor Menggunakan Media Tiga Dimensi Dan Simulasi Komputer. Jurnal Penelitian dan Pembelajaran Fisika Indonesia, 1(1).
Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching (6th ed.). Boston: Allyn & Bacon.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.
Lee, M. C., & Sulaiman, F. (2018). The effectiveness of practical work in Physics to improve students’ academic performances. People: International Journal of Social Sciences, 3(3), 1404-1419.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational technology research and development, 53(4), 41-55.
Masrur, M. F., Arista, C., & Aditya, R. (2019, December). Implementing Direct Instruction in the Teaching and Learning Instrument Development Course. In Social Sciences, Humanities and Education Conference (SoSHEC 2019) (pp. 156-161). Atlantis Press.
Millar, R. (2004). The role of practical work in the teaching and learning of science. Commissioned paper-Committee on High School Science Laboratories: Role and Vision. Washington DC: National Academy of Sciences, 308, 1-21.
Mirawati, B., & Royani, I. 2019. Pengembangan LKS Biologi SMA berbasis praktikum dengan model pembelajaran langsung untuk meningkatkan keterampilan proses sains peserta didik. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 88-95.
Muliana, G. H., Syahrul, M., & Adminira, Z. (2024). Literature Review: Dampak Model Pembelajaran Langsung dalam Pembelajaran Biologi. Biology and Biology Education Journal, 1(1), 31-37.
Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of Practical Work in Physics on Girls’ Performance, Attitude change and Skills acquisition in the form two-form three Secondary Schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151-166.
Nuangchalerm, P., & Kanphukiew, S. (2024). Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management. Jurnal Pendidikan IPA Indonesia, 13(1).
Oktavia, R. D., & Sari, M. (2020). Pengaruh Pembelajaran Langsung DenganPenggunaan Biopori Sebagai Sumber Belajar Terhadap Hasil Belajar Peserta Didik Materi Ekosistem. Bio-Lectura: Jurnal Pendidikan Biologi, 7(1), 43-52.
Olivares, S. L., Adame, E., Treviño, J. I., López, M. V., & Turrubiates, M. L. (2020). Action learning: challenges that impact employability skills. Higher Education, Skills and Work-Based Learning, 10(1), 203-216.
Purnama, R. D. A., & Pribadi, B. A. (2014). Penilaian Performa Dalam Pembelajaran Sains. Jurnal pendidikan, 15(1), 22-30.
Salim, K. R., Puteh, M., & Daud, S. M. (2012). Assessing students’ practical skills in basic electronic laboratory based on psychomotor domain model. Procedia-Social and Behavioral Sciences, 56, 546-555.
Sani, S. S. (2014). Teachers’ purposes and practices in implementing practical work at the lower secondary school level. Procedia-Social and Behavioral Sciences, 116, 1016-1020.
Rojo-Ramos, J., González-Becerra, M. J., Gómez-Paniagua, S., Carlos-Vivas, J., Acevedo-Duque, Á., & Adsuar, J. C. (2022). Psychomotor skills activities in the classroom from an early childhood education teachers’ perspective. Children, 9(8), 1214.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. A Global Cities Education Network Report. New York, Asia Society, 10, 2012.
Salleh, N. M., & Aiman, M. S. (2015). Improving the quality of pupils’ response in science inquiry teaching: a participatory action research. Procedia-Social and Behavioral Sciences, 191, 1310-1316.
Sriatun, S., Sugiono, S., Kurniasih, N. B., & Hendrizal, H. (2024). The Essence of Education. Education Achievement: Journal of Science and Research, 440-445.
Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157-163.
Toplis, R. (2012). Students’ views about secondary school science lessons: The role of practical work. Research in Science Education, 42, 531-549.
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
Veenman, S., Denessen, E., Van Den Oord, I., & Naafs, F. (2003). Direct and activating instruction: Evaluation of a preservice course. The Journal of experimental education, 71(3), 197-225.
