Pre-test and post-test is a measurement to determine the effectiveness of practical tools to

improve science process skills that are prepared by grating science process skills. Observation
sheet used to examine aspects emerging science process skills in students while conducting lab
practicum by using a bomb calorimeter. Both figures are supported by the questionnaire
responses of learners to use practical toolsbomb calorimeter
Instrumentsquestions used in science process skills test, previous trials conducted beforehand.
Problem tested amounted to 27 questions with the skill composition were measured to observe,
formulate hypotheses, prepare tool materials, conduct experiments, interpretation of data, and
communicate. Goal matter physics student pilot is the 8th semester 8th semester because students
already taking courses in basic physics and thermodynamics.
Results of trials acquired about 12 questions that have been tested validity, different power, level
of difficulty, and reliability, with the skill composition were measured to observe, formulate
hypotheses, prepare tool materials, conduct experiments, interpretation of data, and
communicate. Distribution aspects of science process skills, validity, different power, and the
level of difficulty of questions used by the test results
difference skills after thescience processusing practical tools can be calculated using the gain
test. a large increase in overall science process skills gained 0.64 value which included the
moderate category.
Aspects observed there are two problems, namely the question number 1 and 2. In

observing this aspect, the students experienced a significant improvement after using a bomb

calorimeter laboratory. This is in accordance with the opinion Rustaman (2003) that when the

students get an overview of a topic, then they can develop his thinking toward a more complex

understanding. Participants presented different images of the simple phenomenon of everyday

life and a particular procedure uses an electrical component, and then observed which procedure

is right. This makes the learners can observe everyday phenomena and observed using an

electrical component. In the aspect of observing has the lowest percentage is 67.80% compared

to the others. This indicates that the majority of students still do not understand the phenomenon

that is served daily. It is also still less scrupulous about the use of an electrical component.

There are two aspects to formulate hypotheses about the matter that is the number 3 and

4. Semiawan (1992) discloses the hypothesis is a reasonable approximation to explain an event

or a particular observation. Before using a bomb calorimeter lab tool, the ability of learners
41.48% and after using practical tools 70.83%. Appears to be rising significantly. In accordance

disclosed Semiawan (1992), the scientific work of a scientist usually make hypotheses which are

then tested through experimentation. Through practical tool, learners can gain practical

experience in observing the results. In accordance with that expressed by Trianto (2006: 147)

that formulate the hypothesis is done by describing the experiences of using the objects

observed. The observed object is practical tool bomb calorimeter.

Aspects of equipment and materials, there are two problems, namely the number 5 and

6. The ability of equipment and materials has increased very significantly. At first the students

were unable to identify the tools and materials used in the experiment. After using a bomb

calorimeter practical tool for learners to explain the tools and materials used in the bomb

calorimeter lab activities. In accordance opinions Ango (2002) while studying science

knowledge, learners must apply the concepts, ways of working and attitude in daily life. This

indicates that the involvement of students in preparing their experiments for setting up the

equipment and materials may reflect attitudes in everyday life.

Aspects of the experiment, there are two problems, namely the number 7 and 8. The

ability to conduct experiments to increase visible from pretest-post-test of 24.85% to 79.24%.

Participants presented a problem influences variable in the experiment as well as how to

experiment a bomb calorimeter. Participants are able to explain the influence of a variable to the

results of experiments supported by observational data table on practical instructions. In

accordance Sartika study (2015) that the science process skills are very suitable trained using

learning models oriented constructivist theory, the model suggested one of which is a lab-based

learning.
 Aspects of data interpretation are two problems, namely the matter of numbers 9 and

10. Participants are required to interpret and complete a trial data presented. And outlines the

equations used in the bomb calorimeter practicum. Data interpretation increased significantly ie

from 45.29% to 68.01%. This is consistent with that expressed by Trianto (2006: 147) that a

person is said to be able to experiment when it managed to identify and control variables in the

lab.

There are two aspects to communicate the matter, namely the matter of the last two

numbers 11 and 12. Semiawan (1992) revealed that the skills to communicate what was found is

one of the fundamental skills required of scientists. In this aspect, the data presented

experimental results were then learners are required to process them in the form of an

explanation. Improving the ability to communicate the results of the pretest and post-test was

51.33% and 92.61%. It is seen that the increase in this aspect is quite high. This is because the

students can search for a relationship sari one variable to another variable based on the data

presented. As expressed by Trianto (2006.143) that the ability to communicate by using graphs,

charts, maps, diagrams, symbols and mathematical equations as well as words written or spoken.

