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 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 pembelajaran process oriented-guided inquiry learning berkonteks isu-isu sosiosaintifik dalam pembelajaran asam basa terhadap keterampilan berargumentasi siswa SMA kelas XI

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Arum Setyaningsih ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Parmin Parmin
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Inquiry Learning ◽  
Analytical Framework ◽  
Guided Inquiry ◽  
School Students ◽  
Quasi Experimental ◽  
Process Oriented ◽  
The Difference

Kemampuan berargumentasi merupakan salah satu aspek dalam kemampuan berliterasi sains. Rendahnya skor pada survei PISA siswa Indonesia menunjukkan rendahnya kemampuan mereka dalam berargumen. Untuk mengatasi masalah tersebut, penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berargumentasi dan kualitas argumentasi siswa yang dibelajarkan dengan model pembelajaran Process Oriented-Guided Inquiry Learning (POGIL) berkonteks isu-isu sosiosaintifik, POGIL, dan konvensional pada materi asam basa. Rancangan penelitian adalah eksperimen semu posstest only design. Sampel terdiri dari tiga kelas di salah satu SMAN di Kota Malang. Data diperoleh dari hasil tes keterampilan berargumentasi tertulis siswa. Hasil penelitian menunjukkan adanya perbedaan yang signifikan secara statistik terhadap keterampilan berargumentasi siswa di ketiga kelas penelitian (p=0.000). Kualitas argumentasi dianalisis menggunakan kerangka analitik Osborne. Pencapaian level argumentasi siswa kelas POGIL berkonteks isu-isu sosiosaintifik lebih tinggi daripada kelas POGIL dan konvensional. The effect of process oriented-guided inquiry learning with socioscientific issue contexts on high school students’ argument skills  AbstractThe argumentation ability is one of aspect of scientific literacy. The low scores on PISA survey of Indonesian students showed their low ability in argumentation. To address this problem,  this study aims to investigate the difference of students’argumentation skills who were taught using POGIL with socioscientific issues context, POGIL, and conventional learning. Research design was quasi-experimental postest only design. The sample consisted of three classes of a public senior high school in Malang. The data were obtained from students’ written argumentation. The result of this study showed significantly different statistic on students’argumetation skills in three classes (p=0,000). The quality of students’argumetation were classified using analytical framework by Osborne. Achievement of the argument level of POGIL class students contexted sociosaintific issues higher than POGIL class and conventional class.

scholarly journals Problem-Solving Skills of High School Students Exercising Regularly in Sport Teams

2015 ◽  
Vol 67 (1) ◽  
pp. 42-52
Author(s):  
Fatih Senduran ◽  
Tayfun Amman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Student Athletes ◽  
School Students ◽  
Problem Solving Skills ◽  
Two Samples ◽  
Significant Difference ◽  
Sport Teams ◽  
Sport Activities

Abstract In this article, the effect of regular sport activities on the problem-solving approaches performed by high school students when they encountered said problem was analyzed. Six hundred male high school students participated in the study (Mage=15.45 years, age range: 14-17 years). The Problem-Solving Inventory (PSI) was used to evaluate students’ problem-solving solutions. Student-athletes were selected from the students who took charge in school teams, exercised for 6 days a week, provided that this exercise did not exceed 1 h 30 min, and who also participated in competitions. Mann-Whitney U test, which is nonparametrictest, was used to examine two samples (athlete, & non-athlete) and Kruskal-Wallis one-way analysis was used to make intergroup (branches of sport) examinations. According to the findings that were obtained, a significant difference was found among selfconfident approach values of athlete and non-athlete students (U=45.0, p=0.008). A significant difference was observed among assessor approach values of athlete and non-athlete students (U=46.2, p=0.033). The students who did sports regularly were more self-confident than those who did not do sports regularly and were of the same age when they encountered a problem, and student-athletes evaluated the phase of solving the problem and results that they obtained more carefully than those who did not do sport regularly and were of the same age. Student-athletes believed that they would solve the problem that they encountered. Further, student athletes preferred using a systematic method while solving a problem and making a decision more often than those who were not athletes and were of the same age.

