Science arises and develops by including roles between theory and experiment. Physics, as part of science, is seen as a process, product, and attitude that is called the nature of science (Nature of Science / NOS). Learners obtain and construct science products in physics learning should pay attention to the NOS through Science Process Skills (SPS). This study aims to determine the level of students' understanding of integrated SPS, namely identifying and controlling variables, hypothesizing, operationally defining, graphing and interpreting data, and designing experiments. The research conducted was descriptive quantitative research with survey methods. The research subjects were students of physics teacher candidates at the University of KH. A. Wahab Hasbullah. The results showed that the integrated SPS student physics teacher candidates were still low with an average of 60.20. This shows that students have not yet reached the level of formal operational cognitive development and have not been strong in basic SPS. Students have the highest ability in the aspect of formulating hypotheses while the lowest aspects are operationally defined. An integrated effort needs to be made to increase SPS for students.
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机译：科学是通过在理论和实验之间发挥作用而产生和发展的。物理作为科学的一部分，被视为一种过程，产品和态度，被称为科学的本质（自然科学/ NOS）。学习者在物理学习中获得并构造科学产品时，应通过科学过程技能（SPS）关注NOS。这项研究旨在确定学生对综合SPS的理解水平，即识别和控制变量，进行假设，对操作进行定义，对数据进行图形化和解释以及设计实验。进行的研究是采用调查方法的描述性定量研究。研究对象是KH大学物理老师候选人的学生。 A. Wahab Hasbullah。结果表明，综合的SPS学生物理教师候选人仍然很低，平均为60.20。这表明学生尚未达到正式的操作性认知发展水平，并且在基本的SPS方面不强。在提出假设方面，学生具有最高的能力，而在操作上定义最低的方面。需要做出综合努力来增加学生的SPS。
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