Universitas Muhammadiyah Malang, East Java, Indonesia JPBI (Jurnal Pendidikan Biologi Indonesia) p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 6 No. 1 March 2020, pp. 147-156 10.22219/jpbi.v6i1.10225 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 147 Research Article Developing biology students’ worksheet based on STEAM to empower science process skills Indri Patresia a,1,*, Melva Silitonga b,2, Aminata Ginting c,3 a Bilingual Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221, Indonesia b Biology Education Study Program, Faculty of Mathematics and Sciences, Universitas Negeri Medan, Jl. William Iskandar Ps. V Deli Serdang, North Sumatera 20221, Indonesia c SMA Negeri 1 Berastagi (State Senior High School), Jl. Jamin Ginting No.12 Karo, North Sumatera 22152, Indonesia 1 patresia_ss@yahoo.com *; 2 melvasilitonga@unimed.ac.id ; 3 smaberastagi@yahoo.com * Corresponding author INTRODUCTION Students’ worksheets, written teaching materials, play an important role as teacher agents in effective teaching practices to achieve learning outcomes (Lee, 2014; Nyamupangedengu & Lelliott, 2012; Ransom & Manning, 2013). Students’ worksheets train students' independence in learning and are designed according to learning competencies (Sari, Selisne, & Ramli, 2019). Students’ worksheets play a role in increasing understanding in to form basic abilities that are appropriate to the learning indicators that must be achieved. A R T I C L E I N F O A B S T R A C T Article history Received November 14, 2019 Revised February 03, 2020 Accepted February 27, 2020 Published March 31, 2020 Students’ worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students’ worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students’ science process skills. The Research and Development used 4D model by Thiagarajan. Students’ worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students’ science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students’ worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students’ science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills. Copyright © 2020, Patresia et al This is an open access article under the CC–BY-SA license Keywords Science process skill STEAM Students’ worksheet How to cite: Patresia, I., Silitonga, M. & Ginting, A. (2020). Developing biology students’ worksheet based on STEAM to empower science process skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 147-156. doi: https://doi.org/10.2229/jpbi.v6i1. 10225 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v6i1.10225 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v6i1.10225 https://doi.org/10.22219/jpbi.v6i1.10225 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v6i1.10225&domai JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 148 Patresia et al (Developing biology students’ worksheet …) Students’ worksheets are useful for practicing independence, literacy, creativity, and student understanding (Febriani, Sudomo, & Setianingsih, 2017; Kolomuc, Ozmen, Metin, & Acisli, 2012; Sari et al., 2019). Students’ worksheets determine students' interest in reading and writing, allow students to make feedback in learning activities, accommodate student difficulties, and create flexible learning activities for student development. Saputro, Setiawan, and Saragih (2019) stated that students’ worksheets are also as a stimulus in learning that will be presented in writing so that it is necessary to consider the criteria of graphic media as visual media to attract students' attention. Students’ worksheets generally consist of information, problems, instructions, and guiding questions (Farida, Supriadi, & Kurniawati, 2019). Ideal student worksheets must-have requirements in the form of validity, practicality, and effectiveness (Ayva, 2012; Farida et al., 2019; Febriani et al., 2017; Kibar & Ayas, 2010; Saputro et al., 2019; Subhan & Oktolita, 2018). The validity of student worksheets can be seen from the scientific arrangement and each component of the worksheet is interrelated. The practicality of the worksheet in question is if the worksheet is easy to use by students. And the effectiveness of worksheets means that the worksheets meet the learning objectives (Sari et al., 2019). Student worksheets have been used in teaching practice for a long time. Hence, student worksheets must also be dynamic following current learning demands. Today's learning must be able to provide students with the skills and knowledge needed to develop in the 21st-Century (Darling-hammond, 2014; Greenstein, 2012; Osborne, 2013). These skills include creativity and critical thinking skills, curiosity, resilience, problem-solving, reason, collaboration and self-confidence that can be accommodated with STEAM education (Allina, 2018; Conradty & Bogner, 2019; Jacques, Cian, Herro, & Quigley, 2019; Liao, Motter, & Patton, 2016) which is important in science process skills. STEAM stands for Science, Technology, Engineering, Art, and Mathematics - a powerful combination of topics and techniques for educating students (Conradty & Bogner, 2019; Yoon & Baek, 2018). STEAM learning will develop innovative mindsets and the ability to solve problems, ensuring that students become creators of technology, not just passive consumers. STEAM aims to strengthen the foundation of STEM by helping students improve their critical thinking skills and recognize the intersection of art, science, technology, engineering, and mathematics (Conradty & Bogner, 2019). STEAM-based learning trains students to explore new and creative ways of solving problems, displaying data, innovating, and connecting various fields (Dyer, 2019; Gates, 2017; Kelton & Saraniero, 2018). Art subjects and STEMs naturally complement each other and provide information to each other, so that the application of the STEAM principle into education allows for more understanding, innovation, and cohesive education in the classroom (Conradty & Bogner, 2019). Thus the designing of STEAM-based students' worksheets needs to be developed to support effective learning. However, the development of STEAM-based students' worksheets is very rarely done, especially in schools in Indonesia. Some research related to the development of students' worksheets is still based on STEM learning (Santoso & Mosik, 2019; Sari et al., 2019; Sulistiyowati, Abdurrahman, & Jalmo, 2018). Even worse, many schools rely solely on student worksheets from textbooks, rather than the development of the teachers themselves. This fact is also supported by the results of observations made at SMAN (Sekolah Menengah Atas Negeri – State Senior High School) 1 of Berastagi in North Sumatera, Indonesia. Based on observations at SMAN 1 of Berastagi, students' worksheets used in biology learning were still taken from textbooks. This worksheet does not accommodate activities that encourage students to investigate and understand learning material based on scientific attitudes. As a result, students only learn by memorizing theory and transferring the contents of textbooks to students' worksheets. On the other hand, the education curriculum in Indonesia requires all learning activities to be centered on students and accommodate students to be able to have skills in the 21st-Century. Thus, as an effort by teachers to meet the demands of the 21st-Century challenges, it is necessary to try to develop or redesign relatable worksheets. Furthermore, student worksheets based on STEAM education in this study are expected to contribute to training students in empowering their science process skills. Science process skills can be measured by looking at students' ability to make observations, ask questions, conduct experiments, make associations, and communicate results (Gultepe, 2016; Hodosyová, Útla, MonikaVanyová, Vnuková, & Lapitková, 2015; Karamustafaoğlu, 2011). Some researchers stated that by using a proper worksheet, the student can enhance their science process skills (Bolat, Türk, Turna, & Altinbaş, 2014; Durmaz & Mutlu, 2017; Fajriyanti, Ernawati, & Sujatmika, 2018; Septiani & Rustaman, 2017; Subhan & Oktolita, 2018). For that reason, this study aimed to develop students' worksheets, based on Science, Technology, Engineering, Art, and Mathematics (STEAM), on ecosystem topics to empower students’ science process skills. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 149 Patresia et al (Developing biology students’ worksheet …) METHOD The Research and Development used 4D model by Thiagarajan, Semmel, and Semmel (1974) with restrictions on three phases, namely (1) define, (2) design, and (3) development. The dissemination phase was not regulated since the research objectives have been obtained to develop a valid, practical, and effective students’ worksheet to empower students’ science process skills. At the define phase, the observation sheet was used as an instrument to analyze student worksheets and their suitability with the syllabus at SMAN 1 Berastagi. Furthermore, at the design phase, students' worksheet design was made based on STEAM education and learning objectives on the ecosystem topic. Then in the development phase, instruments were used are validation sheets (with Likert scale) and science process skills tests. The developed students' worksheets based on STEAM were validated by expert appraisal consisting of instructional review (appropriateness, effectiveness, feasibility) and technical review (media and content). The instructional review was carried out by material experts and learning experts, while the technical review was conducted by a teacher in school. The science process skills test, which consists of 25 multiple choice questions, was used to measure the effectiveness of the worksheet by conducted a product trial. The product trial was carried out by testing the large group of tenth graders in SMAN 1 of Berastagi. The indicators measured of science process skills were limited only five skills, namely: (1) making an observation, (2) asking