Pengaruh Model Pembelajaran Process Oriented Guided Inquiry Learning Terhadap Keterampilan Proses Sains Dan Kemampuan Kognitif Siswa Pada Mata Pelajaran Fisika

Zamista, Adelia Alfama; Kaniawati, Ida

doi:10.15408/es.v7i2.1815

Cited by 10 publications

(12 citation statements)

References 1 publication

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“…From these results, it can be concluded that the POGIL model has an effect on students' process skills. This is in line with previous research which states that POGIL can improve science process skills for students (Alatas & Fachrunisa, 2018;Idul & B. Caro, 2022;Zamista & Kaniawati, 2015). The difference in process skills between the experimental class and the control class can be caused because, in the inquiry model learning, learning activities are not only in the form of knowledge transfer from teachers and students.…”

Section: Influence Of the Pogil Model On Students' Science Literacy A...supporting

confidence: 90%

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Mellyzar

Alvina²,

Zahara³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine how the influence of the POGIL model on the ability of the science process and scientific literacy of students, in addition to knowing how the MFI model affects science process skills and scientific literacy of students and the comparison of POGIL and MFI models on science process skills and scientific literacy of Lhokseumawe City Junior High School students. This research uses an approach to quantitative research. The population of this research is the seventh-grade students of SMP in Lhokseumawe city. The research sample taken is SMPN students Arun, SMPN 1 Lhokseumawe, and SMPN 2 Lhokseumawe every 3 schools that consist of 2 experimental classes (POGIL and MFI models) and 1 control class (conventional) with a total of 9 classes. The research instrument used is a test question for knowing students' literacy skills, practicum guide sheets, and observation sheets to determine students' science process skills. In the class with the POGIL model, the average value of scientific literacy ability is 32.27, and science process skills are 81.32. In class with the MFI model, the average value of science literacy skills is 26.84, and process skills science 88.71. While the control class has an average value of scientific literacy ability of 12.77 and science process skills of 68.54. Based on Test Test output Statistics data of students' scientific literacy and science process skills are known as the value of asymp. Sig. (2-tailed) of 0.00 < 0.05, it can be concluded that the POGIL model has a significant effect on students' scientific literacy and science process skills. The results for the MFI class scores of students' scientific literacy skills and science process skills, because of the Asymp value. Sig. (0.000) < (0.05) so that learning with the MFI model affects the scientific literacy ability and science process skills of students. Classes taught with POGIL and MFI models with Asymp grades. Sig. (0.099 > (0.05) means that there is no significant difference in students' scientific literacy skills between students who are taught with the POGIL model and students who are taught with the MFI model but there is a significant difference in science process skills of students with POGIL and MFI models, where the MFI model students' science process skills higher than the POGIL model

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Section: Influence Of the Pogil Model On Students' Science Literacy A...supporting

confidence: 90%

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Mellyzar

Alvina²,

Zahara³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…The research found that guided inquiry model can be used to improve the physics learning outcomes in students on chapter static fluid. Other research also found that guided inquiry learning model was able to enhance student' conceptual understanding and students' cognitive abilities (Zamista & Kaniawati, 2015).…”

Section: Communicatingmentioning

confidence: 98%

Escalation in Students’ Science Process Skills on Chapter Wave Vibration and Sound Through Guided Inquiry Learning Model

Winarti

Sari

2020

JOTALP

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This study aims to determine: (1) the effect of guided inquiry models on students' science process skills, (2) improvement of skills the science process of students with learning inquiry models, This research is a quasi-experimental study with non-equivalent control group design. Data collection techniques used were test and non-test. The instruments in this study were a pretest-posttest cognitive ability test sheet, student worksheets and an observation sheet for science process skills. The data analysis technique used is non-parametric statistics with the Mann Whitney U test, Normalized Gain (N-Gain) and descriptive analysis. The results of this study are that (1) Physics learning using guided inquiry learning models influences the cognitive abilities of students with a significance level (sig. 2-tailed) of 0.013. (2) Physics learning using guided inquiry learning models can improve students' cognitive abilities with an average value of n-gain of 0.701 which is included in the high criteria. Keywords: Guided Inquiry, Science Process Skills, Cognitive Skills, Wave Vibration and Sound.

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“…Sejumlah penelitian diatas mendukung kajian literatur bahwa POGIL dapat meningkatkan keterampilan proses, kemampuan berpikir, keterampilan menyelesaikan masalah (problem solving), dan meningkatkan kemampuan kognitif siswa (Zamista & Kaniawati, 2016). Pembelajaran POGIL cocok digunakan untuk rumpun eksakta seperti fisika dan kimia sebab rumpun tersebut merupakan bagian dari proses sains dan terdapat metode ilmiah.…”

Section: Pembahasanunclassified

Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa

Ardhana¹

2020

adrg

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[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.

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Pengaruh Model Pembelajaran Process Oriented Guided Inquiry Learning Terhadap Keterampilan Proses Sains Dan Kemampuan Kognitif Siswa Pada Mata Pelajaran Fisika

Cited by 10 publications

References 1 publication

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Escalation in Students’ Science Process Skills on Chapter Wave Vibration and Sound Through Guided Inquiry Learning Model

Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa

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