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Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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Implementation of Scientific Methods and Attitudes in Science 

Education  

 
Lilla Septiliana1, Rofiatus Surul2 

Program Magister Pendidikan Guru Madrasah Ibtidaiyah, Universitas UIN Sunan 

Kalijaga Yogyakarta 

lillaseptiliana21@gmail.com, rofiatus239@gmail.com  

 

Accepted: 

August 14th 2023 

Reviewed: 

Sept 18th 2023 

Published: 

Nov 30th 2023 

 

Abstract 

In scientific terms, the primary school represents the initial stage in formal education that 
imparts fundamental knowledge and skills to students. Therefore, primary school learning should 
emphasize the provision of meaningful learning experiences to develop the potential and abilities 
of students. One of the subjects at the primary school level is Natural Sciences (IPA - Ilmu 
Pengetahuan Alam). The teaching of Natural Sciences requires scientific methods and attitudes 
to ensure that students can develop a profound understanding of scientific concepts and apply 
them in daily life. The focus of this article is on scientific methods and attitudes. Based on this 
research, the researcher employed a literature review method. The results of the study indicate 
that employing Problem-Based Learning (PBL) as a model is an effective strategy for developing 
investigative skills and critical thinking within the framework of scientific methods and attitudes. 
This is because the learning model utilizes real-world problems as a context for students to learn 
problem-solving skills and critical thinking, enabling them to acquire essential knowledge and 
concepts. 

 

Keyword: Methodology, Scientific Attitudes, and Natural Science Education (IPA) 
 

Introduction 

Natural Science (IPA - Ilmu Pengetahuan Alam) is a branch of scientific knowledge that 

investigates natural phenomena and systems in our environment, encompassing everything from 

plants and animals to celestial bodies. Primary school represents the initial stage of formal 

education, providing students with foundational knowledge and basic skills. Consequently, 

primary school learning should underscore the provision of meaningful learning experiences to 

foster the development of students' potential and abilities. 

One of the subjects included in the primary school curriculum is Natural Science (IPA). 

Learning Natural Science requires the application of scientific methods and attitudes to ensure 

that students can cultivate a profound understanding of IPA concepts and apply them in their 

daily lives. Scientific methods and attitudes also aid students in developing crucial skills such as 

investigation, problem-solving, and critical thinking, essential for becoming independent and 

adept thinkers. 

mailto:lillaseptiliana21@gmail.com
mailto:rofiatus239@gmail.com


  
 
 
 

  

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In primary school Natural Science education, there is an emphasis on providing direct 

learning experiences by actively involving students in the learning process. This necessitates the 

use of scientific methods and attitudes to ensure that students can develop a deep understanding 

of Natural Science concepts and apply them in everyday life. Through active student 

engagement, it is hoped that students can discover and construct their knowledge from the 

challenges encountered in both the learning process and daily life.1  

To provide students with direct learning experiences, various instructional activities can 

be employed, including discussions, question-and-answer sessions, group work, experiments, and 

observations. Scientific methods and attitudes are instrumental in helping students develop 

essential skills such as investigation, problem-solving, and critical thinking, which are crucial for 

fostering independent and skilled thinkers. 

Scientific methods in Natural Science education involve several stages, namely 

observation, hypothesis formulation, hypothesis testing, data analysis, and drawing conclusions. 

These stages guide the systematic process of inquiry and discovery in the learning of Natural 

Science. Activities such as observation allow students to gather information, while formulating 

hypotheses encourages them to propose explanations for observed phenomena. Subsequently, 

hypothesis testing involves designing and conducting experiments, and data analysis helps 

students draw meaningful conclusions based on evidence. These scientific methods not only 

contribute to a deeper understanding of Natural Science concepts but also promote the 

development of analytical and critical-thinking skills necessary for students to become 

independent and adept thinkers.2 These stages enable students to cultivate a deeper 

understanding of Natural Science concepts through practical experiences and experiments. 

Scientific attitudes are also crucial in Natural Science education.3 Students must exhibit an open 

attitude toward new knowledge, be capable of identifying and evaluating acquired information, 

and possess the ability to question assumptions underlying their existing knowledge. Scientific 

attitudes also encompass collaboration and creativity in problem-solving and making new 

discoveries. Scientific attitudes are essential for students to acquire knowledge, both existing 

knowledge and new knowledge discovered through a series of scientific learning processes. 

Scientific attitudes are not inherently ingrained in students; they need to be trained and 

accustomed to applying scientific methods and attitudes continuously in their daily behavior. 