a question, (3) conducting an experiment, (4) making association, and (5) communicating (Gultepe, 2016; Hodosyová et al., 2015; Karamustafaoğlu, 2011). The validation data from the instructional and technical review were analyzed descriptively by calculating the average scores (Formula 1) and categorizing based on categorization presented in Table 1 (Farida et al., 2019). The results of students' process skills tests, pretest and post-test scores, were analyzed by calculating the N-gain score (Formula 2) and categorized based on categorization presented in Table 2 (Febriani et al., 2017). (1) where = average total validity, = score of aspect-I, and n = number of aspect-i. Table 1. Categories of validation result Score Interval Category 0.0 ≤ < 1.6 Not feasible 1.6 ≤ < 2.2 Less feasible 2.2 ≤ < 2.8 Fairly feasible 2.8 ≤ < 3.4 Feasible 3.4 ≤ < 4.0 Highly feasible (2) where (g) = N-gain score. Table 2. Categories of N-gain score The value of the (g) Category (g) > 0,7 High 0,3 ≤ (g) ≤ 0,7 Medium (g) < 0,3 Low RESULTS AND DISCUSSION Define phase The analysis results of students' worksheets at SMAN 1 of Berastagi in the define phase are known as follows: (1) Schools use worksheets from publishers which consist of titles, subtitles, core competencies, basic competencies, material summaries, and tests (containing multiple-choice and essays questions). (2) Student worksheets have not emphasized the scientific approach following the curriculum in Indonesia. This worksheet does not accommodate activities that encourage students to study and understand learning material based on scientific attitudes. (3) Based on the form of students' worksheets used, students only learn by memorizing theory and transferring the contents of textbooks to students' worksheets. (4) Learning objectives and assessments that are not yet fully present in worksheets that are used in schools. Based on the define phase JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 150 Patresia et al (Developing biology students’ worksheet …) result, the worksheet used in SMAN 1 of Berastagi needs to be redesign because it does not accommodate activities that encourage student-centered learning. Today's learning must be able to equip students with skills to face challenges in the 21st-Century (Binkley et al., 2014; Haviz, Karomah, Delfita, Umar, & Maris, 2018; Turiman, Omar, Daud, & Osman, 2012). The skills needed include problem-solving skills (Binkley et al., 2014; Liao et al., 2016), critical thinking (Liao et al., 2016; Maryuningsih, Hidayat, Riandi, & Rustaman, 2019) and science process skills (Haviz et al., 2018; Turiman et al., 2012). A teacher must be able to create learning strategies that can empower these skills, including in making students' worksheets which are one of the main learning materials for creating effective learning. Design phase Based on define phase results, the students' worksheet designs based on STEAM education were made. The main problem being studied is environmental issues on the ecosystems topic. The cover and the content of students’ worksheet based on STEAM are presented in Figure 1. (a) (b) Figure 1. The cover (a) and the content (b) of students’ worksheet. In the content consists of mind map, foreword, instruction, core & basic competencies, material summaries, indicator & learning objectives, science part, technology part, engineering part, art part, mathematics part, and references. The science part of this worksheet is an experimental activity that will train students to build their scientific attitude. In the developing worksheet, the experimental activity is related to the effect of light intensity on the ecosystem (see Figure 2). At the end of the science part there is an assessment column for student work. (a) (b) Figure 2. In the science part, students are asked to do the effect of light intensity on the ecosystem by comparing water ecosystems covered with carbon paper with those without carbon paper (a). Next students are asked to answer questions related to the impact of a cover (carbon paper) on the biotic and abiotic components in the aquatic ecosystem (b). JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 151 Patresia et al (Developing biology students’ worksheet …) The technology part of this worksheet is in the form of utilizing technology that can be used to gather information as an effort to solve environmental problems, also to stimulate students' creativity and critical thinking. This section presents discourse related to technology in ecosystems, including eco-hydrology, phytoremediation and phyto-technology. Students are asked to provide feedback related to these technologies. Then, the engineering part of this worksheet in the form of activities gave rise to a new concept of 'Class Park' which would be one of the solutions to environmental problems in the form of air pollution in the ecosystem. In this section students are asked to make a project in the form of a classroom garden design and a good