A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Hsiao, Hsien Sheng; Chen, Jyun Chen; Hong, Jon‐Chao; Chen, Po Hsi; Lu, Chow Chin; Chen, Sherry Y.

doi:10.12973/eurasia.2017.00735a

Cited by 22 publications

(9 citation statements)

References 29 publications

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“…Selain itu hasil penelitian Hong et al (2014) mengungkapkan bahwa model POE-Inquiry cocok digunakan dalam pembelajaran berbasis intelligent mobile device atau smartphone, untuk meningkatkan minat dan niat siswa yang berkelanjutan dalam pembelajaran sains. Model five stage 'POE' Inquiry-based Learning ini menunjukkan efektifitas yang signifikan dalam meningkatkan kinerja belajara siswa dalam pelajaran sains (Hsiao et al, 2017).…”

Section: Blended Learning Dengan Kelas Dengan Tanpa Blended Learningunclassified

Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi

Noerhandayani¹,

Suhara²,

Solihat³

2021

Assim. Indo. J. Bio. Edu.

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The purposes of this research were to analyze the improvement of students’ learning outcomes after participating in learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom. The research used Quasy Experiment Method. The data in this research were collected using multiple-choice questions to find out students’ level of understanding and outcome. The questionnaire supports students’ responses to the lessons. The result shows that the teaching process using POE-Inquiry through Blended Learning by Google Classroom contribute and support the progress of student learning outcome, can be seen with the result of largest of N-gain score index: first of N-gain score as much as 22,2% low category; acquisition of second N-gain score as much as 44,4% in the high category; and third N-gain score as much as 66,7% in the medium category. The result of Mann-Whitney U test on the final posttest found that the p-value (0,548) is greater than α (0.05), so it can be concluded that does not have a significant difference between Blended Learning and without Blended Learning (full face to face). Nearly all students gave positive feedback on learning the respiratory system using POE-Inquiry through Blended Learning by Google Classroom.

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Section: Blended Learning Dengan Kelas Dengan Tanpa Blended Learningunclassified

Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi

Noerhandayani¹,

Suhara²,

Solihat³

2021

Assim. Indo. J. Bio. Edu.

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“…The POE learning model directly involves students in the learning process by conducting experiments and obtains the knowledge gained more meaningful. The POE learning model can improve the skills of science processes and student learning outcomes (Hsiao et al, 2017). The POE learning model encourages students to create a hypothesis of a phenomenon or event, to observe through demonstrations or experiments and ultimately to explain the results of their experiments and their hypothesis (Astuti, Sulianto, & Purnamasari, 2018).…”

Section: Introductionmentioning

confidence: 99%

Improving higher-order thinking skill through POE (Predict, Observe, Explain) and guided discovery learning models

Suryamiati¹,

Kahar²,

Setiadi³

2019

JPBI

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The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

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“…Students' scientific knowledge growth and reasoning are components of a large ensemble of activities that constitute “doing science” (National Research Council, ). Using a hands‐on curriculum, 3D printing technology can help students in “doing science,” and students can effectively enhance their scientific knowledge and hands‐on ability through sharing ideas, expressing opinions, and making products with their peers (Finnerty, ; Gooden, ; Hsiao et al, ; Hsiao, Chen, & Hong, ; Klopp, Rule, Schneider, & Boody, ; Lillard, ; National Research Council, ).…”

Section: Introductionmentioning

confidence: 99%

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

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This study combined 3D printing technology with experiential learning strategies (ELS) to design a hands‐on curriculum for preengineering students. The participants learned interdisciplinary knowledge and abstract scientific concepts through the curriculum. The study implemented a quasi‐experimental design to examine whether the students who learned using the 3D printing technology with ELS demonstrated better learning performances regarding the comprehension of abstract scientific concepts and hands‐on ability. This study selected 184 10th‐grade students from five classes, which were divided into three groups. The experimental process was conducted over a period of 11 weeks (for a total duration of 960 min). It was found that all of the preengineering students improved their comprehension of abstract scientific concepts. The students who learned using the 3D printing technology understood abstract scientific concepts better than those who learned using the traditional hands‐on tools, and the students who learned using the 3D printing technology with ELS demonstrated better hands‐on ability than the other two groups. Using 3D printing technology with ELS resulted in significant positive effects on the participants' handmade processes, in which the students reinforced the connection between knowledge and handmade products, resulting in better comprehension of abstract scientific concepts and hands‐on ability.

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A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses

Cited by 22 publications

References 29 publications

Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi

Penggunaan POE-inqury melalui blended learning terhadap hasil belajar siswa pada pembelajaran materi sistem respirasi

Improving higher-order thinking skill through POE (Predict, Observe, Explain) and guided discovery learning models

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

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