Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Nurhuda,; Lukito, Agung; Masriyah,

doi:10.1088/1742-6596/947/1/012052

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…This finding suggested that the use of POE strategy inside the classroom enhanced the attitude of the students towards the subject which is similar to the finding of Gernale et al (2015) and Hilario (2015) that POE strategy positively influences the attitude of the students because it engages students whenever they perform experiments and they become excited to find out whether or not their predictions and pre-conceptions on the topic are correct. Another reason for this could be the fact that the strategy is easy for the learners to execute (Nurhuda et al 2018). Table 4.…”

Section: Groupmentioning

confidence: 99%

“…The existing problem demands for another strategy that would also promote 21st-century learners" inquisitiveness; such as the Predict-Observe-Explain Strategy that highly emphasizes the use of students" science process skills and pre-existing knowledge in constructing new knowledge (Hilario, 2015); easy for both learners and teachers to execute (Nurhuda, Lukito & Masriyah, 2018) and also compliant to the goal of the K to 12 curriculum of developing life-long learners with a great interest in science which may serve as another avenue for science teachers especially those who are hesitant to use the 5 E"s learning cycle to engage learners in their science classes and create an opportunity for them to promote learners" achievement and interest towards the subject (Gernale, Arañes & Duad, 2015). Predict-Observe-Explain is a learnercentered hands-on strategy developed by White and Gunstone in 1992 which highlights the students" use of their scientific skills particularly predicting, observing, and explaining in generating a conceptual understanding of a certain topic (Yuenyong & Thathong, 2015).…”

Section:  Introductionmentioning

confidence: 99%

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Predict-Observe-Explain Strategy: Effects on Students’ Achievement and Attitude towards Physics

Venida¹,

Sigua²

2020

J. Pend. MIPA

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This study employed a quasi-experimental research using the pretest-posttest design to determine the effect of Predict-Observe-Explain (POE) Strategy on students" achievement and attitude towards physics. A total of fifty-nine grade seven students from two intact heterogeneous classes participated in this study. The engage-explore-explain-elaborate-evaluate (5E"s) learning cycle was utilized in teaching the control group while the POE strategy was utilized in teaching the experimental group. T-test was used in determining the significant differences between the two groups and within each group in terms of achievement and attitude. The findings of the study showed a significant difference (p = 0.00) in the achievement scores of the two groups in the posttest. It was further revealed that the experimental group (m = 11.47) performed better in the posttest than the control group (m = 8.86), and registered a significant change in attitude towards physics (p = 0.00) from neutral (m = 3.38) to positive (m = 3.76), while the control group maintained a neutral attitude. This suggests that the POE strategy positively influenced the academic performance and attitude of the students towards physics.

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Section: Groupmentioning

confidence: 99%

Section:  Introductionmentioning

confidence: 99%

Predict-Observe-Explain Strategy: Effects on Students’ Achievement and Attitude towards Physics

Venida¹,

Sigua²

2020

J. Pend. MIPA

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“…The effectiveness was measured through a small group trial involving 1 Mathematics teacher and 28 eighth grader of a junior high school. The teaching tools developed are declared effective if they meet three of the following four effectiveness criteria (Lukito, 2018). The criteria are; 1) the classical average of student learning outcomes exceeds the Minimum Learning Completeness Criteria (KKM), (2) more than 70% of student activities at a Good level, (3) the level of teacher learning management at a Good level, and (4) more than 75% students exceed the KKM.…”

Section: Content Validation Coefficient =mentioning

confidence: 99%

Development of Learning Cycle 5E-Based Teaching Tools to Facilitate Students’ Conceptual Changes in Mathematics Learning

Gradini

Susanti

2022

Universitas Jambi

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This article describes the results of developing Learning Cycle 5E teaching tools that are valid, practical, and effective to facilitate students' conceptual changes in Statistics and Data Presentation material. The Four-D model was used to develop this research. The quality of the product is measured through the validity, practicality, and effectiveness of teaching tools. The device's validity is measured by its relevance and consistency using expert judgment. The device's practicality was measured using a practicality assessment questionnaire, distributed to 5 Mathematics teachers and 20 eighth-grader. Effectiveness was measured through a small group trial involving 1 Mathematics teacher and 28 eighth-grader students. The results showed that the teaching tools developed met the validity, practicality, and effectiveness criteria. Learning tools are declared valid, with the validity score for lesson plans being 0.89, student worksheets being 0.86, teacher book being 0.78, and student book being 0.80. Learning tools are declared practical with a practicality score where the teacher's response is 80.31% in the practical category, and the student's response is 79.19% in the practical category. Furthermore, teaching tools were declared effective with the criteria; the classical average of student learning outcomes reached 83.71, the Learning Completeness Criteria reached 82.14%, the level of teacher learning management was at a Good level, and student activity reached 72.5%.

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“…This misconceptions and contradictions that occur during the implementation of POE contribute greatly to the formation of meaningful learning (Kırılmazkaya & Kırbağ-Zengin, 2015;Sağıekmekçi, 2016). Using the previous knowledge and experiences to explain the new situations, measuring individuals' competence during the application, and revealing misconceptions are considered as the advantages of POE (Tokur, 2011;Nurhuda, Lukito & Djalil, 2018).…”

Section: Introductionmentioning

confidence: 99%

Tahmin Et-Gözle-Açıkla Stratejisinin Öğrencilerin Akademik Başarıları, Bilimsel Süreç Becerileri ve Bilime Yönelik Tutumları Üzerindeki Etkileri

Arslan

Emre

2020

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi

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When the science lesson curriculum is examined, it is seen that the main purpose is to raise science literate individuals. In order to achieve this goal, constructivist approaches are needed instead of traditional teaching approaches. Predict Observe Explain (POE) is also one of the tools suitable for constructivism and includes a demonstration experiment and related prediction and observation steps. This study aims to investigate the effects of the Predict-Observe-Explain (POE) strategy on fourth grade students' academic achievement, scientific process skills, and attitude towards science Design & Methodology: In this semi-experimental research design, 17 students were in the control group and 15 were in the experimental group. For data collection, three different scales were used. The scales were administered to all participants at the beginning and at the end of the implementation. The experimental group was exposed to POE during their lessons for six weeks and the control group received regular instruction which is suggested by the Ministry of National Education. Findings:The results revealed that students in the experimental group had significantly higher scores than the students in the control group in terms of academic achievement and scientific process skills. However, no difference was observed in their attitude towards science. Implications & Suggestions:In subsequent studies, the effects of POE on different age groups can be analyzed.

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Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

Cited by 5 publications

References 2 publications

Predict-Observe-Explain Strategy: Effects on Students’ Achievement and Attitude towards Physics

Predict-Observe-Explain Strategy: Effects on Students’ Achievement and Attitude towards Physics

Development of Learning Cycle 5E-Based Teaching Tools to Facilitate Students’ Conceptual Changes in Mathematics Learning

Tahmin Et-Gözle-Açıkla Stratejisinin Öğrencilerin Akademik Başarıları, Bilimsel Süreç Becerileri ve Bilime Yönelik Tutumları Üzerindeki Etkileri

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