Table effectiveness

Devices Table 4.9 Effectiveness Lab Results

The number of
Criteria Percentage (%)
participants
Effective 29 87.88
Ineffective 4 12.12
 Based on Table 4.9 it can be seen that the device practicum consists of practical tools

and manuals bomb calorimeter bomb calorimeter effective learning. Indicated by the results of

the post-test participants can reach even exceed the minimum criteria of the basic physics course

that is with an effective percentage of 87.87%, while the percentage of 12.12% is not effective.

The meanresults post-test sebesal 78.50 which means according to the criteria B, so that we can

conclude practical devices effective in improving learning science process skills.

Data obtained from the observation sheets science process skills supportingresults post-

testtobtained on those aspects of science process skills. In practical activities, one can develop its

science process skills. In accordance with the opinion of Dimyati (2006) that aims to apply the

science process skills so that learners direct stimulation terhadip an object of knowledge, so that

students learn the process and products simultaneously. Its main activity is observed from the

observation sheets science process skills

Psychomotor Values Table 4.10 Results of Science Process Skills

Percentage
No. Aspect Score Criterion
(%)
1 Viewing 115 87.12 Very High
2 Formulate Hypothesis 115 87.12 Very High
3 Setting Tools and Materials 112 84, 85 Very High
4 Conducting experiments 121 91.67 Very High
5 Data Interpretation 117 88.64 Very High
6 Communicating 111 84.09 Very High
Score average percentage
87.25 Very
of

High.

The result of this process skills of observation and then together with the report made

by the students after the lab into the value of psychomotor learners. Aspects that can be observed

during the practicum or observation sheets science process skills is preparing tools and materials,

conduct experiments, interpret the data, and communicate. Aspects observe and formulate
hypotheses obtained from the learners' report contained in the lab manual. The observations were

made by the 8th semester physics student who has knowledge in the field of physics.

Psychomotor value results in full in Appendix 22.

Table 4.10 Based on average percentage increase in science process skills of students in

each of these aspects of 87.25% and included a very high criteria. In every aspect of the show

results with the criteria very well increase as well. Improved science process skills in learners for

the implementation of practical tools in practical activities. This is consistent with the results of

research Linuwih, et al (2014), which revealed that the science process skills can be developed

through practical activities using inquiry-based lab instruments.

Observing skill is a skill in observing an object directly by using the senses (Sardiman,

2010). Skills observe and formulate hypotheses can also be seen from the student's skills in

conducting experiments. Two of these skills can be observed through the results of a report

written by the students. This report is provided in the lab manual, so that students are asked to

complete the report. Statements in this practical guide has been tailored to the aspect of science

process skills. The ability to observe learners include examining practical tool measurement

results and writing data obtained properly. The percentage of 87.12% observed aspects including

very high criteria.

Skills formulate hypotheses contained in the lab manual. The process of formulating

this hypothesis led to several questions related to allegations of lab results. The percentage

obtained by 87.12% including very high criteria. That is the hypothesis meumuskan skills of

learners high when using a bomb calorimeter practicum. Hodosyova (2015) illustrates that

formulate the hypothesis is one of the most important aspects of science process skills because
these aspects can help learners determine what is important and can follow his own experiments

based on information obtained in advance in accordance hypothesis.

Skills equipment and materials, this skill is observed by the observer through the

observation sheets science process skills. These skills will be fulfilled if the learners are able to

prepare equipment and materials neatly, correctly and functioning properly. The percentage of

skill equipment and materials reached 84.85% with a very high criteria. This is supported by the

manuals already described therein all about lab activities. It might also indicate that learners

using the fine manual provided. Hodosyova (2015) concluded that skills better learners if they

are involved in designing their own experiments.

Skills experiment reaches the percentage of 91.67% with a very high criteria. This

aspect has the highest percentage among other aspects. Indicators of this aspect is an experiment

is performed three repetitions of the mass of a sample as an independent variable and variable

measurement is done properly. Aspects of this experiment also supported by the manual as a

companion tool practicum.

Skills interpret data obtained a score of 88.64% with a very high criteria. This

percentage includes quite high, this is because the learners are already trained and familiar with

the analysis of data on subjects majoring in physics. Practical instructions are provided also

contained tables of data analysis to facilitate learners.

Communicating skills. These skills are observed through observation sheets science

process skills, and the percentage is 84.09% including very high criteria. Written communication

can be seen from the report while verbal communication can be seen from the observation sheets

science process skills according to the indicators that learners verbally communicate the results

of the experiment with bold, correct, and complete.