scholarly journals Process Oriented Guided Inquiry Learning dalam Mereduksi Miskonsepsi Siswa SMA pada Materi Kesetimbangan Kelarutan

2021 ◽  
Vol 9 (1) ◽  
pp. 1-12
Author(s):  
Maria - Erna ◽  
Sri Haryati ◽  
Anggie Oktaviani S
Keyword(s):  
Inquiry Learning ◽  
Choice Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Evaluation Instrument ◽  
Response Index ◽  
Randomized Control ◽  
Process Oriented ◽  
Solubility Equilibrium

Abstract:The application of the Process Oriented Guided Inquiry Learning (POGIL) strategy was carried out to reduce students' misconceptions on solubility equilibrium material. The design of this experimental study was a randomized control group pretest-posttest. The evaluation instrument used is a three-tier multiple-choice test using the Certainty of Response Index. The population of this study was 11-grade students one of the public schools in Pekanbaru city. The study sample was determined randomly after the normality test and homogeneity test was carried out. The experimental class was treated with the application of the POGIL learning strategy while the control class was without the implementation of the POGIL strategy. Data analysis for hypothesis testing is done using the right-party t-test. The results showed that tcount <ttable (-0.59 <2.02) can be interpreted that the application of the POGIL strategy can reduce students' misconceptions in the solubility equilibrium material with a reduction in misconceptions by 47.05%.Abstrak:Penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) dilakukan untuk mereduksi miskonsepsi siswa pada materi kesetimbangan kelarutan.  Rancangan penelitian eksperimen ini adalah randomized control group pretest-posttest. Instrumen yang digunakan adalah tes pilihan ganda tiga tingkat dengan menggunakan Certainty of Response Index. Populasi penelitian ini adalah siswa kelas XI salah satu sekolah negeri di kota Pekanbaru.  Sampel penelitian ditentukan secara acak setelah dilakukan uji normalitas dan uji homogenitas. Kelas eksperimen diberi perlakuan dengan penerapan strategi pembelajaran POGIL sedangkan kelas kontrol tanpa penerapan strategi POGIL. Analisa data untuk pengujian hipotesis dilakukan menggunakan uji-t pihak kanan. Hasil penelitian memperlihatkan thitung < ttabel ( -0,59 < 2,02) dapat diartikan bahwa penerapan strategi POGIL dapat mereduksi miskonsepsi siswa pada materi kesetimbangan kelarutan dengan reduksi miskonsepsi sebesar 47,05 %.

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 The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Students' Concepts Mastery

2020 ◽  
Vol 8 (1) ◽  
pp. 25
Author(s):  
Ni Wayan Erisca Pradiyanasari ◽  
Ni Nyoman Sri Putu Verawati ◽  
Aris Doyan
Keyword(s):  
Hypothesis Test ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Guided Inquiry ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Significance Level ◽  
Concept Mastery ◽  
Process Oriented

This study aims to determine the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on the students’ concept mastery in SMAN 6 Mataram, subject matter of harmonious vibration. This study is a quasi-experimental research with a pretest-posttest control group design. The population was all students of class X MIA at SMAN 6 Mataram in the 2018/2019 academic year totaling 172 students, with purposive sampling technique obtained by class X MIA 1 as an experimental class and class X MIA 3 as a control class. The concept mastery test instrument uses multiple choice questions totaling 25 items. The concept mastery data obtained were analyzed using t-test with a significance level (α) of 5%. Hypothesis test results indicate that the t-count is greater than t-table, that is 2.482 is greater than 2.020, so that H0 is rejected and Ha is accepted. Thus, there is an effect of the Process Oriented Guided Inquiry Learning (POGIL) model on students' concept mastery.

scholarly journals PENGARUH MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI HUKUM ARCHIMEDES

2019 ◽  
Vol 4 (2) ◽  
pp. 78-88
Author(s):  
Ediawati Kusuma Devi ◽  
Emi Sulistri ◽  
Haris Rosdianto
Keyword(s):  
Inquiry Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Process Oriented

