Design of Science Process Skill Approach-Based Laboratory Work Instruction

Science Process Skills is an established scientific approach. One of application of learning activities using science process skills approach can be applied to the learning process at each stage of the experiment which is contained in the laboratory work instruction. The lab work instruction is a guidebook for the implementation of an experiment that contains procedures for the preparation, implementation, analysis of data and reporting prepared by a person or group of teaching who follow scientific writing rules (Nurussaniah et al., 2016).


INTRODUCTION
Science Process Skills is an established scientific approach. One of application of learning activities using science process skills approach can be applied to the learning process at each stage of the experiment which is contained in the laboratory work instruction. The lab work instruction is a guidebook for the implementation of an experiment that contains procedures for the preparation, implementation, analysis of data and reporting prepared by a person or group of teaching who follow scientific writing rules (Nurussaniah et al., 2016).
The use of laboratory work instruction is one of the efforts in realizing the goal of national education in Article number three which is contained in Low No. 20 of 2003 on National Education System that develops students' skills in possessing the skills, creativity and independent nature. Some of the laboratory work instruction have been developed to improve student skills include geopark-based laboratory work instruction with inquiry learning approach (Vitdiawati, et al., 2016), guided inquiry-laboratory work instruction (Munika, et al., 2014), and laboratory work-based scientific approach (Budiarti, et al., 2014).
Based on the needs analysis that has been done, it is necessary to develop Science Process Skills-based Laboratory Work Instruction. The selection of science process skills approach is based on the learning process that must get the learning directly in developing the skills and applying the previous learnt theory. Therefore this study aims to develop a Science Process Skills Approach-based Laboratory Work Instruction is valid and practical to achieve student's experiment design ability.

METHODS
Laboratory work instruction is the guideline of laboratory work containing preparation procudure, data analysis and reporting arranged by a person or group of teaching staffs following scientific rules (Nurussaniah, 2016). Laboratory activities constitute the part of teaching and learning activities. It shows that how important the laboratory activities for the acheivement of the science is. Woolnough and Allsop in (Handayani, 2011) stated that there are four important reasons in laboratory activities.
The selection of research subject using simple random technique, sample of six classes of level XI MIPA in Senior High School 2 Tanjungpinang, 40 students were selected as sample in the research. This research used qualitative data that have been analysed from the percentage of quiestionnair results at validation and practicality stage. This research implemented Research and Development using 4-D development model consist of four stages namely define, design, develop and disseminate. However, in this study is limited until the third stage (develop).
The reaseach prosedure as shown as follow:

Figure 1. Research Procedure
Determination of the quality of practical Instruction using data analysis techniques described as follows:

a. Validation of Science Process Skills Approach-based Laboratury Work Instruction
The validation data on the obtained laboratory work instruction is presented with Likert scale and then the determined percentage value by using the formula according to Fauzi (2015): The result of percentage obtained is converted into the level of validity criteria according to Fithryah et. al., (2013). The determination of validity level is given in Table 1.  (2) The result of the percentage obtained was converted into the level of practicality category according to Sudjana (2006), the determination of the category of practicality is determined in Table 2.

RESULTS AND DISCUSSION
Needs analysis has been done to find out the initial condition of instruction manual that has been used by the students during the learning process by practicum method on Chemistry subject. The analysis is done on two guided labels that have been used previously with reference to three aspects. First, that is the structure aspect of the laboratory manual in general, which shows the result with less good criteria. Second, the creativity aspect contained in the laboratory work with the results falling under the criteria is not good. Thirdly, that is the aspect of science process skills with the result that fall under the bad criteria. So the results of needs analysis is the basis for the researcher to attempt to develop practice manual based on Skills Process Science that will support the learning process in the curriculum 2013.
The next analysis is to determine the relationship between Core Competence and Basic Competence so that it can assist in the formulation of Indicators of Achievement of Competence which will be used as guidance in developing the design of practice manual. And also become the basis in the determination of the subject matter of the lesson to be used as a sample development of practice manuals based on Skills Process Science. The following table shows in detail the relationship between Core Competence and Basic Competence as the determination of Indicators of Competency Achievement. Based on the needs analysis that has been done in the previous research, the subject matter of the lesson chosen for the process of developing the laboratory work instruction based on science process skills approach is "Change of Entalpy of Calorimetry Reaction". The subject matter is chosen because there is a good potential to conduct experiments and can generate the activity and creativity of students in the learning process.
The aspects assessed in the validation process include feasibility of content, language, presentation, graphical and science process skills. In developing the laboratory work instruction there are several suggestions from the validator described in Table 4.

No
Before After Initial Validation 1 Fix the theoretical basis on the laboratory work instruction on the word "container" Fixed theoretical basis on the lab work instruction on the word "container" to "tool" 2 Adjust the image of the scientist who directed the student in designing the experiment.
Corresponding images of scientists who direct students in designing experiments 3 The use of language that is still not in accordance with the students The use of language that is in accordance with the students Final Validation The suggestions from validators are useful for improving developed laboratory work instruction (Khoirunnisa, et al., 2017). After the improvement is found the validation value of the laboratory work instruction is 92,46% with very valid criteria, content aspect is 90%, linguistic aspect 93.33%, presentation aspect 93.33%, graphical aspect 94%, and science process skill aspect equal to 91.57%. After being validated, the laboratory work instruction was tested on 40 students. This test is done by using student response data obtained from the student's questionnaire data. The result of the percentage of content feasibility aspect is 80.58%, language aspect is 86.1%, presentation aspect is 81.5%, graphical aspect is 85.38% and science process skills aspect is 77.85%. It showed that Science Process Skills Approach-based Laboratory Work Instruction has been been developed is in practical category to be implemented in teaching process. The same research has been performed by other research by Meli, dkk (2013), stating that the Science Process Skills Approach is able to improve student learning achievement.