scholarly journals Effects of Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy on Chemistry Students’ Performance in Imo State

2018 ◽  
Vol 14 (25) ◽  
pp. 54 ◽  
Author(s):  
Nwafor Chimuanya Leonard ◽  
A. U Nwanekezi
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Analysis Model ◽  
Acid Base ◽  
Chemistry Students ◽  
Imo State ◽  
Hierarchy Analysis ◽  
And Task

The study investigated the effects of guided inquiry and task hierarchy analysis model in cooperative learning strategy on Chemistry students’ performance in Nwangele Local Government Area, Imo State. The study adopted Pretest Posttest non-equivalent quasi-experimental design. One hundred and sixty-three Chemistry students from six public schools purposively selected participated in the study. Chemistry Performance Test on Acid-Base Reactions (CPTABR) which also tested retention with a reliability index of 0.75 was developed, validated and used for data collection. Research questions were answered using mean and Standard deviation, while the null hypotheses were tested using Analysis of Covariance at 0.05 significance level. The result revealed that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) proved to be more effective than lecture method (LM) in understanding of Acid-Base Reactions. It was recommended that Guided Inquiry Learning Strategy (GILS) and Task Hierarchy Analysis Model (THAM) in Cooperative Learning Strategy (CLS) should be used by Chemistry teachers to teach Acid- Base Reactions to enhance students’ performance and retention in Chemistry.

PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) AS A GRUPAL LEARNING STRATEGY IN SCIENCE SUBJECTS

2020 ◽  
Author(s):  
Francisco Montilla ◽  
David Salinas-Torres ◽  
Miriam Navlani-García ◽  
Jessica Chaparro-Garnica ◽  
Beatriz Martínez-Sánchez ◽  
...  
Keyword(s):  
Learning Strategy ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Process Oriented

scholarly journals Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

2017 ◽  
Vol 18 (2) ◽  
pp. 340-352 ◽  
Author(s):  
Venkat Rao Vishnumolakala ◽  
Daniel C. Southam ◽  
David F. Treagust ◽  
Mauro Mocerino ◽  
Sheila Qureshi
Keyword(s):  
Self Efficacy ◽  
Inquiry Learning ◽  
First Year ◽  
Guided Inquiry ◽  
Affective Outcomes ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Affective Experiences ◽  
Process Oriented ◽  
Students Attitudes

This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge.

scholarly journals Dampak Process-Oriented Guided-Inquiry Learning (POGIL) terhadap Pengetahuan Metakognitif Siswa pada Topik Asam-Basa

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Ivan Ashif Ardhana
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Metacognitive Knowledge ◽  
Guided Inquiry ◽  
Acid Base ◽  
School Students ◽  
Conditional Knowledge ◽  
Quasi Experimental ◽  
Process Oriented ◽  
Senior High School Students

Aim of this research is to investigate different impact of Process-Oriented Guided-Inquiry Learning (POGIL) and verification as learning approach at senior high school students’ metacognitive knowledge grade XI program IPA on acid-base topic. Research design used was quasi experimental. Hypothesis testing uses t-test with 5% (0,05) significance utilizing SPSS 21 application. Results show that (1) there is significance difference of students’ metacognitive knowledge that is taught by POGIL approach and verification, and (2) students that are taught by POGIL approach give better answer’s pattern of declarative, procedural, and conditional knowledge than students that are taught by verification approach.

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

2020 ◽  
Vol 8 (1) ◽  
pp. 337-352
Author(s):  
Ivan Ashif Ardhana
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Research Result ◽  
Guided Inquiry ◽  
Acid Base ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Process Oriented

[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.

scholarly journals Upaya Meningkatkan Hasil Belajar Siswa Dengan Menggunakan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Pada Materi Kelarutan dan Hasil Kali Kelarutan

2019 ◽  
Vol 2 (1) ◽  
pp. 206-210
Author(s):  
Nur Akmalia ◽  
Noviza Rizkia ◽  
Wilta Fajrina ◽  
Sanhot Simaremare
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Response ◽  
Inquiry Learning ◽  
Male Students ◽  
Guided Inquiry ◽  
Purposive Sampling ◽  
Descriptive Research ◽  
Process Oriented ◽  
Solubility Products