carbon cycle for a simple ecosystem that can reduce pollutants in the air by utilizing phytoremediation plants (see Figure 3). At the end of both, technology and engineering part, there is an assessment column for student work. Figure 3. The engineering part of students’ worksheet which ask student to design a project related to class park. Furthermore the art part of the worksheet is inviting students to beautify and promote garden engineering for a better ecosystem. In this part students are asked to explain how the beauty and usefulness of the classroom garden that has been designed with the group. And finally mathematics part on the worksheet is the ability of students to make formulations, use formulas, and even interpret data in a mathematical approach to solve problems related to ecosystems. In this section students are asked to solve problems related to the efficiency of the ability to absorb anti-pollutant plants in an ecosystem. This part is individual work. Development phase In the development phase, the developed students' worksheets based on STEAM were validated by expert appraisal consisting of instructional and technical review. The result of the instructional review which carried out by material experts and learning experts are presented in Table 3 and Table 4, while the technical review which conducted by a teacher in school are explained in Table 5. The expert appraisal results, both instructional review and technical review provide the feasible and highly feasible categories for developed students' worksheets. The results of the instructional review by material expert stated that the product categorizes as feasible (3.2), whereas the learning expert declared that the product was highly feasible to use (3.7). However, there is a slight revision by the expert material, which is adding further exploration of the topic in the worksheet. Not only ecosystem topics in a summary but also the supporting information related to another topic that correlated with it. The addition of information in the form of this reading will support the level of student exploration as well as his skills in literacy on learning topics. According to Long and Davis (2017) STEAM education, supporting students' scientific literacy. Literacy is an action with common components that are JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 152 Patresia et al (Developing biology students’ worksheet …) embedded in how we consume and share information, as such, it is naturally a part of STEAM. This scientific literacy is the basis of developing students' science process skills (Ayva, 2012; Guevera, 2015; Handayani, Adisyahputra, & Indrayanti, 2018; Turiman et al., 2012). Table 3. Validation result of material expert No. Components Score 1. Completeness of material 3 2. The extent of the material 3 3. Material depth 3 4. The accuracy of facts and data 3 5. The accuracy of examples and cases 3 6. Accuracy of references 3 7. Encourage curiosity 4 8. Systematic consistency of presentation in worksheet 3 9. Coherency of material conceptual 3 10. Introduction in worksheet 3 11. Bibliography of worksheet 3 12. Student involvement 4 13. Science aspect in worksheet 3 14. Technology aspect in worksheet 4 15. Engineering aspect in worksheet 3 16. Arts aspect in worksheet 4 17. Mathematics aspect in worksheet 4 Average score 3.2 (feasible) In addition, the learning experts responded that in the engineering activities on the worksheets were good for students' learning. In this part, students were invited to reconstruct their class park using antipollution plants. The learning expert has appreciated the concept of these activities. In this class park design activity students are trained to develop their innovation and creativity. Correspondingly, STEAM education helps students from all backgrounds develop innovative mindsets (Dyer, 2019; Liao et al., 2016; Long & Davis, 2017; Rolling, 2016) with the ability to create and think creatively (Conradty & Bogner, 2019; Costantino, 2018; Perignat & Katz- Buonincontro, 2019; Rolling, 2016; Yoon & Baek, 2018). This ability is needed by students to be able to develop their science process skills (Candrasekaran, 2014; Mora, Signes-Pont, Fuster-Guilló, & Pertegal- Felices, 2020). Table 4. Validation result of learning expert No. Components Score 1. Completeness of material 4 2. The extent of the material 3 3. Material depth 4 4. The accuracy of drawings, diagrams, and illustrations 4 5. Use examples and cases in Indonesia 4 6. Accuracy of references 4 7. Encourage curiosity 4 8. The display of worksheet enticing and in accordance with the development of student 4 9. Systematic consistency of presentation in worksheet 3 10. Coherency of material conceptual 3 11. Motivation for each learning in the student worksheet. 