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan berpikir kritis siswa pada materi hukum Archimedes dan pengaruh penerapan model pembelajaran POGIL terhadap kemampuan berpikir kritis siswa pada materi hukum Archimedes. Metode penelitian menggunakan quasy exsperiment dengan desain penelitian nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Singkawang. Teknik pengambilan sampel berupa teknik purposive sampling. Instrumen yang digunakan berupa tes kemampuan berpikir kritis berjumlah 10 soal dalam bentuk pilihan ganda beralasan yang telah diuji validitasnya. Hasil data tersebut kemudian dianalisis menggunakan uji N-gain dan uji statistik. Hasil peningkatan kemampuan berpikir kritis siswa kelas eksperimen sebesar 0,60 dalam kategori sedang dan kelas kontrol sebesar 0,22 dalam kategori rendah. Sehingga data yang diperoleh berdistribusi normal dan homogen. Dari hasil perhitungan uji t dua sampel tidak berkorelasi didapatkan nilai t hitung > t tabel yaitu 6,797 > 2,045, maka Ha diterima dan H0 ditolak pada taraf signifikansi a = 0,05. Sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran POGIL terhadap kemampuan berpikir kritis siswa pada materi hukum Archimedes.

scholarly journals The Effect of Environmental-Based Guided Inquiry Learning Model on the Competence of Science Students in Tarusan

2019 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Rintia Mawaddah ◽  
Helendra Helendra ◽  
Ganda Hijrah Selaras ◽  
Ardi Ardi
Keyword(s):  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Science Students ◽  
Guided Inquiry ◽  
Living Things ◽  
Randomized Control ◽  
Material Interaction ◽  
Cognitive Competency

The lack cognitive competency os caused by a problem when learning begins, in the learning model used does not involve active students in learning. How to overcome thatis done to increase the students' cognitive competency is to apply an guided inquiry learning model based environment at SMPN 2 Koto XI Tarusan in KD. 3.7 material interaction of living things with their environment. This research used a Randomized Control Group Posttest Only Design. The population in this study were all student VII SMPN 2 Koto XI Tarusan. Sampel was taken by purposive sampling technique. The hypothesis testing using the t test. The results of data analysis in the research obtained in a cognitive competency that tcount>ttable (1.70>1.67). So, the conclusion of the guided inquiry learning model baased environment give a meaningfull effect on student' cognitive competency

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY DAN MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PENGETAHUAN PROSEDURAL FISIKA SISWA SMP NEGERI 3 AMANUBAN TENGAH

2019 ◽  
Vol 4 (2) ◽  
pp. 100-107
Author(s):  
Yusniati H. Muh. Yusuf
Keyword(s):  
Procedural Knowledge ◽  
Inquiry Learning ◽  
Research Result ◽  
Learning Model ◽  
Average Score ◽  
Control Group ◽  
Guided Inquiry ◽  
School Year ◽  
Process Oriented ◽  
And Control

Abstrak Penelitian ini merupakan penelitian eksperimen dengan desain penelitian desain penelitian Randomized Control Group Pretest-Posttest Design, yang dilaksanakan di SMP Negeri 3 Amanuban Tengah pada bulan Februari tahun ajaran 2018/2019 . Adapun tujuan dari penelitian ini (1) Untuk mengetahui ada tidaknya perbedaan pengetahuan prosedural fisika siswa yang signifikan antara siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry. (2) Untuk mengetahui peningkatan pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guide Inquiry. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Amanuban Tengah. Hasil penelitian diperoleh bahwa rata-rata skor pengetahuan prosedural pada kelas eksperimen = 77,12, dan pada kelas kontrol 71,02. Dari hasil analisis menggunakan uji-t pada taraf signifikansi (α) = 0,05, diperoleh: 1) terdapat perbedaan pengetahuan prosedural antara siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning dengan siswa yang diajar dengan model pembelajaran Guided Inquiry dimana nilai ttable = -2,014 <thitung = 4,013> ttable = 2,014. 2) pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry dimana nilai thitung = 7,058> ttabel= 2,014. Kata kunci: model pembelajaran Process Oriented Guided Inquiry Learning (POGIL), Guided Inquiry, Pengetahuan Prosedural Fisika . Abstract [Implementation of a Learning Model for the Process Oriented Guided Inquiry and Guided Inquiry Model to Improve the Physics Procedural Knowledge of Students at SMP Negeri 3 Amanuban Tengah] This research is experiment research with Randomised control group preteest-possttesst desigen exetut at SMP Negeri 3 Amanuban Tengah on school year Februari 2018/2019. Aim of this researchhare (1) to knows an differences improve student physics procedural knowledge between students by applying process oriented guided inquiry learning model with students by applying guided inquiry model (2) to know improve students physics procedural knowledge was taught by apllying process orinted guided inquiry learning model higher than students was taught by apllying guided inquiry model. Population in this research is all of students of grade VIII SMP Negeri 3 Amanuban Tengah. Research result, it is found the average score of studentsphysics procedural knowledge in experimental class = 77,12, and control class 71,02. The result of the analisis using t-test with signifificant level α = 0,05 concluded that (1) there are diferenrence of physics procedural of student physics which is significant between students taught by applying process oriented guided inquiry learning with students taught by knowledge that is taught by applying process oriented guided inquiry learning model is higher than the students taught by applying the guided inquiry model where tcount = 7,058> ttable = 2,014. Keywords: Process Oriented Guided Inquiry Learning (POGIL) model, guided inquiry, physics procedural knowledge 

