Evaluating the Requirements for Designing an Interactive Digital Student Worksheet to Support Science Process Skill Development in Elementary Education
DOI:
https://doi.org/10.64268/jsee.v1i1.33Keywords:
analisis, LKPD, keterampilan prosesAbstract
Background: In the era of 21st-century education, students are expected to acquire critical science process skills such as observation, experimentation, and analysis. Traditional student worksheets (LKPD) often lack engagement and interactivity, limiting students’ ability to develop these skills effectively. The advancement of digital technology provides opportunities to innovate learning materials to better support active learning.
Aims: This study aims to assess the requirements for developing an interactive digital student worksheet (E-LKPD) designed to enhance science process skills among elementary school learners.
Methods: A descriptive needs assessment was conducted using interviews with elementary teachers, classroom observations, and surveys administered to fourth-grade students. Data triangulation was applied to ensure validity and depth of the findings.
Result: The study found that current instructional methods rely heavily on traditional materials and do not fully engage students. Students showed a strong preference for digital learning tools. The use of printed worksheets was limited in fostering critical thinking and autonomous exploration. Additionally, technological resources like computers and projectors were available but underutilized.
Conclusion: There is a significant demand for an interactive E-LKPD tailored to the learning needs of elementary students. Incorporating multimedia and interactive elements in digital worksheets can enhance student engagement and support the development of essential science process skills.
References
Akram, H., Yingxiu, Y., Al-Adwan, A. S., & Alkhalifah, A. (2021). Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.736522
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering. https://www.tandfonline.com/doi/abs/10.1080/23311916.2023.2283282
Al-Awidi, H., Abumosa, M., & Al-Mughrabi, A. (2025). The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science. Interactive Learning Environments, 33(2), 1238–1249. Scopus. https://doi.org/10.1080/10494820.2024.2367020
Anam, R. S., Gumilar, S., & Handayani, M. (2025). The effects of teaching with real, virtual, and real-virtual experimentation modes on conceptual knowledge and science process skills among sixth-grade primary school students: A case study on concepts of electricity. Education 3-13, 53(3), 393–407. Scopus. https://doi.org/10.1080/03004279.2023.2192224
Ateş, H., & Köroğlu, M. (n.d.). Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement. https://doi.org/10.1111/jcal.12931
Banda, H. J., & Nzabahimana, J. (2023). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158
Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37–55. https://doi.org/10.3316/informit.748747335200300
Chen, S., Sermeno, R., Hodge, K. N., Geesa, R. L., Song, H. S., Izci, B., Froh, Z., & Murphy, S. (2025). Aligning early childhood science teaching beliefs, practices, and children’s learning outcomes: The impact of a professional development program. Frontiers in Psychology, 16. Scopus. https://doi.org/10.3389/fpsyg.2025.1580018
Chengere, A. M., Bono, B. D., Zinabu, S. A., & Jilo, K. W. (2025). Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology. PLoS ONE, 20(4 April). Scopus. https://doi.org/10.1371/journal.pone.0320692
Darmaji, Astalini, Kamid, & Triani, E. (2024). THE INFLUENCE OF GENERIC SKILLS ON GENDER DIFFERENCES IN SCIENTIFIC PROCESSING AND CRITICAL THINKING IN PHYSICS MOTION DYNAMICS. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 524–537. Scopus. https://doi.org/10.22437/jiituj.v8i2.37237
Darmayanti, N. W. S., Alsulami, N. M., Pradnyana, P. B., Fitriyana, N. I., Sueca, I. N., & Isnawan, M. G. (2025). The Effectiveness of the Environment-Oriented Practicum Guide Integrated with Catur Pramana in Developing Students’ Science Process Skills. Educational Process: International Journal, 15. Scopus. https://doi.org/10.22521/edupij.2025.15.96
Dikmen, C. H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), Article 2. https://doi.org/10.17275/per.22.46.9.2
Ezeodo, C. C., & Aroh, P. N. (2024). Information and communication technology devices availability and utilization in the implementation of government curriculum in Nigerian senior secondary schools. E-Learning and Digital Media, 20427530241259093. https://doi.org/10.1177/20427530241259093
Francom, G. M., Lee, S. J., & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends, 65(4), 589–601. https://doi.org/10.1007/s11528-021-00625-5
Gelir, I., & Al-Salmi, L. (2025). The role of teachers in, and the importance of, self-discovery for developing science process skills. Early Years. Scopus. https://doi.org/10.1080/09575146.2025.2496224
Gizaw, G., & Sota, S. (2023). Improving Science Process Skills of Students: A Review of Literature. Science Education International, 34(3), Article 3.
