7 USEJ 7 (1) (2018) Unnes Science Education Journal http://journal.unnes.ac.id/sju/index.php/usej SCIENTIFIC APPROACH-INTEGRATED VIRTUAL SIMULATION: A PHYSICS LEARNING DESIGN TO ENHANCE STUDENT’S SCIENCE PROCESS SKILLS (SPS) Siswanto 1 , Surya Gumilar 2 ,Yusiran 3 , Eli Trisnowati 1 1 Department of Natural Science Education, Universitas Tidar, Magelang, Indonesia 2 Department of Primary Teacher Education, STKIP 11 April, Sumedang, Indonesia 3 Department of Physic Education, STKIP Taman Siswa Bima, Bima, Indonesia Article Info ________________ Received November 2017 Accepted December 2017 Published February 2018 ________________ Keywords: Scientific approach, Virtual simulation, Science Process Skills ____________________ Abstract ___________________________________________________________________ Physics learning using scientific approach-integrated the real laboratory is a process to train student’s science process skills in the classroom. However, it is little known that using scientific approach-integrated virtual simulation has huge potential in training student’s science process skills. This study carried out was to acquire the descriptionof enhancing of student’s science process skills in physics learning that its learning activities refer to syntax of scientific learning activities. The activities of learning were conducted with integrating virtual simulations during two times face to face in the classroom activities. There were 31 students as participants in one public senior high school in Bima, Indonesia. Pre-experiment method with one group pretest-posttest design is shown to illustrate the intervention of training of science process skills involved in the classroom. The data sources for this studywere the result of the student’s score about science process skills measured by essay test combined rubrics.Furthermore, thescience process skills measured from students encompassed skills of observing, communicating, clarifying, measuring, predicting, and interpreting. The results of study depicted that there were significant increase of student’s science process skills (<g>=0.34; intermediate level) and significant difference between pretest score and posttest score (z=-4.861; p=0.0001). © 2018 Universitas Negeri Semarang p-ISSN 2252-6617 e-ISSN 252-6232  Corresponding author: Siswanto Department of Natural Science Education, Universitas Tidar E-mail: siswanto@untidar.ac.id