Wenno, H. (2014). Direct Instruction Model to Increase Physical Science Competence of Students as One Form of Classroom Assesment. International Journal of Evaluation and Research in Education, 3(3), 169-174.
Yuliantika, D. (2022). Implementasi Praktikum Ilmu Pengetahuan Alam dalam Penguatan Kualitas Psikomotorik Siswa. SEARCH: Science Education Research Journal, 1(1), 12-22.
Arends, R. I. (2012). Learning to Teach ninth edition. McGraw-Hill.
Azhar, A. (2022). Psychomotor and scientific attitude assessment to simple plane materials through application of direct instruction learning model. Journal of Digital Learning and Distance Education, 1(5), 182-194.
Buditjahjanto, I. A., Habibi, M. W., & Sulistiyo, E. (2024). The Aspects Of Critical Thinking Toward Students' Psychomotor Skill In Learning Of Microprocessor And Microcontroller Programming Techniques. International Journal of Educational Management and Innovation, 5(1), 85-95.
Campbell, B. (2001). Pupils’ perceptions of science education at primary and secondary school. In H. Behrendt, H. Dahncke, R. Duit, W. Gräber, M. Komorek, A. Kross & P. Reiska (Eds.) Research in Science Education- Past, Present and Future (pp.125-130). Rotterdam, The Netherlands: Springer
Chabalengula, V. M., Mumba, F., Hunter, W., & Wilson, E. (2009). A model for assessing students’ science process skills during science lab work. Problems of Education in the 21st Century, 11, 28.
Delargey, M. J. N. (2001). How to learn science “quickly, pleasantly and thoroughly”: Comenian thoughts. School Science Review, 82(301), 79–84.
Derting, T. L., & Ebert-May, D. (2010). Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement. CBE—Life Sciences Education, 9(4), 462-472.
Eggen, P. & Kauchak, D. (2012). Strategi dan Model Pembelajaran: Mengajarkan Konten dan Keterampilan Berpikir. Translated by Satrio Wahono. Jakarta: PT Indeks.
Eliza, F., Suriyadi, S., & Yanto, D. T. P. (2019). Peningkatan Kompetensi psikomotor siswa melalui model pembelajaran project-based learning (PjBL) di SMKN 5 Padang. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 19(2), 57-66.
Fadzil, H. M., & Saat, R. M. (2017). Exploring students’ acquisition of manipulative skills during science practical work. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4591-4607.
Fadzil, H. M., & Saat, R. M. (2013). Phenomenographic study of students’ manipulative skills during transition from primary to secondary school. Sains Humanika, 63(2), 71-75.
Ferris, T. L. J. (2010). Bloom’s taxonomy of educational objectives: A psychomotor skills extension for engineering and science education. International Journal of Engineering Education.
Freeman S., O'Conner E., Parks J. W., Cunningham M., Hurley D., Haak D., Dirks C., Wenderoth M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE Life Sci. Educ. 6, 132-139
Hartanto, T.J. (2017). Pembelajaran IPA pada konsep kalor yang berorientasi doing science [Science learning on the concept of heat which is oriented to doing science]. Jurnal Fisika Indonesia, 21(2): 12–19.
Hartanto, T. J., Soegimin, W. W., & Wasis, W. (2013). Pengembangan perangkat pembelajaran fisika berbasis kombinasi model pembelajaran langsung dan model pembelajaran kooperatif yang di implementasikan melalui kegiatan eksperimen pada materi kalor untuk melatihkan keterampilan proses sains. JPPS (Jurnal Penelitian Pendidikan Sains), 2(2), 231-239.
Hikmawati, H., Kusmiyati, K., & Sutrio, S. (2019). Keterampilan Psikomotor Siswa Dalam Melakukan Kegiatan Percobaan Tentang Suhu Dan Kalor Menggunakan Media Tiga Dimensi Dan Simulasi Komputer. Jurnal Penelitian dan Pembelajaran Fisika Indonesia, 1(1).
Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching (6th ed.). Boston: Allyn & Bacon.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86.
