@article {564,
	title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {266-277},
	abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.},
	keywords = {inquiry-based learning, INSTAD, science process skills, STAD},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.266 },
	url = {http://oaji.net/articles/2017/987-1497156674.pdf},
	author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli}
}
@article {621,
	title = {THE EFFECTIVENESS OF THE THREE LEVELS OF INQUIRY IN IMPROVING TEACHER TRAINING STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {908-918},
	abstract = {Teacher training students require the mastery of science process skills (SPS) to improve their performance in teaching science. The purpose of this research was to (1) compare the difference in effectiveness between the three levels of inquiry (structured, guided, open inquiry) and the conventional strategy in improving SPS; (2) compare the differences in effectiveness between the three levels of inquiry and conventional strategy in improving the integrated science process skills (ISPS), especially the skills of preparing experimental procedures, collecting data, presenting data, discussing data, and making conclusion. This research was a quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consisted of 154 students of Teacher Training for Elementary School Education of University of Mataram. The data were collected by using SPS test and the scoring of experiment report. The data were analyzed by using ANCOVA and the Kruskal Wallis test. The results indicate that there is a significant difference in the effectiveness between the three levels of inquiry and the conventional strategy in improving SPS. Among the three levels of inquiry itself, there is no any significant difference. On the ISPS, the open inquiry has the highest effectiveness and the structured inquiry has the lowest effectiveness. },
	keywords = {guided inquiry, inquiry levels, open inquiry, science process skills, structured inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.908},
	url = {http://oaji.net/articles/2017/987-1513971002.pdf},
	author = {I Putu Artayasa and Herawati Susilo and Umie Lestari and Sri Endah Indriwati}
}
@article {511,
	title = {EMPOWERING STUDENTS{\textquoteright} METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {Metacognitive skills play an important role in various students{\textquoteright} cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students{\textquoteright} metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students{\textquoteright} metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students{\textquoteright} metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students{\textquoteright} metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students{\textquoteright} metacognitive skills empowerment. },
	keywords = {biology teaching, group investigation, metacognitive skills, teaching strategy, think talk write},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.391},
	url = {http://oaji.net/articles/2016/987-1482422861.pdf},
	author = {Lina Listiana and Herawati Susilo and Hadi Suwono and Endang Suarsini}
}
@article {466,
	title = {THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {723{\textendash}732},
	abstract = {This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students{\textquoteright} cognitive learning results.},
	keywords = {attitude toward science, cognitive learning result, inquiry based learning, regression line},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.723},
	url = {http://oaji.net/articles/2016/987-1479543832.pdf},
	author = {Ninik Kristiani and Herawati Susilo and Duran Corebima Aloysius}
}