The cultivation of scientific methods and attitudes in students is crucial because with a 

 
1 Khoeruddin, dkk, Kurikulum Tingkat Satuan Pendidikan (KTSP) Konsep dan Implementasinya di Madrasah, 

(Semarang: Pilar Media, 2007), 182-183. 
2 Dra. Rella Turella, Lulu Ayunning Dyah, Modul Pengembangan Keprofesian Berkelanjutan (PKB) Kelompok 

Kompetensi E Materi dan Energi. 
3 Patta Bundu, Penilaian Keterampilan Proses dan Sikap Ilmiah dalam Pembelajaran Sains Sekolah Dasar, (Jakarta: 

Depdiknas Dirjen Pendidikan Tinggi Direktorat Ketenagaan, 2006), 49. 



  
 
 
 

  

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scientific mindset, students can effectively address the challenges they encounter. However, in 

many cases within the context of Natural Science education, there are still students lacking a 

scientific attitude. In Natural Science education, teachers also play a role as facilitators and 

guides, assisting students in developing scientific methods and attitudes. Teachers should foster 

problem-based learning and enable students to take an active role in their learning process. In 

order to enhance effective Natural Science education, further research is needed on how 

scientific methods and attitudes can be applied in teaching Natural Science. This research can 

generate best practices and strategies to help students develop the investigative skills and critical 

thinking necessary for success in an increasingly complex and rapidly changing world. 

 

Methods 

The focal point of this article is on scientific methods and attitudes. According to this 

research, the method employed by the researcher is the literature review method 4. The literature 

review method refers to the approach used by the author to search, collect, explore, or examine 

various reference sources or literature relevant to the proposed topic. These collected materials 

are then analyzed using content analysis techniques with a historical and philosophical approach 5 

 

Result And Discussion 

Maskoeri Jasin further asserts that scientific attitude is a crucial attribute for scientists, 

encompassing the following traits: 1) Having a high curiosity and strong learning ability, 2) Not 

accepting truth without evidence, 3) Honesty, 4) Open-mindedness, 5) Tolerance, 6)Skepticism, 

7) Optimism, 8) Courage and 9) Creativity or self-reliance. These traits are acquired through 

sincere efforts, and the experiments conducted by scientists contribute to the development of 

these scientific attitudes. Tini Gantini identifies eight characteristics of a scientific attitude: 6 

1. Having a curiosity that drives the exploration of new facts 

2. Being impartial and having a broad perspective on truth 

3. Ensuring consistency between observations and reports 

4. Being determined and diligent in the pursuit of truth 

5. Maintaining a sense of doubt, continuously driving the effort to search for truth without 

being pessimistic 

6. Being humble and tolerant of both known and unknown aspects 

7. Having little fear 

8. Maintaining an open mind toward new truths. 

 
4 Mestika Zed, Metode Peneletian Kepustakaan (Yayasan Obor Indonesia, 2004). 
5 David C Korten and Rudi Klauss, People-Centered Development: Contributions toward Theory and Planning 
Frameworks (Kumarian Press West Hartford, CT, 1984). 

6 Maskoeri Jasin, Ilmu Alamiah Dasar, rev.ed., (Jakarta: Raja Grafindo Persada, 2010), 45-49. 



  
 
 
 

  

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From these eight characteristics of a scientific attitude, it is evident that key aspects of a 

scientific attitude include objectivity, openness, diligence, patience, humility, and avoiding 

dogmatism in scientific truths. This indicates that scientists need to continuously nurture these 

attitudes when dealing with science because there is always a possibility that what is considered 

true today (such as a theory) may be replaced by another theory demonstrating a new truth in 

the future. 

 

Developing Investigation Skills and Critical Thinking in Scientific Methods and 

Attitudes Strategies 

One strategy for developing investigation skills and critical thinking within scientific 

methods and attitudes is the utilization of Problem-Based Learning (PBL). PBL is a learning 

model based on real-world problems, generally defined as an instructional approach that 

employs real-world issues as a context for students to learn problem-solving skills and critical 

thinking to acquire essential knowledge and concepts. 

Reasons for the Preferable Use of PBL Include: Stimulating Higher-Order Thinking Skills: 

PBL serves to stimulate students to engage in higher-order thinking skills, prompting them to 

analyze, synthesize, and evaluate information rather than mere memorization of facts, Fostering 

Lifelong Learning Skills: The approach initiates the development of lifelong learning skills, 

emphasizing the ability to independently acquire new knowledge and adapt to evolving 

situations, Enhancing Problem-Solving Abilities: PBL emphasizes problem-solving, enabling 

students to develop effective strategies for addressing real-world challenges., Promoting 

Communication Skills: Students engaged in PBL are encouraged to articulate their ideas and 

findings, both orally and in written form, fostering effective communication skills, Encouraging 

Collaborative Work: PBL involves collaborative group work, promoting teamwork and 

leadership skills as students work together to analyze and solve problems. 