Lee, M. C., & Sulaiman, F. (2018). The effectiveness of practical work in Physics to improve students’ academic performances. People: International Journal of Social Sciences, 3(3), 1404-1419.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. Educational technology research and development, 53(4), 41-55.
Masrur, M. F., Arista, C., & Aditya, R. (2019, December). Implementing Direct Instruction in the Teaching and Learning Instrument Development Course. In Social Sciences, Humanities and Education Conference (SoSHEC 2019) (pp. 156-161). Atlantis Press.
Millar, R. (2004). The role of practical work in the teaching and learning of science. Commissioned paper-Committee on High School Science Laboratories: Role and Vision. Washington DC: National Academy of Sciences, 308, 1-21.
Mirawati, B., & Royani, I. 2019. Pengembangan LKS Biologi SMA berbasis praktikum dengan model pembelajaran langsung untuk meningkatkan keterampilan proses sains peserta didik. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 88-95.
Muliana, G. H., Syahrul, M., & Adminira, Z. (2024). Literature Review: Dampak Model Pembelajaran Langsung dalam Pembelajaran Biologi. Biology and Biology Education Journal, 1(1), 31-37.
Musasia, A. M., Abacha, O. A., & Biyoyo, M. E. (2012). Effect of Practical Work in Physics on Girls’ Performance, Attitude change and Skills acquisition in the form two-form three Secondary Schools’ transition in Kenya. International Journal of Humanities and Social Science, 2(23), 151-166.
Nuangchalerm, P., & Kanphukiew, S. (2024). Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management. Jurnal Pendidikan IPA Indonesia, 13(1).
Oktavia, R. D., & Sari, M. (2020). Pengaruh Pembelajaran Langsung DenganPenggunaan Biopori Sebagai Sumber Belajar Terhadap Hasil Belajar Peserta Didik Materi Ekosistem. Bio-Lectura: Jurnal Pendidikan Biologi, 7(1), 43-52.
Olivares, S. L., Adame, E., Treviño, J. I., López, M. V., & Turrubiates, M. L. (2020). Action learning: challenges that impact employability skills. Higher Education, Skills and Work-Based Learning, 10(1), 203-216.
Purnama, R. D. A., & Pribadi, B. A. (2014). Penilaian Performa Dalam Pembelajaran Sains. Jurnal pendidikan, 15(1), 22-30.
Salim, K. R., Puteh, M., & Daud, S. M. (2012). Assessing students’ practical skills in basic electronic laboratory based on psychomotor domain model. Procedia-Social and Behavioral Sciences, 56, 546-555.
Sani, S. S. (2014). Teachers’ purposes and practices in implementing practical work at the lower secondary school level. Procedia-Social and Behavioral Sciences, 116, 1016-1020.
Rojo-Ramos, J., González-Becerra, M. J., Gómez-Paniagua, S., Carlos-Vivas, J., Acevedo-Duque, Á., & Adsuar, J. C. (2022). Psychomotor skills activities in the classroom from an early childhood education teachers’ perspective. Children, 9(8), 1214.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. A Global Cities Education Network Report. New York, Asia Society, 10, 2012.
Salleh, N. M., & Aiman, M. S. (2015). Improving the quality of pupils’ response in science inquiry teaching: a participatory action research. Procedia-Social and Behavioral Sciences, 191, 1310-1316.
Sriatun, S., Sugiono, S., Kurniasih, N. B., & Hendrizal, H. (2024). The Essence of Education. Education Achievement: Journal of Science and Research, 440-445.
Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157-163.
Toplis, R. (2012). Students’ views about secondary school science lessons: The role of practical work. Research in Science Education, 42, 531-549.
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
Veenman, S., Denessen, E., Van Den Oord, I., & Naafs, F. (2003). Direct and activating instruction: Evaluation of a preservice course. The Journal of experimental education, 71(3), 197-225.
Wenno, H. (2014). Direct Instruction Model to Increase Physical Science Competence of Students as One Form of Classroom Assesment. International Journal of Evaluation and Research in Education, 3(3), 169-174.
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