Berdasarkan observasi dan wawancara dengan siswa kelas VIII A SMP PGRI 3 Banyuwangi ditemukan bahwa, dalam pembelajaran fotosintesis guru lebih sering menggunakan metode ceramah, diskusi dan sangat jarang melakukan pembelajaran di luar kelas maupun di laboratorium, akibatnya banyak siswa yang merasa bosan dan kesulitan dalam menguasai konsep-konsep penting yang terdapat dalam materi biologi, sehingga keterampilan proses sains dan penguasaan konsep siswa tergolong rendah. Hal ini dibuktikan dengan perolehan nilai saat wawancara dengan guru bidang studi biologi yaitu nilai keterampilan proses sains dan penguasaan konsep siswa sangat tidak memuaskan dengan rata-rata Penelitian ini dilaksanakan di SMP PGRI 3 Banyuwangi tepatnya kelas VIII A yang dilaksanakan pada tanggal 19 November 2015-28 November 2015. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilakukan dalam 2 siklus dan setiap siklus terdiri dari 4 tahap: (1) Perencanaan, (2) Pelaksanaan, (3) Observasi, (4) Refleksi. Pengumpulan data didapat melalui 4 cara: (1) wawancara, (2) observasi, (3) tes, (4) dokumentasi. Hasil penelitian menunjukkan bahwa, pada siklus I ini persentase dari keseluruhan indikator keterampilan proses sains mencapai 74%, namun pada siklus I ini terdapat tiga indikator yang mempunyai nilai presentase yang belum memenuhi standar ketuntasan minimal. Kelemahan beberapa indikator tersebut diperbaiki pada siklus II, sehingga rata-rata persentase dari keseluruhan indikator keterampilan proses sains meningkat menjadi 81%. Sedangkan persentase untuk kategori penguasaan konsep pada siklus I mencapai 71%, dan pada siklus II meningkat menjadi 83%. Dengan begitu dapat disimpulkan bahwa pembelajaran berbasis praktikum dapat meningkatkan keterampilan proses sains dan penguasaan konsep fotosintesis siswa kelas VIII A di SMP PGRI 3 Banyuwangi.

Based on observations and interviews with students in grade VIIIA Junior High School of PGRI 3 Banyuwangi found that, in the study of photosynthesis teachers more frequently used methods of lectures, discussions and very rarely do the learning outside the classroom and in the laboratory, consequently many students who feel bored and difficulty in mastering the essential concepts contained in biological materials, so the science process skills and mastery of concepts students classified as low. This is evidenced by the acquisition of the current value of interviews with teachers of biology that is the value of science process skills and mastery of concepts students is not very satisfactory with an average of This research was conducted in Junior High School of PGRI 3 Banyuwangi exactly in class VIIIA conducted in date on November 19 to 28 2015 This type of research is classroom action research (CAR) done in 2 cycles and each cycle consists of four stages: (1) Planning, (2) Implementation, (3) observation, (4) Reflection. The collection of data obtained through three ways: (1) interview, (2) observation, (3) documentation. The results showed that, in cycle I The percentage of the overall indicator reached the science process skills 74%, but on cycle I There are three indicators that have a percentage value that do not meet the standard minimum completeness. The weakness of some of the indicators improved in cycle II, so that the average percentage of the overall indicator increased to science process skills 81%. Whereas the percentage for the category mastery of concepts in cycle I reach 71%, and on cycle II increased to 83%. With so it can be concluded that the lab-based learning can enhance science process skills and mastery of the concept of photosynthesis students class VIIIA in Junior High School of PGRI 3 Banyuwangi.

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