Telah dilakukan penelitian yang berjudul “Upaya Meningkatkan Hasil Belajar Siswa Dengan Menggunakan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Pada Materi Kelarutan Dan Hasil Kali Kelarutan”. Penelitian ini bertujuan untuk mengetahui tanggapan siswa terhadap penerapan strategi pembelajaran POGIL dalam pembelajaran. Penelitian ini menggunakan jenis penelitian deskriptif dan pendekatan kualitatif. Subjek diambil dengan cara purposive sampling, yaitu siswa kelas XI IPA 2 dengan jumlah siswa sebanyak 26 orang yang terdiri dari 18 siswa laki-laki dan 8 siswa perempuan. Teknik pengumpulan data dilakukan dengan cara angket. Data yang diperoleh diolah dengan menggunakan rumus persentase. Hasil penelitian menunjukkan bahwa siswa yang memberikan respon positif terhadap penerapan strategi pembelajaran POGIL sebesar 80,29% dan siswa yang memberikan respon negatif sebesar 19,71%. Berdasarkan hasil penelitian dapat disimpulkan bahwa siswa memberi tanggapan positif terhadap penerapan strategi pembelajaran POGIL.   The Research entitled "Efforts to Improve Student Learning Outcomes Using the Strategy of Process Oriented Guided Inquiry Learning (POGIL) in Solubility and Solubility Products" had been carried out. This study aimed to determine the student responses to the application of POGIL learning strategies in learning. This study used a type of descriptive research and qualitative approach. The subjects taken by purposive sampling were the students of XI IPA 2 with a total of 26 students consisted of 18 male students and 8 female students. Data collection techniques were carried out by questionnaire. The data obtained were processed using the percentage formula. The results showed that students giving a positive response to the implementation of the POGIL learning strategy was 80.29% and students giving a negative response was 19.71%. Based on the results of the study it could be concluded that students gave a positive response to the implementation of the POGIL learning strategy.

scholarly journals USE OF GUIDED INQUIRY LEARNING MODELS TO IMPROVE STUDENT'S UNDERSTANDING OF THE CONCEPT OF BASIC ACID TITRATION MATERIALS

2021 ◽  
Vol 4 (1) ◽  
pp. 14-18
Author(s):  
F Fathurrahmaniah ◽  
Eva Nursa’ban ◽  
E Ewisahrani
Keyword(s):  
Conceptual Understanding ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Acid Base ◽  
Activity Data ◽  
Concept Understanding ◽  
Student Activity ◽  
School Year ◽  
Acid Base Titration ◽  
Post Test

This study aims to determine the improvement of students' conceptual understanding using guided inquiry models on acid-base titration material. This study used a one-group pretest-posttest design, using one group of subjects, conducted at SMA PGRI Bolo-Bima in class XI for the 2020/2021 school year. The results showed that the percentage of student completeness at the pretest was 20%, meaning that only 4 out of 20 students completed. While the post-test results are inversely proportional to the pretest results with the percentage of student completeness of 100% meaning that all 20 students are complete. The results of the analysis of student activity data were obtained through observations by two observers during learning activities, the percentage of the frequency of student activity that was most dominant performed by students was carrying out investigations (13.9%), listening to / paying attention to teacher explanations (10.5%), and conclusions. investigation results (9.20%). As well as the results of student responses obtained an overall average of 90% of students gave positive responses and as many as 10% gave negative responses. Based on the results obtained in this study, it can be concluded that the use of the guided inquiry learning model used can improve students' conceptual understanding of acid-base titration material. Keywords: Guided Inquiry and Concept Understanding

scholarly journals The Development of an Online Guided Inquiry-based Biology Practicum Guide Using the Geschool Application for Students Grade XI

2021 ◽  
Vol 25 (1) ◽  
pp. 434
Author(s):  
Marisa Yuni Putri ◽  
Violita Violita
Keyword(s):  
Conceptual Understanding ◽  
Learning Process ◽  
Random Sampling ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Testing Material ◽  
Guided Inquiry ◽  
The World

The problem faced in the world of education is the weakness of the learning process, that is, students are not encouraged to develop thinking skills. This affects their understanding and skills in the learning process. Practical activities are laboratory activities that are an integral part of learning biology. The implementation of practicum activities in   XI MAN 2 Pesisir Selatan was not optimal. This is due to the unavailability of practical guides and pandemic conditions which have resulted in practicum activities: not being able to be carried out in schools.  This research aims to develop an online guided inquiry-based biology practicum guide by using the Geschool Application. The application of guided inquiry in learning allows students to have the opportunity to broaden their knowledge and help develop conceptual understanding. This research is a developmental research using the Plomp model. The object of this research was the students Grade XI MAN 2 Pesisir Selatan. The sample was taken by using a random sampling technique. The material developed was the transport substance and food testing material. The results showed that the practicum guide developed met the criteria of validity, practicality, and effectiveness. Inquiry learning is a learning strategy that emphasizes the development of the cognitive, affective, and psychomotoraspects in a balanced manner.

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