Jurnal Riset dan Kajian Pendidikan Fisika e-ISSN: 2355-620X Vol. 6, No. 2 [Oktober 2019], pp. 49-55 DOI: 10.12928/jrkpf.v6i2.14185 49 Identification of students’ science process skills in Basic Physics Practicum II in using e-module Artha Lumbantoruan*, Dear Lumbantoruan, Neng Ria Nasih, Sofia Christine Samosir, Utari Prisma Dewi, Dodi Setiawan Putra, Orin Hidayusa Wiza Universitas Jambi, Indonesia Email: artha.lumbantoruan16@gmail.com Didik Irawan, Harina Remalis Siregar SMAS Yadika Jambi, Indonesia Abstract. Good science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category. Keywords: college, integrated science process skills, practicum, reflection on a flat mirror I. Introduction Education is a conscious effort and planned to create an atmosphere of learning and the learning process so that learners are actively developing their potentials. Education in Indonesia has integrated well and needs further development. Sustainability education should be closely linked to the curriculum used. The curriculum has two aspects items, namely as a plan that must be used as a guideline for the implementation of the teaching and learning process, and as a tool to achieve educational goals [1]. Frequent alternation of the curriculum in schools due to the curriculum is appropriate or not appropriate when it is applied. The curriculum is currently used is the revised 2013 curriculum, so that students are expected to have a scientific attitude in the learning [2]. The students' positive attitude towards the eyes of Physics Subjects will be integrated with the Social Implications of Physics Subjects, scientific attitudes, learning pleasure in Physics Subjects, interest in increasing time to study Physics Subjects, and interested in a career in Physics Subjects[3]. Scientific attitude helps learners to understand the concepts of science so as to perform science experiments to spark an understanding and insight into understanding the science itself [2]. Science has been introduced from primary education, Science is an ongoing learning process [4]. Beliefs, feelings and actions are the three main components of which are owned scientific attitude can be applied through the use of scientific methods to form an active attitude, independent, critical thinking, logical and structured [5]. The scientific attitude is an attitude that must be Possessed by students in learning science such as honesty, curiosity, responsible, conscientious, discipline, and others [6]. One of the processes of scientific inquiry can be Carried out by practicum activities [7]. Experimental activities aimed to assist students to acquire knowledge independently, such experiments Physics. Physics laws and principles gained through the success of the experiment the scientists. This success is supported by the