Improving Elementary School Students’ Science Process Skills Through the PDEODE Instructional Model
DOI:
https://doi.org/10.58230/josse.v3i1.445Keywords:
PDEODE Learning Model, Science Process Skills, Water Cycle, Elementary SchoolAbstract
Basic science process skills (SPS) of fifth-grade students on the water cycle topic remain low due to the dominance of conventional, transmission-based instruction. This study aimed to examine the effect of the PDEODE learning model on improving these skills. A quantitative quasi-experimental approach with a nonequivalent control group design was employed, involving 51 fifth-grade students (26 experimental, 25 control) selected through purposive sampling at Public Elementary School 54 Salupikung, Palopo. Data were collected using a validated and reliable basic SPS test (15 short-answer items, CVI = 0.92, α = 0.84) administered as a pretest and posttest, and analyzed using descriptive statistics, N-gain calculation, prerequisite tests, and an independent-samples t-test. The findings revealed that the experimental group achieved a significantly higher average N-gain (0.66) compared to the control group (0.32), with a highly significant statistical difference (p = 0.000) and a very large effect size (Cohen's d = 2.98), consistently outperforming the control group across all indicators, particularly in observing skills (N-gain 0.75), with 96.2% of experimental students achieving moderate to high improvement. Future research is recommended to incorporate retention tests, employ randomized controlled designs, and integrate PDEODE with project-based learning on contextual environmental themes.
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