4 12. Introduction in worksheet 4 13. Bibliography of worksheet 4 14. Student involvement 3 15. Science aspect in worksheet 4 16. Technology aspect in worksheet 4 17. Engineering aspect in worksheet 4 18. Arts aspect in worksheet 3 19. Mathematics aspect in worksheet 4 Average score 3.7 (highly feasible) The biology teacher who conducted a technical review said that STEAM-based student worksheets are highly feasible to use with a score of 3.5 (see Table 5). The teacher's feedback is to eliminate one activity in the technology part on the worksheet (the PCR technology) because the topic has not been received by students in grade 10. The teacher adds that the art part is still less visible, even though the score is given 3. Perignat and Katz-Buonincontro (2019) stated that the art part of STEAM plays a big role in its development. STEAM is the development of the STEM principle by integrating these principles in and through art (Hunter-Doniger & Sydow, JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 153 Patresia et al (Developing biology students’ worksheet …) 2016; Perignat & Katz-Buonincontro, 2019; Rolling, 2016). STEAM takes STEM to the next level because it allows students to connect their learning in these critical fields together with art practices, elements, design principles, and standards to provide all of their learning palettes (Conradty & Bogner, 2019; Hunter-Doniger & Sydow, 2016). STEAM removes boundaries and replaces them with criticisms and innovation (Grant & Patterson, 2016; Kelton & Saraniero, 2018; Liao et al., 2016). Table 5. Validation result of technical review (teacher) No. Components Validation Score 1. Systematic consistency of presentation in worksheet 3 2. Coherency of material conceptual 3 3. Introduction in worksheet 4 4. Bibliography of worksheet 4 5. Student involvement 3 6. Understanding of messages or information 3 7. The ability to motivate students 3 8. Encourage critical thinking 4 9. Conformity with the level of intellectual development of students 4 10. Grammar accuracy 3 11.. Science aspect in worksheet 4 12. Technology aspect in worksheet 4 13. Engineering aspect in worksheet 4 14. Arts aspect in worksheet 3 15. Mathematics aspect in worksheet 4 Average score 3.5 (highly feasible) The product trial results in tenth graders show that the N-gain score of students' science process skills is categorized as a medium category with a score of 0.5 (Table 6). Indicators of science process skills with the highest improvement is observation skill, while the lowest is conducting experiment skill. This can happen because students are not accustomed to doing learning activities that are integrated with STEAM. And based on observations showing that this is the first time this school uses the STEAM approach in learning activities. Thus students are still not accustomed to carrying out scientific activities, hence their science process skills (in this case conducting experiment skill) are still not properly empowered. Table 6. The result of students’ science process skill test Indicator Pretest Posttest Difference N-gain Making an observation 26.2 31.8 5.6 0.5 (medium) Asking a question 26.4 31.4 5 Conducting an experiment 26.2 30 3.8 Making association 27 31.6 4.6 Communicating 26.4 30.8 4.4 However, in general it can be said that the results of the development of STEAM-based students 'worksheets can trigger an improvement in students' science process skills. The improvement in students' science process skills (shown in Table 6) confirms the contribution of STEAM education in each student activity process. The experimental activity in the science part of the worksheet invites students to be able to identify changes in experimental variables, interpret possibilities that will occur in experiments, and determine the components that influence the ecosystem. With this activity, students' abilities in observing, experimenting, and asking questions are well-honed (Jacques et al., 2019; Thuneberg, Salmi, & Bogner, 2018). Activities in the technology part of linking new information affect the ability of students to observe, associate, and communicate (Ayva, 2012; Liao et al., 2016). In this section students are directed to determine their ideas in designing class parks affecting the ability of students to observe, experiment, collaborate and communicate. The art part of the worksheet invites students' creativity to the beauty and usefulness aspects of the class park design created. This activity plays a role in bringing out the power of innovation and student creativity (Conradty & Bogner, 2019; Grant & Patterson, 2016; Perignat & Katz-Buonincontro, 2019; Rolling, 2016; Wandari, Wijaya, & Agustin, 2018). Also, the mathematics part that instructs students to use formulas or even to interpret data can affect student skills, especially the skills of making associations and communicating (Ayva, 2012; Conradty & Bogner, 2019; Thuneberg et al., 2018). Thus, the research findings show that the development of students' worksheets based on STEAM can initiate an improvement in students' science process skills. Therefore, this development product are expected to be disseminated and used further in biology