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

Ni Wayan Erisca Pradiyanasari, Ni Nyoman Sri Putu Verawati, Aris Doyan

Abstract


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.

Keywords


POGIL model; concept mastery

Full Text:

PDF

References


Doyan, A., & Sukmantara, I. K. Y. (2014). Pengembangan web intranet fisika untuk meningkatkan penguasaan konsep dan kemampuan pemecahan masalah siswa SMK. Jurnal Pendidikan Fisika Indonesia, 10(2), 117-127.

Furoidah, A. Z., Indrawati, I., & Subki, S. (2017). Implementasi model discovery learning disertai lembar kerja siswa dalam pembelajaran fisika siswa di SMA. Jurnal Pembelajaran Fisika, 6(3), 285-291.

Hamdani, D., Kurniati, E., & Sakti, I. (2012). Pengaruh model pembelajaran generatif dengan menggunakan alat peraga terhadap pemahaman konsep cahaya kelas VIII di SMP Negeri 7 Kota Bengkulu. Jurnal Exacta, 10(1), 79-88.

Ningsih, S. M., Bambang S. & Sopyan, A. (2012). Implementasi model pembelajaran process oriented guided inquiry learning (POGIL) untuk meningkatkan kemampuan berpikir kritis peserta didik. Unnes Physics Education Journal, 1(2), 44-52.

Rahayu, D. P., & Pamelasari, S. D. (2015). Pengaruh model pembelajaran process oriented guided inquiry learning terhadap kemampuan berpikir kritis peserta didik pada materi perubahan benda. USEJ. 4(3), 936-944.

Rustam, Ramdani, A., & Setijani, P. (2017). Pengaruh model pembelajaran process oriented guided inquiry learning (POGIL) terhadap pemahaman konsep IPA, keterampilan proses sains dan kemampuan berpikir kritis siswa SMP Negeri 3 Pringgabaya Lombok Timur. Jurnal Penelitian Pendidikan IPA (JPPIPA), 3(2), 33-41.

Sari, E. R., Pasaribu, M., & Sahena, S. (2017). Pengaruh model discovery learning terhadap hasil belajar fisika pada pokok bahasan kalor di SMP Negeri 2 Pamona Timur. Jurnal Inovasi dan Pembelajaran Fisika, 4(2), 119-126.

Setyosari, P. (2013). Metode penelitian pendidikan dan pengembangan (edisi keempat). Malang: Pranada Media Group.

Silaban, B. (2014). Hubungan antara penguasaan konsep fisika dan kreativitas dengan kemampuan memecahkan masalah pada materi pokok listrik statis. Jurnal Penelitian Bidang Pendidikan, 20(1), 65-75.

Suranti, N. M. Y., Gunawan., & Sahidu, H. (2016). Pengaruh model project based learning berbantuan media virtual terhadap penguasaan konsep peserta didik pada materi alat-alat optik. Jurnal Pendidikan Fisika dan Teknologi, 2(2), 73-79.

Umam, A. N., Maharta, N., & Rosidin, U. (2012). Analisis penguasaan konsep fisika siswa dengan kemampuan berpikir konkrit dan berpikir formal. Jurnal Pembelajaran Fisika, 1(1), 1-12.

Widyaningrum, P. S., Pujiastuti, E., & Wijayanti, K. (2016). Keefektifan pembelajaran model pogil berbantuan kartu masalah terhadap kemampuan pemecahan masalah dan karakter bangsa siswa kelas VIII. UNNES Journal of Mathematics Education, 5(3), 207-216.

Widyaningsih, S. Y., Haryono, & Saputra, S. (2012). Model MFI dan POGIL ditinjau dari aktivitas belajar dan kreativitas siswa terhadap prestasi belajar. JURNAL INKUIRI, 1(3), 266-275.

Zawadzki, R. 2010. Is process oriented guided inquiry learning (POGIL) suitable as a teaching method in thailand’s higher education. Asian Journal on Education and Learning, 1(2), 66-74.




DOI: https://doi.org/10.33394/j-lkf.v8i1.2776

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This journal has been covered by the following indexing and abstracting services:


Creative Commons License
J-LKF is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.