Implementing PBL in the educational setting aligns with the objectives of cultivating a 

scientific mindset and attitude. It offers a dynamic and engaging approach that not only imparts 

knowledge but also nurtures the skills and attitudes necessary for students to thrive in a rapidly 

changing and complex world. 

 

 

 



  
 
 
 

  

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In general, the teaching of Natural Science (IPA) is implemented using experimental 

methods. The instructional steps employed in this method are similar to those in Problem-

Based Learning (PBL), involving activities such as problem formulation, hypothesis 

generation, and investigation. The design of PBL in Natural Science education focuses on 

creating authentic problems to stimulate students to work on solving complex problems as 

professionals. The creation of these problems involves the following steps: selecting the 

learning materials (content) and skills to be taught, determining learning resources, 

formulating the problem statement, establishing motivation, defining the focus of questions, 

and determining the evaluation methods. 

In selecting learning materials (content) and skills to be taught, teachers should refer to 

the applicable curriculum. Similarly, in determining lesson objectives – what students should 

know and be able to do at the end of the lesson – teachers must design how students can 

achieve the specified learning objectives. For example, if the curriculum requires students to 

communicate verbally and orally, as well as possess interpersonal skills, the created problems 

should encompass tasks such as creating laboratory reports, conducting interviews, or 

working in teams. 

After determining the learning objectives, content, and skills to be taught, the next step is 

for teachers to ensure the availability of learning resources needed by students to solve the 

problems they face. This is crucial because limitations in information and learning resources 

can hinder students from providing optimal solutions to the problems they encounter. 

Therefore, teachers are advised to create a list of required learning resources, such as books 

that need to be read and where they can be obtained, who needs to be interviewed, etc. 

Once the teacher ensures that the necessary learning resources for students are available, 

the next step is to formulate the problems that will guide students in their learning process. 

Ideas for creating PBL problems can come from various sources, such as literature, news, 

articles, or events in everyday life. The problems used in PBL can be created by the teacher 

or adapted from problems created by others. For example, here is a problem adapted from 

Delisle.7:  

"Some relatives and acquaintances you know are experiencing digestive disturbances in 

the stomach and have consulted a doctor. The doctor states that their digestive issues are 

caused by excessive stomach acid, and they have been prescribed antacids. However, they 

are confused because they do not know what acid and antacids are and which one they 

 
7 Delisle, Robert, How to Use Problem Based Learning in The Classroom, 1997. 



  
 
 
 

  

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should use. You and your group are asked to help them understand what is happening with 

their stomachs and how to choose the right product to alleviate their pain." 

The problem above is designed for grade 11-12 students on the topic of acids and bases. 

From the example problem above, it can be observed that the created problem must be 

developed in such a way that it can stimulate high-level thinking skills (critical thinking) and 

the socio-emotional abilities of students. Moreover, the created problem should also be 

rooted in students' experiences and be challenging enough. This is important because the 

more relevant the problem is to students' daily experiences, the higher their interest in 

learning and working to solve the problem. The created problem should also be based on 

the applicable curriculum and accommodate students' learning styles and strategies while 

being ill-structured. Problems in PBL should demand students to conduct 

investigations/research, seek necessary information, and integrate the knowledge they 

possess with the acquired information to provide various alternative solutions. Designing 

activities to motivate students to be interested in solving the problem is the next step that 

teachers need to take in designing PBL. This can be done by encouraging students to 

explore the connections between the problem and their daily lives. The higher the relevance 

of the problem, the higher their desire to work on solving it. 

The next step is to determine the focus of the question. This step is beneficial for 

elementary or middle school teachers to help students focus on what they will learn. At a 

higher level (high school), this is not necessary because determining the focus of the 

question/problem becomes one of the students' responsibilities in implementing PBL. 

The last step is to determine the strategy for evaluating student learning outcomes. 

Determining how student learning outcomes will be evaluated depends on the given 

problem and the predetermined learning objectives. Evaluation should assess the learning 

process and the knowledge and skills acquired by students. In Natural Science education, 

assessment can be done through reports, how students analyze the results of practical work, 

and checklists of students' skills in conducting practical work. Assessment can also be done 

through self and peer assessment, discussions, article writing, etc. 

