KETERAMPILAN PROSES SAINS PADA PRAKTIKUM IPA MATERI ASAM BASA PADA MAHASISWA PGMI IAIN PALU

The purpose of this study was to describe the science process skills of  students of  PGMI FTIK IAIN Palu on the science  laboratory of Asam Basa. This research is a descriptive study conducted at the PGMI Study Program in September to October 2019. The research subjects were students of semester 3 of PGMI in the academic year 2019/2020 who took 28 natural science courses. Data in the form of students' Science Process Skills were obtained from the student performance appraisal in the science practicum on acid-base material. The results showed that students' science process skills varied in each category. For the category of skills using tools and materials, the average percentage for the 2 indicators is 83.05% or very high. For the category of observation skills, the average percentage for the two indicators is 83% or very high. For the grouping / classification skills category, the average percentage for the 2 indicators is 79% or in the high category. Whereas for communication skills where in this category there are 3 indicators with an average indicator of 82.5 or very high. Overall by averaging the percentage of all indicators obtained the percentage for science process skills in science lab, wet acid material is 82%. This shows that the science process skills of PGMI students are very high.

School-Based Management and its Influence on School Improvement Efforts: A Case Study of a Community-Based Secondary School in Karachi, Pakistan

School-based management (SBM) has increasingly become an agreed-upon model for the operation of schools around the world. A critical element of the model is devolving enhanced levels of decision-making from the centre (head office) to the schools. SBM is usually acclaimed as a positive step for principals, teachers, parents, students, and the wider community to get involved in the decision-making processes and other school activities that affect students' learning outcomes. Therefore, it is essential to see what SBM is and how it works in a multi-layer school context. The ultimate purpose of this study was to investigate the influence of school-based management on school improvement efforts. This study was conducted in one of the cooperative schools of AKU-IED. The key stakeholders (principal, teachers, honorary secretary, parents and students) of the school were engaged in the study as research participants. The field work lasted for six weeks during which I used qualitative case study research instruments, such as; semi-structured interviews, non-participant observations, informal discussions and document analysis in order to collect the relevant data. The data was analyzed and discussed with my own interpretation. The analysis of the data examines the stakeholders' perceptions about SBM and its implementation in the context of a community-based school. The study further highlights the roles that the stakeholders play in the SBM School and their level of involvement in different decision-making processes and the overall school activities. The analyses of the data reveal that the implementation of SBM has helped the key stakeholders decide and manage different activities and programs in the school. For example, utilization of budget within a given scale, management of teaching and learning processes, and personnel in the school. Furthermore, teachers and students have been engaged and authorized in different management committees. There are mechanisms for capacity-building, rewards and communication in the school. As a result, students' learning outcomes and school's performance have enhanced. The analysis of the findings uncovers a number of issues such as role ambiguity, lack of workable mechanism for monitoring and evaluation, lack of resources and time constraints that may interest other reformers and research in education in general.