Evaluating students' scientific process skills in cognitive domain framework

Living in the 21st century is not easy, primarily due to the abundance of accessible information. Consequently, the next generation must possess scientific literacy. In response to this issue, modern schooling must prioritise the development of thinking skills among students. In this regard, scientific process skills hold great importance within the context of science education. While there are numerous reports on scientific process skills available in scholarly literature, the evaluation of these skills through an online test with a proper theoretical framework is rarely documented. Therefore, this study aims to bridge this gap by employing a cognitive domain framework. We designed an open-ended test to measure students' scientific process skills. The instruments used in the study were validated for content and construct validity. Prior to implementation, the instrument was pilot-tested and met the criteria for reliability. Furthermore, 54 students from several junior high schools in Kediri District, Indonesia, participated in this study. The distribution of male and female students was 35.8% and 64.2%, respectively. In summary, the study revealed that the students' basic and integrated scientific process skills were at low levels. Additionally, the influence of gender on students' scientific process skills was also examined in this study.