learning, especially on ecosystem topic. JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 154 Patresia et al (Developing biology students’ worksheet …) CONCLUSION The research findings showed that the students’ worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher) to use. The N-gain score of students’ science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students’ worksheet developed is feasible and able to empower the students’ science process skills. Therefore, students' worksheets based on STEAM are expected to be disseminated and used further in biology learning, especially on ecosystem topic. REFERENCES Allina, B. (2018). The development of STEAM educational policy to promote student creativity and social empowerment. Arts Education Policy Review, 119(2), 77–87. doi: https://doi.org/10.1080/10632913.201 7.1296392 Ayva, O. (2012). Developing students’ ability to read, understand and analyze scientific data through the use of worksheets that focus on studying historical documents. Procedia - Social and Behavioral Sciences, 46, 5128–5132. doi: https://doi.org/10.1016/j.sbspro.2012.06.395 Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. doi: https://doi.org/10.10 07/978-94-007-2324-5_2 Bolat, M., Türk, C., Turna, Ö., & Altinbaş, A. (2014). Science and technology teacher candidates’ use of integrated process skills levels: A simple electrical circuit sample. Procedia - Social and Behavioral Sciences, 116, 2660–2663. doi: https://doi.org/10.1016/j.sbspro.2014.01.631 Candrasekaran, S. (2014). Developing scientific attitude, critical thinking and creative intelligence of higher secondary school biology students by applying synectics techniques. International Journal of Humanities and Social Science Invention, 3(6), 1–8. Retrieved from http://www.ijhssi.org/papers/v3(6)/ Version-2/A03620108.pdf Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the code? How creativity & motivation interacts with inquiry-based learning. Creativity Research Journal, 31(3), 284–295. doi: https://doi.org/ 10.1080/10400419.2019.1641678 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. doi: https://doi.org/10.1080/10632913.2017.1292973 Darling-hammond, L. (2014). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. doi: https://doi.org/10.1177/0022487105285962 Durmaz, H., & Mutlu, S. (2017). The effect of an instructional intervention on elementary students’ science process skills. Journal of Educational Research, 110(4), 433–445. doi: https://doi.org/10.1080/00220671 .2015.1118003 Dyer, M. (2019). STEAM without hot air: Strategy for educating creative engineers. Australasian Journal of Engineering Education, 24(2), 74–85. doi: https://doi.org/10.1080/22054952.2019.1693122 Fajriyanti, Z. D., Ernawati, T., & Sujatmika, S. (2018). Pengembangan LKS berbasis project based learning untuk meningkatkan keterampilan proses sains siswa SMP. JIPVA (Jurnal Pendidikan IPA Veteran), 2(2), 149–161. doi: https://doi.org/10.31331/jipva.v2i2.691 Farida, Supriadi, N., & Kurniawati, N. (2019). Developing student worksheet assisted with geogebra on derivative materials. Journal of Physics: Conf. Series, 1155, 1–10. doi: https://doi.org/10.1088/1742-659 6/1155/1/012096 Febriani, S., Sudomo, J., & Setianingsih, W. (2017). Development of student worksheet based on problem based learning approach to increase 7th grade student’s creative thinking skills. Journal of Science Education Research, 1(1). doi: https://doi.org/10.21831/jser.v1i1.16179 Gates, A. E. (2017). Benefits of a STEAM collaboration in Newark, New Jersey: Volcano simulation through a glass-making experience. Journal of Geoscience Education, 65(1), 4–11. doi: https://doi.org/10.5408/16 -188.1 Grant, J., & Patterson, D. (2016). Innovative arts programs require innovative partnerships: A case study of STEAM partnering between an art gallery and a natural history museum. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 144–152. doi: https://doi.org/10.1080/00098655.2 016.1170453 https://doi.org/10.1080/10632913.2017.1296392 https://doi.org/10.1080/10632913.2017.1296392 https://doi.org/10.1016/j.sbspro.2012.06.395 https://doi.org/10.1007/978-94-007-2324-5_2 https://doi.org/10.1007/978-94-007-2324-5_2 https://doi.org/10.1016/j.sbspro.2014.01.631 http://www.ijhssi.org/papers/v3(6)/Version-2/A03620108.pdf http://www.ijhssi.org/papers/v3(6)/Version-2/A03620108.pdf https://doi.org/10.1080/10400419.2019.1641678 https://doi.org/10.1080/10400419.2019.1641678 https://doi.org/10.1080/10632913.2017.1292973 https://doi.org/10.1177/0022487105285962 https://doi.org/10.1080/00220671.2015.1118003 https://doi.org/10.1080/00220671.2015.1118003 https://doi.org/10.1080/22054952.2019.1693122 https://doi.org/10.31331/jipva.v2i2.691 https://doi.org/10.1088/1742-6596/1155/1/012096 https://doi.org/10.1088/1742-6596/1155/1/012096 https://doi.org/10.21831/jser.v1i1.16179 https://doi.org/10.5408/16-188.1 https://doi.org/10.5408/16-188.1 https://doi.org/10.1080/00098655.2016.1170453 