The Development of Physics Students ’ Worksheets Based on Science Process Skills in Basic Physics Course At Flores University

This study aims to determine the feasibility level of physics worksheets and to figure out the increase on student’s understanding after using the physics worksheets based on science process skills. This study is a development research employing ADDIE development model which consists of five stages, namely: analysis, design, development, and implementation. The design of this study was One Group Pretest-Posttest Design. The instruments used were validity assessment sheet, feasibility assessment sheet, questionnaire about the students’ response toward the worksheets based on science process skills, and assessment of science process skills. the data were analyzed by using percentage of agreement (R), and N-gain (<g>). The results showed that the physics students’ worksheet based on science process skills was feasible and could be used in learning as the feasibility level reached 97%. The students’ understanding of fluid material gained through working with the worksheets can improve students’ science process skills both at the basic level and at the integrated level. This is proven by the results of the initial test or pre-test which indicate that the students' science process skills affected the learning outcomes obtained in which 62.25% of students’ scores were in good category and 35.75% of students’ scores were in fair category. Meanwhile, in the final test or post-test of students' science process skills, it was obtained that 74.50% of students’ scores were in very good category and 25.50% of students’ scores were in the fair category. This means that there is an increase by 0.7 % in students' science process skills when using the students’ worksheets.


I. INTRODUCTION
Science and technology continues to develop as time goes on and it has affected the education world in a way that it demands better students' quality. Therefore, as a response to the development of science and knowledge, education as a fundamental part of life must be reformed through the curriculum and learning paradigm.
The learning paradigm emphasizes student activeness in learning, so that students are required to be independent. One of the factors that support student's independence in learning is the availability of adequate Y. E. Ika, H. Doa | JPF | Volume 9 | Number 1 | 2021 | 35 -45 36 learning resources. Textbooks are one of the learning resources used by students to find information about the material being studied, but their existence does not fully support students' understanding of the course material being studied (Rahmi et al., 2014).
Basic physics is one of the compulsory subjects and is included in supporting science and technology course for students of physics education study program at Flores University with 3 credits. In addition to textbooks, learning physics requires student worksheets to support the success of the learning process.
Students' worksheet (LKM) is one of the learning tools that must be used in physics learning activities. One of the cores is the process whereby problem-solving procedures through scientific methods can be carried out using the worksheets.
Based on the preliminary study, it is known that the curriculum documents that are currently owned by lecturers are still limited to the syllabus and semester lecture plans (RPS) for courses. Other curriculum documents such as student worksheets (LKM) are still not available, especially those guided by certain learning models, so that they become a separate obstacle in efforts to achieve predetermined competencies.
The efforts made by lecturers so far are applying learning methods through discussion and question and answer techniques in the classroom as well as giving individual and group assignments to students. Those repeated activities create a monotonous learning pattern and most likely not suitable with either the characteristics of the material or the characteristics of students. One of the ways to overcome this problem is to develop a student worksheet that is tailored to the teaching material and student's characteristics so that it does not only empower cognitive knowledge, but also can develop science process skills competencies and students' attitudes.
Science process skills are the skills that involve thinking skills, manually and socially.
Science process skills in the development of this physics worksheets require students to think both through cognitive thinking manually such as using tools and measuring, and socially through interactions such as discussion or question and answer. The worksheets based on science process skills that are developed require students to actively participate in learning process, and to be independent, responsible, and disciplined.

II. METHODS
This study is a development research employing ADDIE development model. The Data collection methods used in this study were validation, observation, questionnaires and learning outcomes tests.
Validation was used to determine the feasibility of the worksheet that will be used in learning; observation was conducted to find out the implementation of learning, students' activities, and obstacles that occurred during learning; questionnaires used in the study were a product validity questionnaire and a student response questionnaire (using a Likert scale by giving a check mark on the available answer options); and tests were given to students after learning using the developed students worksheets. The post-test is given to measure the effectiveness of the worksheets being developed.
Data on the feasibility of physics worksheets and students' responses were analyzed qualitatively using a percentage.
Meanwhile, to find out the increase in the students' outcomes; the scores were analyzed using the gain test to provide the percentage.

III. RESULTS AND DISCUSSION
The

B. Design stage
There are several components in this science process skills-based LKM, namely cover, concept maps, instructions for using LKM, learning activities that refer to the steps of science process skills, material summaries, practice questions, and bibliography.

C. Development stage
Furthermore, at the development stage, the developed LKM is tested for validity. The validity test is carried out by material expert validators and technology expert validators.
The following is the result of testing the validity of the LKM based on science process skills and the feasibility of the LKM.

The validity of the students' worksheet
The worksheets validation is included in the Overall, the validation results from two experts showed that the science process skills-based physics students' worksheets can be used with several improvements needed.

The feasibility of the students' worksheets
After making some revision on the worksheet based on the expert validators' suggestions, the worksheet was then tried out in a small-scale trial. The small-scale trial consisted of readability and feasibility test.
The readability test was given to 16 students in order to find out whether the physics worksheet was easy to understand or not. The results of the readability test analysis showed that the worksheet was easily understood by students. Meanwhile, the feasibility test was given to 4 respondents (2 expert lecturers and 2 lecturers who teach basic physics courses) to determine whether the worksheet is feasible enough to be used as a learning guide.
From the results of data analysis, the presentation of the feasibility of the worksheet was 97% viewed from the 5 aspects and 14 indicators developed, meaning that the physics students' worksheet based on process skills particularly in fluid material was categorized 'very feasible' to use. The analysis results can be seen in Table 2. Therefore, the average score of all aspects was 97% agreement. The feasibility diagram of the physics students' worksheet based on science process skills is presented in the following figure.

Student response
The physics worksheet is suitable for use in student learning. Based on the results of the analysis of student responses to the development of physics worksheet, students responded very positively. The analysis of the students' response questionnaire can be seen in Table 3 below.   Based on the average pre-test and posttest data in table 6 above, the N-Gain of process skills is 0.7 or high category. This is in line with (Alatas, 2018) research that revealed that virtual laboratory media can effectively improve science process skills.

Students' understanding
Students' understanding in the teaching and learning process is very essential because it is one of the learning objectives.
Assessment of students' understanding of learning is also important to determine the extent to which students' ability is to accept and understand the learning material being taught. Understanding and mastery of a concept is a prerequisite for mastering the next material or concept (Rahmawati, 2020). This means that there is an increase by 0.7 % in students' science process skills when using the students' worksheets

A. Conclusion
Based on the results of the analysis and This means that there is an increase by 0.7 % in students' science process skills when using the students' worksheets.

B. Suggestions
The application of physics students' worksheets based on science process skills in learning is undeniably good, but lecturers must be able to manage time during learning so that learning can run more effectively and efficiently. It is recommended that further researchers provide a clear picture to students about science process skills-based learning. In addition, the physics students' worksheet used during learning is better distributed to students before the learning is carried out so that students can understand the worksheet more easily.