Improving science process skills learning ability of physics teacher candidates through the implementation of CCDSR learning model

The CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills (SPS) of physics teacher candidates. The purpose of this research is to improve SPS learning ability of physics teacher candidatesthrough the implementation of CCDSR learning model. This research used one group pre-test and post-test design toward 110 physics teacher candidatesat Universitas Khairun and STKIP Kie Raha Ternate, academic year 2017/2018 (Ternate, Indonesia) academic year 2016/2017. The SPS learning ability of physics teacher candidates were measured by using SPSLearning Ability Assessment Sheet (SPSLAAS) with indicators: Orientation of SPS, knowledge of SPS, knowledge of learner's understanding aboutSPS, knowledge of SPSlearning strategies, and SPSassessment. The data analysis technique used the Paired t-test, n-gain, and ANOVA test. The results show that: (1) The average post-test score of SPSlearning ability was in the high category, (2) There is improvement of thephysics teacher candidates’ SPSat α = 5%, (3) N-gain score average score of the physics teacher candidates’ SPSwas in medium category, and (4) There is no difference (consistency) n-gain of the physics teacher candidates’ SPSin all groups. Therefore the CCDSR learning model has been proven to be effective to improve the SPSlearning ability of physics teacher candidates. The implication of research CCDSR learning model can be used as a solution to improve SPSlearning ability of physics teacher candidates.