Pengaruh Strategi Process Oriented Guided Inquiry Learning (POGIL) Terhadap Kemampuan Proses Sains dan Literasi Kimia

Mellyzar, Mellyzar; Lukman, Isna Rezkia; Busyraturrahmi, Busyraturrahmi

doi:10.34312/jjec.v4i2.15338

Cited by 5 publications

(5 citation statements)

References 10 publications

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“…The average score of students' scientific literacy skills in the class taught by the POGIL model was higher than in the control class. The results of this study are in line with research results that state that the use of the POGIL model in teaching and learning activities has a positive influence on students' scientific literacy skills (Devitri & Djamas, 2019;Mellyzar et al, 2022;Nikmah & Ellianawati, 2019;Volz, 2019). Based on the output of Test Statistics, it is known that the Asymp value.…”

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

confidence: 87%

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: 87%

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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“…One learning model that effectively incorporates Science Process Skills is the POGIL model. Extensive research, including that by [16], demonstrates that the POGIL strategy enhances students' chemical literacy and science process skills, particularly on topics such as chemical bonding. Similarly, [15] found that POGIL plays a significant role in empowering science process skills.…”

Section: Introductionmentioning

confidence: 99%

Impacts of The POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions

Puspitasari,

Hastuti,

Mulyani

2024

JKPK

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<p>This study evaluates the impact of the Process Oriented Guided Inquiry Learning (POGIL) model combined with a Science-Technology-Society-Environment (SETS) approach on chemical literacy and science process skills within buffer solutions. Employing a quasi-experimental design with a nonequivalent control group, the research involved 71 students divided into experimental and control groups. Cluster random sampling was utilized for participant selection, and Multivariate Analysis of Variance (MANOVA) was applied to test the hypotheses. The findings reveal a significant effect of the POGIL learning model integrated with a SETS approach on simultaneously enhancing students' chemical literacy and science process skills. This outcome is substantiated by the MANOVA results, which indicate a significance level of 0.000, falling below the threshold of 0.05, thereby leading to the rejection of the null hypothesis (H0). Notably, the experimental group demonstrated significant improvements compared to the control group. Chemical literacy in the experimental group reached 79.90%, significantly higher than the 62.53% observed in the control group. Additionally, the N-gain scores for the experimental and control groups were 0.70 and 0.32, respectively, categorized as high and medium. Furthermore, the percentages of science process skills were 91.61% in the experimental group and 82.37% in the control group, both in the very good category. These results underscore the effectiveness of combining POGIL with a SETS approach in elevating chemical literacy and science process skills, suggesting this method is a potent educational tool in chemical education.</p>

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“…In this study, the reduction of misconceptions uses cognitive conflict strategies integrated with scientific literacy. Scientific literacy is a person's ability to analyze and solve scientific problems with current issues in society (Mellyzar et al, 2022). Scientific literacy is listed in each syntax or stage of a cognitive conflict strategy (Setyarini & Admoko, 2021).…”

Section: ▪ Introductionmentioning

confidence: 99%

Untitled

2023

JPPK

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Cognitive Conflict Strategies are Integrated with Scientific Literacy in ReducingChemical Misconceptions. Problems with students misconceptions about hydrolysis material still occur frequently, including at Nurul Hayyah High School. Based on the pre test data, the percentage of misconceptions was 38,42% in the medium category. If misconceptions are not immediately reduced, students will have difficulty accepting the next material. One learning strategy that can reduce misconceptions is a cognitive conflict strategy that is integrated with scientific literacy. The implementation of learning with cognitive conflict strategies integrated with scientific literacy took place over two meetings. This research is a quantitative research type of pre-experiment model one group pre test-post test design. This research aims to determine the effectiveness of an integrated cognitive conflict strategy with scientific literacy in reducing misconceptions about hydrolysis material. The research was conducted at Nurul Hayyah Brebes High School with a research sample of class XI MIPA 2. The students misconceptions and interpretation of questionnaire results. The results showed that cognitive conflict strategy integrated with scientific literacy were effective in reducing students misconceptions about hydrolysis material. This was marked by a decrease in the percentage of students misconceptions to 13,68% in the low category. In addition, the effectiveness of the scientific literacy integrated cognitive conflict strategy was also indicated by positive responses from students with an average percentage of 78% in the good category.

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Pengaruh Strategi Process Oriented Guided Inquiry Learning (POGIL) Terhadap Kemampuan Proses Sains dan Literasi Kimia

Cited by 5 publications

References 10 publications

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

Impacts of The POGIL Learning Model Combined With a SETS Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions

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