 

Steps of PBL in Natural Science Education 

PBL is a student-centered learning method. When conducting investigations or research to 

find solutions to problems given by the teacher, students are assumed to play the role of a 

scientist. Students can work individually or in groups. Working in groups is preferably 



  
 
 
 

  

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implemented as students can learn and discuss with their peers. Moreover, students are also 

trained to develop their communication and interpersonal skills. 

The implementation of PBL consists of several steps, and some of these steps can be 

repeated.8 The first step is for the teacher to provide stimulus/motivation to connect students 

with the problem to be given. Then, the teacher presents the problem and gives students the 

opportunity to read the presented problem. The next step is for students to discuss and take 

notes on the information/facts they can gather from the problem they have read. Subsequently, 

students express ideas, identify and determine the formulation/focus of the problem, and make 

hypotheses. The fifth step is for students to identify their learning needs in order to seek 

solutions to the presented problem. In this step, students identify what concepts/principles they 

need to learn, what learning resources they will use, and what tasks they need to perform. The 

next step is for students to inform their findings/solutions to their peers. This is done to test 

whether their findings are adequate or not. If their findings are satisfactory, students can draw 

conclusions and engage in self-assessment/reflection on what they have learned, such as "Do I 

understand and comprehend the material studied?" If students' findings have not provided a 

solution to the problem posed by the teacher, then students can repeat steps two through six. 

In implementing PBL, the main role of the teacher is as a facilitator. In facilitating students, 

the teacher can ask metacognitive questions to transfer ownership of the problem formulations 

students have written, such as "What were you thinking when you wrote the problem 

formulation like this?" The teacher can also make reflective statements/questions to reinforce 

clarity and connect questions, such as "Can you explain which part you disagree with?" 

Furthermore, the teacher can express cognitive socialization by establishing norms or acting as a 

mediator in case of conflicts between students, for example, "I understand what you mean, but 

let's try to listen to the opinions of other groups." 

In PBL, the evaluation to assess student success is conducted in an integrated manner. This 

means that it not only assesses what students have learned but also evaluates how students are 

engaged and their abilities in each step of problem-solving. Therefore, assessment begins when 

the problem is presented and continues until the assessment of the final results/products. 

Teachers assess students' thinking abilities, understanding, and success in carrying out each step 

of problem-solving. This includes how students guide themselves in their work and their 

involvement in teamwork. Thus, in PBL, teachers assess the extent of students' understanding of 

the material learned and the skills they have mastered. The assessment conducted should align 

 
8 Nurdyansyah, Fitria Amalia. t.t, Model Pembelajaran Berbasis Masalah Pada Mata Pelajaran IPA Materi Komponen 

Ekosistem. 



  
 
 
 

  

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with the predetermined learning objectives. Therefore, to obtain information on the extent of 

student success in learning, teachers need to create assessment instruments that are suitable for 

the characteristics of the aspects to be evaluated. For example, if a teacher wants to assess the 

extent of students' involvement in problem-solving and the skills they have acquired, the teacher 

can create an observation sheet containing indicators/guidelines/questions for each aspect to be 

assessed. 

 

Conclusion 

The scientific process conducted in accordance with the stages of the scientific method 

provides a platform for the development of scientific skills and attitudes. Both are fundamental 

elements in achieving the goals of national education, namely to develop the potential of learners 

to become individuals who are faithful and devoted to the One Almighty God, have noble 

character, are healthy, knowledgeable, capable, creative, independent, and responsible citizens. 

The scientific method is a process employed by scientists to discover and acquire new knowledge 

through the identification and formulation of problems, formulation of hypotheses, experimental 

design, data collection, data analysis, and drawing conclusions. On the other hand, scientific 

attitudes are thought patterns that scientists must possess, including curiosity, openness, 

perseverance, skepticism, honesty, objectivity, deliberate decision-making, and respect for the 

opinions of others. 

A strategy to develop investigative skills and critical thinking in the scientific method and 

attitude involves using the PBL model. PBL is a learning model that utilizes real-world problems 

as a context for students to learn problem-solving skills and critical thinking to acquire essential 

knowledge and concepts. The PBL learning model has been proven to enhance student 

participation, activity, motivation, and learning outcomes, as well as improve critical 

thinking/higher-order thinking skills. 

 

 

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 Implementasinya di Madrasah. Semarang: Pilar Media, 2007. 

Maskoeri Jasin. Ilmu Alamiah Dasar, rev.ed. Jakarta: Raja Grafindo Persada, 2010. 



  
 
 
 

  

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Setyawan, Febri Endra Budi. Pengantar Metodologi Penelitian (Statistika Praktis). Sidoarjo:

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Fatonah, Siti dan Zuhdah K. Prasetyo. Pembelajaran Sains. Yogyakarta: Ombak, 2014. 

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