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This research was aimed to examine how problem based learning model of instruction related to junior high students’ science process skills in physics. The data were taken from eight students of the eight grade selected randomly. To control other variables and to ensure that the problem based learning was the only variable affecting students’ process skills. A group was used. This group was initially given a pretest of science process skills. This pretest examined the science process skills of students in identifying problem, formulating a hypothesis, identifying independent, dependent, and control variables, planning an experiment, performing the experiment, analyzing data, and making conclusion. This group was then given problem based learning of instruction using the topic of force; and eventually was given a posttest concerning those students’ science process skills. A paired test used to analyze the data showing that the problem based learning instruction increased significantly and affected the students’ science process skills. Keywords—Problem Based Learning, Science Process Skills

The Effect of Problem Based Learning Instruction on Students Science Process Skills in Physics