The Effect of POGIL Learning Model on HOTS Students of Elementary School Teacher Education Program

Abstract

This research aims at determining the effect of the process oriented guided inquiry learning (POGIL) model on odd semester higher order thinking skills (HOTS) students. The research applied quasi-experimental research with nonequivalent groups pretest-posttest design. The population is all the students of elementary teacher education program (PGSD) of STKIP Muhammadiyah Enrekang in academic year 2017/2018. The sample was chosen by using purposive sampling technique. The data was collected through the test technique in order to find out the score of the higher order thinking skills (HOTS) students. The data was analyzed through Independent T-Test with a significance level of 0.05. The results of this study significantly influence the increase in HOTS students (0.924) which shows > 0.05 α.

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

“…The final sample included n = 87 articles published between 1999 and 2019. − For clarity, the sample in this work overlaps with the papers discussed in the reviews by Walker and Warfa ( n = 21) and Lo and Mendez ( n = 43); however, it should be noted that Walker and Warfa included dissertations and theses as part of their sample and Lo and Mendez included conference papers as part of their sample. Nevertheless, in both cases the goal of the reviews , was to provide an overview of the efficacy of POGIL as measured by assessments and surveys, with Walker and Warfa having a smaller sample due to the stringent requirements associated with meta-analyses, which require authors to provide sufficient statistical information.…”

“…The sample papers were published in 40 different journals, with the three most common journals represented being the Journal of Chemical Education , Chemistry Education Research and Practice , and the Journal of College Science Teaching . References − are the papers included in the review and all other references are articles used to supplement the discussion and provide context.…”

“…This type of design typically involved comparing assessment scores between a POGIL classroom and a traditional lecture classroom. The two assessments most commonly used for this comparison were student scores on instructor-generated exams and quizzes ,− ,,,,,,,,,,,,,,,,− , and ACS standardized exam scores. ,,,,,, Other measures included drop/fail/withdraw numbers and course grades. ,,,,, A few studies utilized other instruments such as concept inventories and assessments of critical thinking skills. ,,, The results of control-treatment studies such as these generally revealed that, relative to non-POGIL instruction, POGIL had a positive impact on students’ content knowledge. The findings also found an increase in the number of students with “A” grades ,, or international equivalents, and a decrease in the number of students in the withdraw/drop/fail category .…”

“…The primary aim of this paper is to review the extant research on the active learning approach known as Process Oriented Guided Inquiry Learning (POGIL), − which was first discussed in the Journal of Chemical Education over 20 years ago . Given that the implementation of POGIL involves modifying the presentation of content rather than the structure of the curriculum, it is best described as a content-neutral pedagogy. , Researchers and practitioners have applied POGIL to a broad range of contexts, including anatomy and physiology, ,,,, aviation, bioscience, …”

Development of Biology E-Module Based on POGIL in Virus and Bacteria Material to Train HOTS X Graders of Senior High School

“…Exploration activities in POGIL guide students to create their understanding (guided inquiry) and teachers become providers of facilities (Farda, Zaenuri and Sugiarto, 2017). According to the research results of Masnur and Syaparuddin, (2019), the level of analysis (C4) increases because students practice according to exploration activities in POGIL. The ability of the evaluation level (C5) increases because the concept discovery activities can provide students with direct and authentic experience so that students can build and discover their knowledge.…”