scholarly journals Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine

2020 ◽  
Author(s):  
yishu tang ◽  
huaizheng liu ◽  
Kefu Zhou ◽  
tianyi zhang ◽  
Chuanzheng Sun
Keyword(s):  
Emergency Medicine ◽  
Flipped Classroom ◽  
Inquiry Learning ◽  
Control Group ◽  
Teaching Model ◽  
Guided Inquiry ◽  
Classroom Learning ◽  
Process Oriented ◽  
Experimental Group ◽  
Medicine Education

Abstract Background: As the Emergency medicine is a multidisciplinary discipline, the emergency medicine education is focuses on teaching students to think actively. The flipped classroom was widely used in various medicine teaching that can improve the efficacy of classroom learning. While the process-oriented guided-inquiry learning (POGIL), which be proved can promoting active learning and critical thinking.We assume that both two teaching methods may complement each other in emergency medicine education. Object: To evaluate the student’ learning effectiveness and acceptability of the process-oriented guided-inquiry learning (POGIL)-based flipped classroom model for teaching emergency medicine education. Methods: A total of 90 students majoring in clinical medicine at Xiangya School of Medicine, Central South University, were enrolled in this study. They were randomly divided into an experimental group and control group, with 45 students in each group. The experimental group adopted the POGIL-based flipped classroom model, and the control group adopted the traditional teaching model; teaching effectiveness was evaluated through tests, an operation exam and questionnaire surveys. Results: After the completion of the course, the scores of the two groups were compared. The theoretical and operational scores of the experimental group were higher than those of the control group, and the differences were statistically significant (P < 0.05). The learning interest, clinical thinking ability, and acceptance of the teaching model for the students in the experimental group were significantly higher than those for students in the control group, and the differences were statistically significant (P < 0.05). Conclusion: The POGIL-based flipped classroom model can significantly improve students' scores, students' acceptance of the teaching model, and teaching quality.

scholarly journals Pengaruh Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Berpikir Kritis Siswa di Sekolah Dasar

2021 ◽  
Vol 5 (4) ◽  
pp. 2521-2529
Author(s):  
Setyani Wijaya ◽  
Sri Lestari Handayani
Keyword(s):  
Random Sampling ◽  
Inquiry Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Post Test ◽  
Process Oriented

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap kemampuan berpikir kritis siswa pada materi kalor dan perpindahannya. Penelitian ini dilakukan di SD Angkasa 4 tahun ajaran 2020/2021 pada semester genap. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain control group pre-test post-test. Populasi dalam penelitian ini sejumlah 81 siswa dan sampel untuk kelas eksperimen 26 siswa dan kelas kontrol 27 siswa. Teknik pengambilan sampel yang digunakan menggunakan random sampling. Dalam perhitungan dibantu dengan bantuan SPSS versi 26 for windows. Teknik analisis data uji hipotesis menggunakan uji-t Independent T-Tes dari pengolahan data didapatkan hasil sebesar Asymp.(2-tailed) < α = 5% yaitu 0,010 < 0,05 sehingga dapat diketahui bahwa Ho ditolak dan H1 diterima. Maka dapat disimpulkan bahwa model pembelajaran Process Oriented Guided Inquary Learning (POGIL) terdapat pengaruh positif dan signifikan terhadap kemampuan berpikir kritis siswa kelas V SD Angkasa 4 pada materi kalor dan perpindahannya.

