SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES OF STUDENTS IN VARIOUS LEARNING MODELS
The low enthusiasm of elementary school prospective teachers for science can lower the interest of elementary school students in studying science. Teachers need the skills and abilities to solve the problems encountered in learning. The learning carried out, so far, has not yet maximized the science process skills. This study aimed to see the effectiveness of four learning models in empowering students’ science process skills and cognitive learning outcomes, using a quasi-experimental method conducted at Universitas Islam Raden Rahmat of Malang, Indonesia. The independent variables in this study were four learning models, namely the learning cycle-inquiry (LCI), the inquiry, the 5E LC, and the conventional learning models. The data were collected through pretest and posttest conducted before and after the application of the learning models, in addition to through observation sheets. The data collected were then analyzed using Anacova with the help of the SPSS 22.0 program at a significance level of 0.05. The results showed that the four learning models had different potential in empowering students’ science process skills and cognitive learning outcomes. The LCI learning model was found to have potential that was better and significantly different from the other three models in empowering science process skills and student cognitive learning outcomes. Based on these findings, it is recommended that students carry out each stage of the learning model properly and correctly to increase their science process skills and cognitive learning outcomes.