Guo, L., & Wang, J. (2021). Relationships between teacher autonomy, collaboration, and critical thinking focused instruction: A cross-national study. International Journal of Educational Research, 106, 101730. https://doi.org/10.1016/j.ijer.2020.101730
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hao, Y., Guo, Y., & Wu, H. (n.d.). The role of information and communication technology on green total factor energy efficiency: Does environmental regulation work? https://doi.org/10.1002/bse.2901
Ho, T. E. (2025). Outcomes of an integrated STEM with design thinking module on preschoolers’ science process skills. Journal of Early Childhood Research. Scopus. https://doi.org/10.1177/1476718X251325675
Jeong, K.-O. (2022). Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning. Sustainability, 14(5), Article 5. https://doi.org/10.3390/su14052894
Jiang, M. Y.-C., Jong, M. S.-Y., & Chai, C.-S. (2024). Understanding teachers’ multimodal TPACK literacies for supporting VR-based self-directed learning of L1 writing. Educational Technology & Society, 27(3), 303–317.
Joompa, P., Thongkam, N., Chotiboriboon, S., & Kongpunya, P. (2025). Influence of scientific method-based food and nutrition learning program on motivating healthy food consumption. Health Education, 125(2), 216–226. Scopus. https://doi.org/10.1108/HE-03-2024-0032
Kaewmanee, T., Srisenpila, A., & Worapun, W. (2024). Integrating 5E inquiry-based learning and STEM education to enhance grade 5 students’ science process skills and achievement in friction. International Journal of Advanced and Applied Sciences, 11(12), 207–214. Scopus. https://doi.org/10.21833/ijaas.2024.12.023
Lin, X. (2024). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, 35(3), 156–166. https://doi.org/10.1177/10451595231184928
Melesse, D., Menkir, S., Yemata, G., & Seifu, A. (2025). Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts. Education Inquiry. Scopus. https://doi.org/10.1080/20004508.2025.2453256
Mexhuani, B. (n.d.). Adopting Digital Tools in Higher Education: Opportunities, Challenges and Theoretical Insights. https://doi.org/10.1111/ejed.12819
Neves, A. T., Boaventura, D., & Galvão, C. (2025). Contributions from citizen science to climate change education: Monitoring species distribution on rocky shores involving elementary students. International Journal of Science Education, Part B: Communication and Public Engagement, 15(1), 65–78. Scopus. https://doi.org/10.1080/21548455.2024.2322417
Ngatman, Salimi, M., Ulfiana, Hidayah, R., Wahyudi, A. B. E., Wahyono, Zainnuri, H., Wijayanto, S., Fauziah, M., & Astuti, D. (2025). The Implementation of Problem-Based Learning with Multimedia for Improving Scientific Process Skills. Salud, Ciencia y Tecnologia - Serie de Conferencias, 4. Scopus. https://doi.org/10.56294/sctconf20251247
Ngema, M., & Motlhabane, A. (2025). Virtual labs in life sciences education: A case study of grade 10 learners in selected South African rural schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(2). Scopus. https://doi.org/10.29333/ejmste/15925
Pozo, J.-I., Pérez Echeverría, M.-P., Cabellos, B., & Sánchez, D. L. (2021). Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.656776
Rapi, N. K., Sujanem, R., Yasmini, L. P. B., & Setemen, K. (2025). Science process skills and critical thinking skills in inquiry-based learning model with project-based assessment. International Journal of Innovative Research and Scientific Studies, 8(2), 938–946. Scopus. https://doi.org/10.53894/ijirss.v8i2.5393
Rusmini, R., Suyono, S., Agustini, R., & Fikriyati, A. (2025). Connected Creative Problem Solving: An Alternative Integrative Learning Model Based on Thinking Skills. TEM Journal, 14(1), 644–653. Scopus. https://doi.org/10.18421/TEM141-57
Shih, H. J., & Huang, S. C. (2022). EFL learners’ metacognitive development in flipped learning: A comparative study. Interactive Learning Environments. https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1728343
Sugiharto, B., Widoretno, S., Prayitno, B. A., & Mumpuni, K. E. (2025). The Potential of Web-Based Learning “Bioenial” to Empower Science Process Skills During the Online Biology Learning. 3038(1). Scopus. https://doi.org/10.1063/5.0254237
Thamarasseri, I., & Martin, D. (2025). Science Process Skills and Study Habits of Secondary School Students on Their Cognitive Outcomes in Biology. International Journal of Educational Reform. Scopus. https://doi.org/10.1177/10567879251316211
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Vydra, M., & Kováčik, J. (2025). The use of image analysis in improving knowledge and skills on the example of teaching the biology of algae and fungi. Education and Information Technologies, 30(4), 4825–4841. Scopus. https://doi.org/10.1007/s10639-024-13004-3
Wang, D., Zhou, T., & Wang, M. (2021). Information and communication technology (ICT), digital divide and urbanization: Evidence from Chinese cities. Technology in Society, 64, 101516. https://doi.org/10.1016/j.techsoc.2020.101516
Zhang, W. (2022). The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.910315
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Friska Octavia Rosa, Dya Qurotul A'yun
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
