Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa
Abstract Views: 182 | PDF (Bahasa Indonesia) Downloads: 164
[THE EFFECT OF PROCESS-ORIENTED GUIDED-INQUIRY LEARNING (POGIL) TOWARD STUDENTS’ PROBLEM SOLVING SKILLS]. The aim of this research is to investigate the different impacts of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as a learning approach at senior high school students’ problem solving ability grade XI program IPA on acid-base topic. The research design used was quasi experimental. Hypothesis testing uses a t-test with 5% significance utilizing SPSS 21 program for windows. Results show that (1) there is a significant difference in students’ problem solving ability that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern than students that are taught by verification approach. According to the research result, POGIL could be well promoted learning model to developing problem solving skill on acid-base topics. This result does imply to the next similar research that appropriate exploration of problem solving ability on another contextual chemistry topic such as rate of reaction, chemical equilibrium, and colligative properties. Exploration about metacognition involvement on POGIL also the other implication of this research result that can be deeply analyzed.
Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419. https://doi.org/10.1002/sce.10118
Bilgin, I. (2006). The Effects of Pair Problem Solving Technique Incorporating Polya’s Problem Solving Strategy on Undergraduate Students’ Performance in Chemistry. In Online Submission (Vol. 7, Issue 2, pp. 101–106).
Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chemistry Education Research and Practice, 15(4), 516–529. https://doi.org/10.1039/c4rp00051j
Cahayningrum, R. D., Nurjayadi, M., & Rahman, A. (2017). Pengembangan E-Module Kimia Berbasis Pogil (Process Oriented Guided Inquiry Learning) Pada Materi Reaksi Reduksi-Oksidasi Sebagai Sumber Belajar Siswa. JRPK: Jurnal Riset Pendidikan Kimia, 7(1), 59–65. https://doi.org/10.21009/jrpk.071.07
Çalik, M., & Ayas, A. (2005). A cross-age study on the understanding of chemical solutions and their components. International Education Journal, 6(1), 30–41.
De Vos, W., & Pilot, A. (2001). Acids and bases in layers: The stratal structure of an ancient topic. Journal of Chemical Education, 78(4), 494–499. https://doi.org/10.1021/ed078p494
Dudley Herron, J., & Nurrenbern, S. C. (1999). Chemical Education Research: Improving Chemistry Learning. Journal of Chemical Education, 76(10), 1354–1361. https://doi.org/10.1021/ed076p1353
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education, 36(4), 262–273. https://doi.org/10.1002/bmb.20204
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry. American Psychological Association, 34(10), 906–911.
Furió-Más, C., Calatayud, M. L., & Bárcenas, S. L. (2007). Surveying students’ conceptual and procedural knowledge of acid-base behavior of substances. Journal of Chemical Education, 84(10), 1717–1724. https://doi.org/10.1021/ed084p1717
Gabel, D. (1999). Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Journal of Chemical Education, 76(2–4), 548–554. https://doi.org/10.1021/ed076p548
Greiff, S. (2012). From interactive to collaborative problem solving: Current issues in the Programme for International Student Assessment. From Interactive to Collaborative Problem Solving: Current Issues in the Programme for International Student Assessment, 19(2), 111–121.
Hanson, D. M. (2005). Designing Process-Oriented Guided-Inquiry Activities. In Faculty Guidebook – A Comprehensive Tool for Improving Faculty Performance (pp. 1–6). Stony Brook University.
Hanson, D. M., Bunce, D., Creegan, F., Moog, R., Padwa, L., Spencer, J., Straumanis, A., & Wolfskill, T. (2006). Instructor ’ s Guide to Guided-Inquiry Learning by With Contributions from other POGIL project personnel : Instructor ’ s Guide to Process-Oriented Guided-Inquiry Learning.
Hmelo, C. E., & Williams, S. M. (2018). Learning through Problem Solving. The Journal of the Learning Sciences, 7(3–4), 265–270. https://doi.org/10.4324/9780203764411
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794. https://doi.org/10.12973/iji.2018.11449a
Jonassen, D. H., & Hung, W. (2008). Interdisciplinary Journal of Problem-Based Learning All Problems are Not Equal: Implications for Problem-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 10–13. https://doi.org/10.7771/1541-5015.1080
Karadan, M., & Hameed, A. D. (2016). Exploring the Features of Metacognition and Achievement Goals in Process Oriented Guided Inquiry Learning Instruction ( POGIL ). International Journal of Education and Psychological Research (IJEPR), 5(3), 39–43.
