Training on Students’ Science Process Skills to Achieve Science Learning Outcomes at SMPN 4 Tarogong Kidul [Pelatihan Keterampilan Proses Sains Peserta Didik untuk Mencapai Capaian Pembelajaran IPA di SMPN 4 Tarogong Kidul]

Abstract

Capaian pembelajaran mata pelajaran IPA pada Kurikulum Merdeka terdiri atas dua elemen, yaitu pemahaman IPA dan keterampilan proses. Hal tersebut mendorong dilakukannya kegiatan pengabdian kepada masyarakat yang bertujuan untuk memberikan pelatihan kepada guru dan peserta didik dalam mengembangkan keterampilan proses sains. Kegiatan ini mencakup 3 tahapan kegiatan, yakni tahap persiapan, pelaksanaan, dan evaluasi. Pada tahap persiapan dilakukan koordinasi antara tim PkM dan peserta PkM. Pada tahap pelaksanaan, dilakukan pelatihan dengan menerapkan teknik on and off-job training. Pelatihan dengan teknik on and off-job training meliputi pemberian materi dan workshop (off-job training), penerapan di kelas (on-job training), serta refleksi dan evaluasi (off-job training).  Pada tahap evaluasi, dilakukan penyebaran kuesioner kepada guru dan peserta didik. Hasil evaluasi menunjukkan respon positif terhadap kegiatan PkM baik dari guru maupun peserta didik. Guru menunjukkan persentase yang tinggi terkait kepuasan terhadap kegiatan PkM (93,33%), relevansi materi PkM dengan kebutuhan guru (90%), dan kebermanfaatan kegiatan PkM (90%). Persentase yang tinggi juga diberikan oleh peserta didik terhadap kegiatan pembelajaran yang dilakukan dalam kegiatan PkM.

The learning outcomes of the science in Kurikulum Merdeka consist of two elements, that is scientific understanding and process skills. This encourages the conduct of community service activities with the aim of providing training to teachers and students in developing science process skills. This activity consists of 3 stages: preparation, implementation, and evaluation. In the preparation stage, coordination between the team and participants are conducted. In the implementation stage, training is conducted using on and off-job training techniques. On and off-job training techniques includes providing materials and workshops (off-job training), implementation in classroom on-job training), as well as reflection and evaluation (off-job training). In the evaluation stage, questionnaires are distributed to teachers and students. The evaluation results show positive responses to the community service activities from both teachers and students.  Teachers show a high percentage of satisfaction with the activities (93,33%), the relevance of material to teacher’s needs (90%), and the benefits of activities (90%). Students also give a high percentage for the learning activities carried out in the community service activities.