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Sep 12, 2022
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Abstract
The purpose of this study was to determine the effect of the Audi Video Tenik Class XI Student Learning model at SMK Negeri 2 Pematangsiantar who had not carried out scientific inquiry in an effort to grow the ability to think, work, and behave scientifically. This study is a quasi-experimental design study with a nonequivalent control group. Sampling technique with a simple random sample. Hypothesis testing using Manova analysis and t test. The results showed that (1) there was an effect of the POGIL learning model on understanding science concepts, (2) there was an effect of the POGIL learning model on science process skills, (3) there was an effect of the POGIL learning model on critical thinking skills, and (4) there was a significant effect. significant application of the POGIL learning model simultaneously to understanding science concepts, science process skills, and critical thinking skills.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Samosir, B. (2022). Implementation of Process Oriented Guided Inquiry Learning Model Learning (Pogil) on Understanding of Science Concepts, Skills Science Process and Student’s Critical Thinking Ability. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1673-1682. https://doi.org/10.11594/ijmaber.03.09.08
References
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Treagust, D. F., Qureshi, S. S., Vishnumolakala, V. R., Ojeil, J., Mocerino, M., & Southam, D. C. (2020). Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes. Research in Science Education, 50(3), 813–831. https://doi.org/10.1007/s11165-018-9712-0
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Yin, Y., Hadad, R., Tang, X., & Lin, Q. (2020). Improving and Assessing Computational Thinking in Maker Activities: the Integration with Physics and Engineering Learning. Journal of Science Education and Technology, 29(2), 189–214. https://doi.org/10.1007/s10956-019-09794-8
Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2017). Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children. Contemporary Educational Psychology, 51, 366–377. https://doi.org/10.1016/j.cedpsych.2017.09.004
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001
Douglas, E. P., & Chiu, C.-C. (2013). Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering. Advances in Engineering Education, 3(3), n3.
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(1), 24. https://doi.org/10.1186/s40594-020-00225-4
Juniar, A., Silalahi, A., & Suyanti, R. D. (2018). Development of Science Process Skill for Chemistry Teacher Candidate Through Analytical Chemistry Learning with Guided Inquiry-Based and eXe Media. 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018), 500–503.
Muhammad, M., & Purwanto, J. (2020). The effect of Process Oriented Guided Inquiry Learning (POGIL) on mathematical problem solving abilities. Journal of Physics: Conference Series, 1469(1), 12171.
Octaria, E. A. (2018). Pengaruh Model Process Oriented Guided Inquiry Learning (Pogil) Terhadap Kemampuan Berpikir Kritis Matematis. Jakarta: FITK UIN Syarif Hidayatullah Jakarta.
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the Science and Practice of Social and Emotional Learning. Review of Research in Education, 40(1), 644–681. https://doi.org/10.3102/0091732X16673595
Pangaribuan, B. W., Purba, N., Siahaan, K. W. A., Sidabutar, E. F., Sihombing, V. T., Simamora, D. F., & Matondang, J. R. (2022). The Implementation of Demonstration Method to Increase Learning Outcome in Natural Science Lessons. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 3680–3692. https://doi.org/10.31004/obsesi.v6i4.1711
Pratama, G. S., & Retnawati, H. (2018). Urgency of Higher Order Thinking Skills (HOTS) Content Analysis in Mathematics Textbook. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012147
Purba, Y. O., Fadhilaturrahmi, F., Purba, J. T., & Siahaan, K. W. A. (2021). Teknik Uji Instrumen Penelitian Pendidikan. https://repository.penerbitwidina.com/publications/349518/teknik-uji-instrumen-penelitian-pendidikan
Rahadian, D., Bariyah, S. H., Nasrullah, I., Purwanti, Y., & Imania, K. (2019). Development of online learning design. Journal of Physics: Conference Series, 1402(6). https://doi.org/10.1088/1742-6596/1402/6/066044
Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., & Becker, N. M. (2020). A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice. Journal of Chemical Education, 97(10), 3506–3520. https://doi.org/10.1021/acs.jchemed.0c00355
Rodriguez, J.-M. G., Lazenby, K., Scharlott, L. J., Hunter, K. H., & Becker, N. M. (2020). Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed using process oriented guided inquiry learning criteria. Journal of Chemical Education, 97(12), 4276–4286.
Rumain, B., & Geliebter, A. (2020). A Process-Oriented Guided-Inquiry Learning (POGIL)-based curriculum for the experimental psychology laboratory. Psychology Learning & Teaching, 19(2), 194–206.
Sanggara, P. W., Doyan, A., & Verawati, N. N. S. P. (2018). THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING MODEL BASED ON VIRTUAL LABORAORY TOWARD PROBLEM SOLVING ABILITIES OF PHYSICS STUDENT. Jurnal Penelitian Pendidikan IPA, 5(1). https://doi.org/10.29303/jppipa.v5i1.154
Sari, U., Duygu, E., Sen, Ö. F., & Kirindi, T. (2020). The Effects of STEM Education on Scientific Process Skills and STEM Awareness in Simulation Based Inquiry Learning Environment. Journal of Turkish Science Education, 17(3), 387–405. https://doi.org/https://doi.org/10.36681/tused.2020.34
Siahaan, K. W. A., Haloho, U. N., Raja Guk-guk, M. P. A., & Panjaitan, F. R. (2021). Implementation of Discovery Learning Methods to Improve Science Skills in Kindergarten B Children. Jurnal Pendidikan Edutama, 8(1), 33. https://doi.org/10.30734/jpe.v8i1.1332
Siahaan, K. W. A., Lumbangaol, S. T. P., Marbun, J., Nainggolan, A. D., Ritonga, J. M., & Barus, D. P. (2020). Pengaruh Model Pembelajaran Inkuiri Terbimbing dengan Multi Representasi terhadap Keterampilan Proses Sains dan Penguasaan Konsep IPA. Jurnal Basicedu, 5(1), 195–205. https://doi.org/10.31004/basicedu.v5i1.614
Siedlecki, S. L. (2020). Quasi-Experimental Research Designs. Clinical Nurse Specialist, 34(5), 198–202. https://doi.org/10.1097/NUR.0000000000000540
Suhendi, H. Y., Ramdhani, M. A., & Irwansyah, F. S. (2018). Verification Concept of Assesment for Physics Education Student Learning Outcome. International Journal of Engineering & Technology (UEA), 7(3.21), 321–325.
Treagust, D. F., Qureshi, S. S., Vishnumolakala, V. R., Ojeil, J., Mocerino, M., & Southam, D. C. (2020). Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes. Research in Science Education, 50(3), 813–831. https://doi.org/10.1007/s11165-018-9712-0
Wijaya, S., & Handayani, S. L. (2021). Pengaruh Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Berpikir Kritis Siswa di Sekolah Dasar. Jurnal Basicedu, 5(4), 2521–2529.
Yin, Y., Hadad, R., Tang, X., & Lin, Q. (2020). Improving and Assessing Computational Thinking in Maker Activities: the Integration with Physics and Engineering Learning. Journal of Science Education and Technology, 29(2), 189–214. https://doi.org/10.1007/s10956-019-09794-8
Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2017). Pathways to reading, mathematics, and science: Examining domain-general correlates in young Chinese children. Contemporary Educational Psychology, 51, 366–377. https://doi.org/10.1016/j.cedpsych.2017.09.004