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 Application of the Guided Inquiry Model to Improve Science Process Skills High School Students

2021 ◽  
Vol 7 (4) ◽  
pp. 612-616
Author(s):  
Ade Rahayu Fadhilla ◽  
Muhibbuddin Muhibbuddin ◽  
Muhammad Syukri
Keyword(s):  
High School Students ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
School Students ◽  
Control Group Design ◽  
Science Process Skills ◽  
Significant Difference

This study aims to improve students' science process skills by applying a guided inquiry learning model to the concept of work and energy learning physics. The research design used was a quasi-experimental control group design. The population in this study was all class X MIA SMA Negeri 5 Banda Aceh, which consisted of five parallel classes who took the science program in the even semester of 2020/2021 with a total of 139 students. Two classes as the research sample were selected by purposive sampling by taking into account the average value of physics for each class. Meanwhile, the determination of the experimental and control classes in this study was carried out randomly. Data on science process skills in both classes was obtained through observation sheets filled out by two observer teachers. The results of data analysis show that, in general, there is a significant difference between the improvement of science process skills in the experimental class and the control class for the indicators of observing, predicting, measuring, communicating, and concluding. However, for classifying indicators, the results were not significantly different. The improvement of science process skills in the experimental class in general for all of these indicators certainly cannot be separated from each step of the guided inquiry learning model they carry out. The positive results of the implementation of physical learning through the inquiry model on students' science process skills can be used as a reference and support for teacher implementation in carrying out the teaching and learning process of physics, especially on the concept of business and energy

scholarly journals INDUCTIVE-DEDUCTIVE LEARNING APPROACH TO DEVELOP STUDENTS’ MATHEMATICAL PROBLEM SOLVING SKILLS AND SELF EFFICACY

2018 ◽  
Vol 1 (2) ◽  
pp. 76
Author(s):  
Teguh Imam Agus Hidayat ◽  
Jozua Sabandar ◽  
Mumun Syaban
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference

This study was a pretest-posttest designed control group experiment, aimed at reviewing the role of inductive-deductive approach on Islamic Junior High School students’ skills in mathematical problem solving and self efficacy. This research involved 56 grade eight students, a set of problem solving ability tests and a set of self efficacy scale. The result found that in the extent of mathematical problem solving skills and self efficacy, students who received problem solving-based learning achieved better quality than students who received conventional learning, either overall or based on the early mathematical ability (EMA). The interaction between learning and EMA in achieving and increasing problem solving skill showed no significant difference. Other than that, we found robust association between mathematical problem solving skills and self efficacy.

scholarly journals Problem-based learning approach enhances the problem solving skills in Chemistry of high school students

2019 ◽  
Vol 9 (3) ◽  
pp. 282 ◽  
Author(s):  
Joseph Valdez ◽  
Melfei Bungihan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Problem Based Learning ◽  
The Philippines ◽  
Public High School ◽  
School Students ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Before And After

The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.

scholarly journals Pengembangan Bahan Ajar Matematika Berbasis Integrasi-Interkoneksi Untuk Memfasilitasi Penalaran Dan Pemecahan Masalah

2019 ◽  
Vol 4 (2) ◽  
pp. 31-42
Author(s):  
Mulin Nu'man
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Mathematical Reasoning ◽  
Research Result ◽  
Teaching Materials ◽  
School Students ◽  
Problem Solving Skills ◽  
Stage Of Development

This research aims to produce and see the effectiveness of interconnection-based mathematics-based teaching materials to facilitate the reasoning and problem-solving skills of high school students. The method used is research model development Borg & Gall with three phases: an introduction that includes literature review and analysis of student characteristics, stage of development which include determining the basic competencies and indicators, the analysis of the materials, writing materials, and instruments, and the stage of validation includes expert validation, revision I, small group trial, analysis of the trial results, revision II, and packaging the final product. The research result is drafting a set of mathematics teaching materials based integration-interconnection effective to facilitate reasoning, and problem-solving abilities of high school students worthy with the results of the assessment of Very Good is 157.5 of the maximum score 172 or percentage 91.2% and posttest result of average mathematical reasoning 77.21 and average problem-solving ability 76.01. Also of the test is found that teaching materials can be used well in learning with positive impact. Keywords: mathematics teaching materials, interconnect integration, reasoning, problem-solving

Use of guided inquiry learning model to improve skills of biological science process to senior high school students

2019 ◽  
Vol 1 (2) ◽  
pp. 84-96
Author(s):  
Noor Lailah Sahlan
Keyword(s):  
High School Students ◽  
Growth And Development ◽  
Inquiry Learning ◽  
Process Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Plant Growth And Development ◽  
School Students ◽  
Science Process Skills ◽  
Senior High School Students

The purpose of this study is to determine the extent to which students 'science process skills in Biology subjects can be increased through the use of Guided Inquiry learning models and to know students' responses to learning that has been implemented as a reflection of learning. This research was conducted at SMAN 1 Kota Tangerang Selatan on students of class XII Science. This research uses Classroom Action Research (CAR)  methods. The results showed that the use of Guided Inquiry learning models in Biology concepts of plant growth and development concepts can provide positive and significant improvements to students' science process skills.

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