scholarly journals THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING MODEL BASED ON VIRTUAL LABORAORY TOWARD PROBLEM SOLVING ABILITIES OF PHYSICS STUDENT

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Putu Wira Sanggara ◽  
Aris Doyan ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Test Technique ◽  
Virtual Lab ◽  
Two Samples ◽  
Process Oriented

Abstract - This study aims to determine the effect of Process Oriented Guided Inquiry Learning model of Virtual Lab to the ability of solving physics problem of high school students of class X. This research type is quasi experiment with pretest-postest control group design research design. The population of this research is all students of class X MIPA SMAN 1 Kuripan with sampling technique using purposive sampling. There are two samples taken are the sample as experimental class given treatment in the form of learning using learning model POGIL assisted Virtual Lab and control class treated using conventional learning model. Data collection of problem-solving abilities is done by a blueprint test technique. The research hypothesis was tested by using the t-test polled variance with 5% significance. It was concluded that the use of Process Oriented Guided Inquiry Learning model (POGIL) with Virtual Lab has an effect on students problem solving ability with ttable = 2,00 <tcount = 3,11. Keywords: POGIL, Lab Virtual, Problem Solving Ability,

scholarly journals Students’ Understanding Of Mathematical Concepts Through The Guided Inquiry Learning

2019 ◽  
Vol 9 (02) ◽  
pp. 34-40
Author(s):  
Bedilius Gunur ◽  
Eleonora Lalus ◽  
Ferdinandus Ardian Ali
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Mathematical Concepts ◽  
Class Viii ◽  
Direct Learning

Abstract The ability to understand concepts is very important and becomes the basis for supporting the solving of mathematical problems. The connection between one concept and another concept and one topic with another topic is a characteristic of learning mathematics. The relationship requires that each student must have the ability to understand the concepts well, but it cannot be denied that the ability to understand mathematical concepts is still low, as happened to theLangke Rembong 4Junior High School students. Learning innovation needs to be done to achieve a good understanding of concepts. This study aims to compare the understanding ability of mathematical concepts of students who follow a guided inquiry learning model with students who take direct learning. The research design uses Posttest only control group design. The population is all eighth grade students of Langke Rembong 4 Junior High School, totalling230 students. Sampling is done by random sampling with equality test between classes.It is then obtained class VIII A as the experimental class and class VIII C as the control class. Data collection uses tests in the form of description questions. Data analysis uses t-test with normality test and homogeneity test for the assumptions. The results show that the students who follow the guided inquiry learning have higher understanding of  mathematical concepts than those who are taught with direct learning model. Keywords: inquiry, understanding of mathematical concepts

scholarly journals The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcomes

2018 ◽  
Vol 2 (1) ◽  
pp. 105 ◽  
Author(s):  
Sri Mulyana ◽  
Rusdi Rusdi ◽  
Diana Vivanti
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Inquiry Learning ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Control Group ◽  
Homogeneity Test ◽  
Guided Inquiry ◽  
Scientific Performance ◽  
And Performance

<p>The purpose of research (1) Investigate the effect of guided Inquiry learning toward student learning result (2) Investigate the effect scientific performance to the student learning result (3) Investigate the interaction the guided Inquiry model and learning scientific performance toward the student learning result in sistem Excretion material. The research subjeck were 60 student of XI IPA 1 and 2 of SMAN 10 Pandeglang. Taken by simple random sampling. The data were analyzed by two tailed ANOVA test. Before the hypothesis was tested, normality and homogeneity test were done, the method that used in this research is quasi experiment with 2 x 2 factorial design. Based on the analyzed data, the highest score of the student learning result in experiment and control group were 90 and 85 with the means were 82 and 72. It can be concluded that: (1) there is significant influence of guided Inquiry learning the student learning result (2) there is significant influence of scientific performance to the student learning result (3) there is an interaction between guided Inquiry learning model and scientific performance toward the student learning result in Excretion system material. Based on the conclusions, it is suggested that the teacher’s ability is encouraged to dig deeper the student’s potential and performance. </p><p><strong>Keywords</strong>: learning outcome, Guided Inquiry, level of Scientific performance</p>

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