Pendidikan Ilmu Pengetahuan Alam (I

Pendidikan Ilmu Pengetahuan Alam (IPA) merupakan suatu proses untuk membelajarkan siswa dalam memahami hakikat IPA (Mariana & Wandy, 2009: 27). IPA pada hakikatnya bukan hanya sebagai penguasan terhadap kumpulan pe-ngetahuan untuk memahami alam. IPA juga merupakan seperangkat proses yang digunakan untuk membangun, memperluas, serta memperbaiki pengetahuan (NRC, 2012: 26).
Proses pembelajaran IPA pada kurikulum 2013 ditekankan pada penerapan pendekatan ilmiah (Scientific Approach) (Permendikbud, no.65 tahun 2013). Pen-dekatan ilmiah dalam proses pembelajaran IPA dapat mendorong siswa untuk terlibat aktif guna mendapatkan pengalaman belajar. Pemberian pengalaman belajar dilaksanakan secara langsung melalui penggunaan dan pengembangan keteram-pilan proses sains (Yuliati, 2008:8).
Keterampilan proses sains merupakan adaptasi dari keterampilan para ilmuan dalam menemukan konsep, merumuskan masalah dan menyusun kesim-pulan (Karsli & Alipasa, 2014:1). Keterampilan proses sains adalah kete-rampilan khusus untuk menyederhanakan cara belajar IPA serta menanamkan kecakapan ilmiah siswa (Karamustafaoğlu, 2011:26). Keterampilan proses sains dalam pem-belajaran IPA berhubungan erat dengan kompetensi siswa dalam mencapai tujuan pembelajaran (Hilman, 2014:222).

Results (English) 1:

Natural Science Education (IPA) is a process to membelajarkan students in understanding the nature of IPA (Mariana & Wandy, 2009:27). IPA in fact not just as a penguasan against a collection of pe-ngetahuan to understand nature. The IPA is also a set of processes that are used to build, extend, and improve the knowledge (NRC, 2012:26).Learning IPA on curriculum 2013 emphasized on the application of the scientific approach (Scientific Approach) (Permendikbud, no. 65 by 2013). Pen-scientific dekatan in the process of learning the IPA may encourage students to engage actively in order to get the learning experience. The awarding of the learning experience is carried out directly through the use and development of science process keteram-pilan (Yuliati, 2008:8).Science process skills are adaptations of the skills of scientists in discovering the concept, formulate the problem and devise kesim-return for (Karsli & Alipasa, 2014:1). Science process skills are special rampilan-kete to simplify how to learn IPA as well as instill scientific competence of students (Karamustafaoğlu, 2011:26). Science process skills in pem-belajaran IPA is closely related to the student's competence in achieving learning objectives (Hilman, 2014:223).

Results (English) 2:

Education Natural Sciences (IPA) is a process for membelajarkan students in understanding the nature of science (Mariana & Wandy, 2009: 27). IPA is essentially not only a mastery of the collection pe-knowledge to understand nature. IPA is also a set of processes that are used to build, expand, and improve knowledge (NRC, 2012: 26).
The process of learning science on the curriculum in 2013 emphasized on applying the scientific approach (Scientific Approach) (Permendikbud, 65 in 2013). Pen-scientific approach in the process of science learning can encourage students to be actively involved in order to get the learning experience. The provision of learning experiences carried out directly through the use and development of keteram-Pilan process of science (Yuliati, 2008: 8).
Skill process of science is an adaptation of the skills of scientists in discovering concepts, define problems and develop kesim-gathering (Karsli & Alipasa, 2014: 1). Science process skills is kete-rampilan specifically to simplify the way to learn science and instill scientific skills of students (Karamustafaoğlu, 2011: 26). Science process skills in the creation-science learning is closely related to the competence of the students in achieving the learning objectives (Hilman, 2014: 222).