scholarly journals Analisis Kesulitan Mahasiswa dalam Menyelesaikan Soal Geometri Berdasarkan Taksonomi Bloom dan Alternatif Pemecahannya

2016 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Muhammad Ridlo Yuwono
Keyword(s):  
Peer Assessment ◽  
Inquiry Learning ◽  
Assessment For Learning ◽  
Assessment Model ◽  
Alternative Solution ◽  
Guided Inquiry ◽  
The Subject ◽  
Process Oriented ◽  
Alternative Solutions ◽  
Level Of Analysis

[Bahasa]: Penelitian ini bertujuan untuk mendiagnosis kesulitan mahasiswa dalam menyelesaikan soal geometri berdasarkan Taksonomi Bloom dan alternatif pemecahannya. Jenis penelitian ini adalah penelitian deskriptif dengan menggunakan pendekatan kualitatif. Pengambilan data dilakukan dengan metode tes dan wawancara. Peneliti mengambil tiga subjek untuk diwawancarai. Hasil penelitian ini menunjukkan bahwa terdapat empat jenis kesulitan yaitu: 1). Pada tingkat pemahaman, mahasiswa kesulitan memahami konsep tinggi dan alas jajargenjang. Alternatif pemecahannya dengan menggunakan model penilaian Assessment for Learning (AfL); 2). Pada tingkat penerapan, mahasiswa kesulitan menerapkan konsep kesebangunan bangun datar untuk menyelesaikan soal. Alternatif pemecahannya dengan model penilaian Assessment for Learning (AfL); 3). Pada tingkat analisis, mahasiswa kesulitan membuktikan rumus luas daerah segitiga dengan menggunakan pendekatan luas daerah jajargenjang. Alternatif penyelesaiannya dengan pembelajaran Process Oriented Guided Inquiry Learning (POGIL); 4). Pada tingkat evaluasi, mahasiswa kesulitan dalam memberikan penilaian terhadap suatu permasalahan disertai dengan alasan yang logis. Alternatif pemecahannya adalah dengan pembelajaran yang menggunakan model penilaian peer-assesment. [English]: This study aims to diagnose undergraduate student’s difficulties in solving geometry problems based on Bloom's Taxonomy and find alternative solutions. This study is a descriptive study using qualitative approach. Data collection is conducted through test and interview. The subject of this study is 3 students. There are four difficulties found in this study, they are: 1). At the level of comprehension, the students are difficult to comprehend the concept of height and length of parallelogram. The alternative solution is to apply Assessment for Learning (AfL) model; 2). At the application level, the students have difficulty in applying the congruency concept of plane to solve the problem. The alternative solution is Assessment for Learning (AfL) model; 3). At the level of analysis, the students have difficulty in proving the formula of area of a triangle using parallelogram area. The alternative solution is to apply Process Oriented Guided Inquiry Learning (POGIL); 4.) At the evaluation level, the students have difficulty in providing assessment of a problem with a logical reason. The alternative solution is to use peer-assessment model of learning.

scholarly journals KEMAMPUAN PEMECAHAN MASALAH MELALUI PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MAHASISWA PENDIDIKAN IPA FKIP ULM

Vidya Karya ◽  
2018 ◽  
Vol 33 (1) ◽  
pp. 60
Author(s):  
Ellyna Hafizah ◽  
Syubhan An'nur
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Education Department ◽  
Lack Of Information ◽  
Post Test ◽  
Innovative Learning ◽  
The Subject ◽  
Process Oriented

Abstract. This research aims to see the effectiveness of using Process Oriented Guided Inquiry Learning (POGIL) toward problem solving ability of students. This research was conducted due to lack of information of students’ ability in solving the problem, especially students of Science Education Department (IPA) when they were given an innovative learning such POGIL. Problem solving ability is an ability that can be trained in learning process which is closely related to master the concept by students. Mix method is used in this research. The subject of this research is students of Science Education Department FKIP ULM batch 2015. To collect the data, it used quantitative data of pre-test and post-test of the ability of problem solving and qualitative data, observation and interview. The result of this research shows that the ability of students in solving the problem has been significantly increased by using POGIL.  Keywords: Process Oriented Guided Inquiry Learning (POGIL), problem solving, science education  Abstrak. Penelitian ini dilakukan untuk mengetahui pengaruh pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap kemampuan pemecahan masalah mahasiswa. Penelitian ini dilatarbelakangi karena belum diketahuinya bagaimana kemampuan pemecahan masalah mahasiswa pendidikan IPA ketika diberikan suatu pembelajaran inovatif salah satunya POGIL. Kemampuan pemecahan masalah merupakan kemampuan yang didapat dilatihkan dalam suatu proses pembelajaran yang erat kaitannya dengan penguasaan konsep mahasiswa. Jenis penelitian ini merupakan penelitian mix method. Subyek penelitian ini adalah mahasiswa Prodi Pendidikan IPA FKIP ULM angkatan 2015. Pengumpulan data dalam penelitian ini dengan menggunakan data kuantitatif pretest dan posttest kemampuan pemecahan masalah dan data kualitatif dengan lembar observasi dan wawancara. Teknik analisis data yang digunakan adalah teknik analisis data kuantitatif dan kualitatif. Hasil penelitian menunjukkan kemampuan pemecahan masalah mahasiswa sebelum dan sesudah dilakukan pembelajaran POGIL mengalami peningkatan. Kata kunci: Process Oriented Guided Inquiry Learning (POGIL), pemecahan masalah, pendidikan IPA

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals PENERAPAN STRATEGI PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA

2019 ◽  
Vol 4 (2) ◽  
pp. 17
Author(s):  
Nia Junita Yusuf ◽  
Herdini Herdini ◽  
Radjawali Usman Rery
Keyword(s):  
Inquiry Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Randomized Control ◽  
Process Oriented

Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar peserta didik dengan penerapan strategi process oriented guided inquiry learning (POGIL) pada pokok bahasan senyawa hidrokarbon. Penelitian ini dijalankan di kelas XI SMA Negeri 10 Pekanbaru. Metode penelitian yang digunakan adalah eksperimen dengan desain penelitian randomized control group pretest-posttest. Instrumen penelitian berupa soal pilihan ganda materi senyawa hidrokarbon yang telah diuji validitas dan reliabilitasnya (r = 0,953). Sampel dalam penelitian ini terdiri atas kelas eksperimen (n = 36) dan kelas kontrol (n = 35) sebagai kelas kontrol. Kelompok eksperimen diberi perlakuan dengan penerapan strategi POGIL, sedangkan kelompok kontrol tanpa penerapan strategi POGIL. Analisa data dilakukan menggunakan uji-t pihak kanan. Berdasarkan hasil analisis data diperoleh thitung > ttabel (3,07 ˃ 1,67) dengan α = 0,05, dk = 69 sehingga dapat disimpulkan bahwa penerapan strategi POGIL dapat meningkatkan prestasi belajar peserta didik pada pokok bahasan senyawa hidrokarbon.

scholarly journals Pengembangan Bahan Ajar Kimia berbasis Integrasi Islam-Sains materi Minyak Bumi sebagai Implementasi Pendidikan Karakter

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Ana Faeha ◽  
Abdul Wahid ◽  
Wirda Udaibah
Keyword(s):  
Inquiry Learning ◽  
Multiple Level ◽  
Guided Inquiry ◽  
Process Oriented ◽  
Class E

<p class="E-JournalAbstractBodyIndo"><em>Rendahnya hasil belajar peserta didik pada materi hidrolisis khususnya pada level mikroskopik dan proses pembelajaran yang masih menggunakan metode pembelajaran konvensional di MA Uswatun Hasanah, sehingga dilakukan penelitian ini. Model POGIL (Process Oriented Guided Inquiry Learning) bermuatan Multiple Level Representation diharapkan dapat mengetahui tingkat penguasaan konsep dan retensi peserta didik MA Uswatun Hasanah pada materi hidrolisis. Metode: Penelitian ini menggunakan satu sampel untuk memperoleh data penelitian yaitu kelas XI jurusan IPA. Data penelitian diperoleh dengan metode dokumentasi untuk mendapatkan daftar nama-nama peserta didik kelas XI jurusan IPA MA Uswatun Hasanah dan metode tes untuk memperoleh data hasil belajar peserta didik yang diperoleh dari nilai pretest, posttest, dan retest. Hasil penelitian : Penelitian ini menunjukkan bahwa pembelajaran melalui model POGIL bermuatan Multiple Level Representation dapat meningkatkan tingkat penguasaan konsep dan retensi peserta didik kelas XI IPA MA Uswatun Hasanah. Terdapat 30% peserta didik mengalami peningkatan penguasaan konsep kategori tinggi, 40% peserta didik mengalami peningkatan penguasaan konsep kategori sedang, dan 30% mengalami peningkatan penguasaan konsep kategori rendah. Adapun tingkat retensi peserta kelas XI IPA MA Uswatun Hasanah adalah 92,7% yang tergolong tinggi. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa Pembelajaran dengan menggunakan model POGIL bermuatan Multiple Level Representation dapat meningkatkan tingkat penguasaan konsep dan retensi peserta didik kelas XI IPA MA Uswatun Hasanah.</em></p>

scholarly journals Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes

2020 ◽  
Author(s):  
Dilhara Liyanage ◽  
Stanley M. Lo ◽  
Sally S. Hunnicutt
Keyword(s):  
Physical Chemistry ◽  
Graph Theory ◽  
Student Engagement ◽  
Inquiry Learning ◽  
Cognitive Engagement ◽  
Guided Inquiry ◽  
Student Interactions ◽  
Process Oriented ◽  
Student Discussion

A novel methodology has been developed to capture student interactions and engagement modes by mapping their discourse in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry courses using graph theory and a modified ICAP (Interactive, Constructive, Active, Passive) framework. This work provides a deeply contextualized description of student teamwork in a POGIL setting with triangulation of data from talk-turn tracking and coding of student engagement. Graphs of student discussions in teams were constructed for 17 students in five teams in two courses taught by different instructors. Combined with the modified ICAP framework, our data illustrate the amount, extent, and quality of discussion along with students’ cognitive engagement. Specific facilitation strategies used by instructors appear to correlate with improved student discussion and interactivity. Such strategies include providing responsive versus prepared lectures and requiring students to publicly share their thinking.

Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population

2010 ◽  
Vol 34 (3) ◽  
pp. 150-155 ◽  
Author(s):  
Patrick J. P. Brown
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Inquiry Learning ◽  
College Level ◽  
Guided Inquiry ◽  
Final Exam ◽  
College Chemistry ◽  
Anatomy And Physiology ◽  
Time Period ◽  
Process Oriented

Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and senior biology, biochemistry, and forensic science majors. Fifty percent of the lectures in the course were replaced with POGIL activities, performed in class by students working collaboratively in small groups. The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations. Overall course scores increased from a mean score of 76% to 89% in the three semesters after POGIL was introduced. Performance on the same multiple-choice final exam rose from a mean of 68% to 88% over the same time period. Most significantly, the rate of students earning a D or F in the course was halved in the first two semesters after POGIL was introduced and was 0% in the third semester. Student satisfaction with the method was high, and most students perceived the value of this form of instruction.

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