Kipnis, M., & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601–627. https://doi.org/10.1007/s10763-007-9066-y
Moog, R. S., & Spencer, J. N. (2008). POGIL: An overview. ACS Symposium Series, 994, 1–13. https://doi.org/10.1021/bk-2008-0994.ch001
Moshman, D. (2018). Metacognitive Theories Revisited. Educational Psychology Review, 30(2), 599–606. https://doi.org/10.1007/s10648-017-9413-7
Nada, E. I., Mursiti, S., & Susilaningsih, E. (2018). Journal of Innovative Science Education Analysis Concepts Redox Using Multiple Representation Based Test Instrument with Computer Based Test ( CBT ) Model model , define , design , develop and disseminate . The purpose of instrument can be used for the an. Journal of Innovative Science Education, 7(1), 101–106.
Nakhleh, M. B. (1994). Students’ models of matter in the context of acid-base chemistry. Journal of Chemical Education, 71(6), 495–499. https://doi.org/10.1021/ed071p495
Ningsih, S. M., & Bambang, S. (2012). Implementasi Model Pembelajaran Process Oriented Guided Inquiry Learning (Pogil) Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. UPEJ (Unnes Physics Education Journal), 1(2). https://doi.org/10.15294/upej.v1i2.1364
Noh, T., Jeon, K., & Huffman, D. (2005). The Effects of Thinking Aloud Pair Problem Solving on High School Students’ Chemistry Problem-Solving Performance and Verbal Interactions. Journal of Chemical Education, 82(10), 1558–1564. https://doi.org/10.1021/ed082p1558
OECD. (2019). PISA 2018 insights and interpretations. In OECD Publishing. https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf
Orgill, M. K., & Sutherland, A. (2008). Undergraduate chemistry students’ perceptions of and misconceptions about buffers and buffer problems. Chemistry Education Research and Practice, 9(2), 131–143. https://doi.org/10.1039/b806229n
Parr, B., & Edwards, M. C. (2004). Inquiry-Based Instruction In Secondary Agricultural Education: Problem-Solving - An Old Friend Revisited. Journal of Agricultural Education, 45(4), 106–117. https://doi.org/10.5032/jae.2004.04106
Pavelich, M. J., & Abraham, M. R. (1979). An Inquiry Format Laboratory Program for. JJournal of Chemical Education, 56(2), 100–103.
Peelle, H. E. (2005). Appreciative Inquiry and Creative Problem Solving (Issue March). University of Phoenix.
Pinarbasi, T. (2007). Turkish undergraduate students’ misconceptions on acids and bases. Journal of Baltic Science Education, 6(1), 23–34.
Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers and Education, 59(1), 82–94. https://doi.org/10.1016/j.compedu.2011.11.010
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8
Sheppard, K. (2006). High school students’ understanding of titrations and related acid-base phenomena. Chemistry Education Research and Practice, 7(1), 32–45. https://doi.org/10.1039/B5RP90014J
Sulistyowati, N., Widodo, A. T., & Sumarni, W. (2012). Efektivitas Model Pembelajaran Guided Discovery Learning Terhadap Kemampuan Pemecahan Masalah Kimia. Chemistry in Education, 1(2), 49–55.
Thomas, G. P., & Anderson, D. (2014). Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning. Learning Environments Research, 17(1), 139–155. https://doi.org/10.1007/s10984-013-9153-7
Tümay, H. (2016). Emergence, Learning Difficulties, and Misconceptions in Chemistry Undergraduate Students’ Conceptualizations of Acid Strength. Science and Education, 25(1–2), 21–46. https://doi.org/10.1007/s11191-015-9799-x
Wood, C. (2006). The development of creative problem solving in chemistry. Chemistry Education Research and Practice, 7(2), 96–113. https://doi.org/10.1039/B6RP90003H
Woods, D. R. (1987). How Might I Teach Problem Solving? In New Directions for Teaching and Learning (Issue 30, pp. 55–71). Jossey-Bass.
Yuliastini, I. B., Rahayu, S., Fajaroh, F., & Mansour, N. (2018). Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation. Jurnal Pendidikan IPA Indonesia, 7(1), 85–95. https://doi.org/10.15294/jpii.v7i1.9928
Zamista, A. A., & Kaniawati, I. (2016). Pengaruh Model Pembelajaran Process Oriented Guided Inquiry Learning Terhadap Keterampilan Proses Sains Dan Kemampuan Kognitif Siswa Pada Mata Pelajaran Fisika. Edusains, 7(2), 191–201. https://doi.org/10.15408/es.v7i2.1815
Zawadzki, R. (2010). Is process-oriented guided-inquiry learning (POGIL) suitable as a teaching method in Thailand’s higher education? Asian Journal on Education and Learning, 1(2), 66–74. www.ajel.info
Zohar, A., & Dori, Y. (2012). Metacognition in science education: Trends in current research. Trends in Current Research, 40, 251–271. https://doi.org/10.1007/978-94-007-2132-6
Copyright (c) 2020 Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- The copyright to this article is transferred to Andragogi Jurnal Diklat Teknis Pendidikan dan Keagamaan and authors grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).