https://doi.org/10.1080/00098655.2016.1170453 JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 155 Patresia et al (Developing biology students’ worksheet …) Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. California United State of America: Corwin Press. Retrieved from https://us.corwin.com/en-us/nam/as sessing-21st-century-skills/book237748 Guevera, C. A. (2015). Science process skills development through innovations in science teaching. Research Journal of Educational Sciences, 3(2), 6–10. Retrieved from www.isca.in/EDU_SCI/Archive /v3/i2/2.ISCA-RJEduS-2015-003.pdf%0A Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of Environmental & Science Education, 11(5), 779–800. doi: https://doi.org/10.12973/ijese.2016.348a Handayani, G., Adisyahputra, A., & Indrayanti, R. (2018). Correlation between integrated science process skills, and ability to read comprehension to scientific literacy in biology teachers students. Biosfer: Jurnal Pendidikan Biologi, 11(1), 22–32. doi: https://doi.org/10.21009/biosferjpb.11-1.3 Haviz, M., Karomah, H., Delfita, R., Umar, M. I. A., & Maris, I. M. (2018). Revisiting generic science skills as 21st century skills on biology learning. Jurnal Pendidikan IPA Indonesia, 7(3), 355–363. doi: https://doi.o rg/10.15294/jpii.v7i3.12438 Hodosyová, M., Útla, J., MonikaVanyová, Vnuková, P., & Lapitková, V. (2015). The development of science process skills in physics education. Procedia - Social and Behavioral Sciences, 186, 982–989. doi: https ://doi.org/10.1016/j.sbspro.2015.04.184 Hunter-Doniger, T., & Sydow, L. (2016). A journey from STEM to STEAM: A middle school case study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4–5), 159–166. doi: https:// doi.org/10.1080/00098655.2016.1170461 Jacques, L. A., Cian, H., Herro, D. C., & Quigley, C. (2019). The impact of questioning techniques on STEAM instruction. Action in Teacher Education. doi: https://doi.org/10.1080/01626620.2019.1638848 Karamustafaoğlu, S. (2011). Improving the science process skills ability of science student teachers using I diagrams. Eurasian Journal of Physics and Chemistry Education, 3(1), 26–38. Retrieved from www.acar index.com/dosyalar/makale/acarindex-1423880494.pdf Kelton, M. L., & Saraniero, P. (2018). STEAM-y partnerships: A case of interdisciplinary professional development and collaboration. Journal of Museum Education, 43(1), 55–65. doi: https://doi.org/10. 1080/10598650.2017.1419772 Kibar, Z. B., & Ayas, A. (2010). Developing a worksheet about physical and chemical event. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 739–743). doi: https://doi.org/10.1016/j.sbspro.2010.03.094 Kolomuc, A., Ozmen, H., Metin, M., & Acisli, S. (2012). The effect of animation enhanced worksheets prepared based on 5E model for the grade 9 students on alternative conceptions of physical and chemical changes. Procedia - Social and Behavioral Sciences, 46, 1761–1765. doi: https://doi.org/10.10 16/j.sbspro.2012.05.374 Lee, C.-D. (2014). Worksheet usage, reading achievement, classes’ lack of readiness, and science achievement: A cross-country comparison. International Journal of Education in Mathematics, Science and Technology, 2(2), 96–106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1066356.pdf Liao, C., Motter, J. L., & Patton, R. M. (2016). Tech-Savvy girls: Learning 21st-century skills through STEAM digital artmaking. Art Education, 69(4), 29–35. doi: https://doi.org/10.1080/00043125.2016.1176492 Long, R. L. I., & Davis, S. S. (2017). Using STEAM to increase engagement and literacy across disciplines. The STEAM Journal, 3(1), 1–11. doi: https://doi.org/10.5642/steam.20170301.07 Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. Y. (2019). Critical thinking skills of prospective biology teacher on the chromosomal basic of inheritance learning through online discussion forums. In IOP Conf. Series: Journal of Physics: Conf. Series (Vol. 1157, pp. 1–6). doi: https://doi.org/10.1088/174 2-6596/1157/2/022090 Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103, 140–150. doi: https://doi.org/10.1016/j.chb.2019.09.008 Nyamupangedengu, E., & Lelliott, A. (2012). An exploration of learners’ use of worksheets during a science museum visit. African Journal of Research in Mathematics, Science and Technology Education, 16(1), 82–99. doi: https://doi.org/10.1080/10288457.2012.10740731 Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279. doi: https://doi.org/10.1016/j.tsc.2013.07.006 Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. doi: https://doi.org/10.1016/j.tsc.2018.10.002 https://us.corwin.com/en-us/nam/assessing-21st-century-skills/book237748 https://us.corwin.com/en-us/nam/assessing-21st-century-skills/book237748 file:///C:/Users/Biologi/Downloads/www.isca.in/EDU_SCI/Archive/v3/i2/2.ISCA-RJEduS-2015-003.pdf%0a file:///C:/Users/Biologi/Downloads/www.isca.in/EDU_SCI/Archive/v3/i2/2.ISCA-RJEduS-2015-003.pdf%0a https://doi.org/10.12973/ijese.2016.348a https://doi.org/10.21009/biosferjpb.11-1.3 https://doi.org/10.15294/jpii.v7i3.12438 https://doi.org/10.15294/jpii.v7i3.12438 https://doi.org/10.1016/j.sbspro.2015.04.184 https://doi.org/10.1016/j.sbspro.2015.04.184 https://doi.org/10.1080/00098655.2016.1170461 https://doi.org/10.1080/00098655.2016.1170461 https://doi.org/10.1080/01626620.2019.1638848 file:///C:/Users/Biologi/Downloads/www.acarindex.com/dosyalar/makale/acarindex-1423880494.pdf file:///C:/Users/Biologi/Downloads/www.acarindex.com/dosyalar/makale/acarindex-1423880494.pdf https://doi.org/10.1080/10598650.2017.1419772 https://doi.org/10.1080/10598650.2017.1419772 https://doi.org/10.1016/j.sbspro.2010.03.094 https://doi.org/10.1016/j.sbspro.2012.05.374 https://doi.org/10.1016/j.sbspro.2012.05.374 https://files.eric.ed.gov/fulltext/EJ1066356.pdf https://doi.org/10.1080/00043125.2016.1176492 https://doi.org/10.5642/steam.20170301.07 https://doi.org/10.1088/1742-6596/1157/2/022090 https://doi.org/10.1088/1742-6596/1157/2/022090 https://doi.org/10.1016/j.chb.2019.09.008 https://doi.org/10.1080/10288457.2012.10740731 https://doi.org/10.1016/j.tsc.2013.07.006 https://doi.org/10.1016/j.tsc.2018.10.002 JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 6, No. 1, March 2020, pp. 147-156 156 Patresia et al (Developing biology students’ worksheet …) Ransom, M., & Manning, M. (2013). Teaching strategies: Worksheets, worksheets, worksheets. Childhood Education, 89(3), 188–190. doi: https://doi.org/10.1080/00094056.2013.792707 Rolling, J. H. (2016). Reinventing the STEAM engine for art + design education. Art Education. Routledge. doi: https://doi.org/10.1080/00043125.2016.1176848 Santoso, S. H., & Mosik, M. (2019). Kefektifan LKS berbasis STEM (Science, Technology, Engineering and Mathematic) untuk melatih keterampilan berpikir kritis siswa pada pembelajaran fisika SMA. Unnes Physics Education Journal, 8(3), 248–253. Retrieved from https://journal.unnes.ac.id/sju/index.php/upej/ article/view/35622/14661 Saputro, R., Setiawan, D., & Saragih, D. (2019). The development of students worksheet (SW) based on inquiry to improve activity and learning outcomes in civic lesson of students Grade VII. In Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018). Atlantis Press. doi: https://doi.org/10.2991/icssis-18.2019.62 Sari, Y. S., Selisne, M., & Ramli, R. (2019). Role of students worksheet in STEM approach to achieve competence of physics learning. Journal of Physics: Conference Series, 1185, 1–7. doi: https://doi.org/ 10.1088/1742-6596/1185/1/012096 Septiani, A., & Rustaman, N. Y. (2017). Implementation of performance assessment in STEM (Science, Technology, Engineering, Mathematics) education to detect science process skill. Journal of Physics: Conf. Series, 812, 1–6. doi: https://doi.org/10.1088/1742-6596/812/1/012052 Subhan, M., & Oktolita, N. (2018). Developing worksheet (LKS) based on process skills in Curriculum 2013 at Elementary School Grade IV, V, VI. In IOP Conference Series: Materials Science and Engineering (pp. 1–8). IOP Publishing. doi: https://doi.org/10.1088/1757-899X/335/1/012108 Sulistiyowati, S., Abdurrahman, A., & Jalmo, T. (2018). The effect of STEM-based worksheet on students’ science literacy. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 3(1), 89–96. doi: https://doi.org/10.24042/ tadris.v3i1.2141 Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Council for Exceptional. Children, 1920 Association Drive, Reston, Virginia 22091. Retrieved from https://files.eric.ed.gov/fulltext/ED090725.pdf Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160. doi: https://doi.org/10.1016/j.tsc.2018.07.003 Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences, 59, 110–116. doi: https:// doi.org/10.1016/j.sbspro.2012.09.253 Wandari, G. A., Wijaya, A. F. C., & Agustin, R. R. (2018). The effect of STEAM-based learning on students’ concept mastery and creativity in learning light and optics. Journal of Science Learning, 2(1), 26–32. doi: https://doi.org/10.17509/jsl.v2i1.12878 Yoon, M. B., & Baek, J. E. (2018). Development and application of the STEAM education program based on the soccer robot for elementary students. International Journal of Mobile and Blended Learning, 10(3), 11–22. doi: https://doi.org/10.4018/IJMBL.2018070102 https://doi.org/10.1080/00094056.2013.792707 https://doi.org/10.1080/00043125.2016.1176848 https://journal.unnes.ac.id/sju/index.php/upej/article/view/35622/14661 https://journal.unnes.ac.id/sju/index.php/upej/article/view/35622/14661 https://doi.org/10.2991/icssis-18.2019.62 https://doi.org/10.1088/1742-6596/1185/1/012096 https://doi.org/10.1088/1742-6596/1185/1/012096 https://doi.org/10.1088/1742-6596/812/1/012052 https://doi.org/10.1088/1757-899X/335/1/012108 https://doi.org/10.24042/tadris.v3i1.2141 https://doi.org/10.24042/tadris.v3i1.2141 https://files.eric.ed.gov/fulltext/ED090725.pdf https://doi.org/10.1016/j.tsc.2018.07.003 https://doi.org/10.1016/j.sbspro.2012.09.253 https://doi.org/10.1016/j.sbspro.2012.09.253 https://doi.org/10.17509/jsl.v2i1.12878 https://doi.org/10.4018/IJMBL.2018070102