An Effective of Pogil With Virtual Laboratory in Improving Science Process Skills and Attitudes: Simple Harmonic Motion Concept

Alatas, Fathiah; Fachrunisa, Ziah

doi:10.15408/es.v10i2.10239

Cited by 8 publications

(5 citation statements)

References 2 publications

(3 reference statements)

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“…The last result of the research is that there was an effect of the application of the POGIL learning model on students' observation skills and scientific attitudes. The results of this research are in line with (Alatas & Ziah, 2018) who state that the POGIL learning model has a good influence on students' science process skills. The POGIL learning model supports meaningfulness in learning so that students become more active during the observation activities.…”

Section: Discussionsupporting

confidence: 87%

POGIL (Process Oriented Guided Inquiry Learning) Learning Model: How Does it Influence Students' Observation Skills and Scientific Attitudes?

Fitria

Hidayah

2021

JASME

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Poor observation skills and scientific attitudes are important factors to note. One of the external factors affecting the problems is the lack of innovative learning models used by teachers. The Process Oriented Guided Inquiry Learning (POGIL) learning model is one of the models that can be used to solve this problem. This research aimed to determine whether the POGIL learning model affects students' observation skills, scientific attitudes, and observation skills and scientific attitudes. The research method used was quasi-experimental with a posttest-only control group design. The research subjects were determined through cluster random sampling technique. The research instruments used were observation sheets and scientific attitudes questionnaires. The obtained data were analyzed using parametric statistics of Multivariate Analysis of Variance (MANOVA). The results showed that the POGIL learning model presented positive effects on 1) students' observation skills, 2) students' scientific attitudes, and 3) students' observation skills and scientific attitudes.

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Section: Discussionsupporting

confidence: 87%

POGIL (Process Oriented Guided Inquiry Learning) Learning Model: How Does it Influence Students' Observation Skills and Scientific Attitudes?

Fitria

Hidayah

2021

JASME

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“…From these results, it can be concluded that the POGIL model has an effect on students' process skills. This is in line with previous research which states that POGIL can improve science process skills for students (Alatas & Fachrunisa, 2018;Idul & B. Caro, 2022;Zamista & Kaniawati, 2015). The difference in process skills between the experimental class and the control class can be caused because, in the inquiry model learning, learning activities are not only in the form of knowledge transfer from teachers and students.…”

Section: Influence Of the Pogil Model On Students' Science Literacy A...supporting

confidence: 90%

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Mellyzar

Alvina²,

Zahara³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine how the influence of the POGIL model on the ability of the science process and scientific literacy of students, in addition to knowing how the MFI model affects science process skills and scientific literacy of students and the comparison of POGIL and MFI models on science process skills and scientific literacy of Lhokseumawe City Junior High School students. This research uses an approach to quantitative research. The population of this research is the seventh-grade students of SMP in Lhokseumawe city. The research sample taken is SMPN students Arun, SMPN 1 Lhokseumawe, and SMPN 2 Lhokseumawe every 3 schools that consist of 2 experimental classes (POGIL and MFI models) and 1 control class (conventional) with a total of 9 classes. The research instrument used is a test question for knowing students' literacy skills, practicum guide sheets, and observation sheets to determine students' science process skills. In the class with the POGIL model, the average value of scientific literacy ability is 32.27, and science process skills are 81.32. In class with the MFI model, the average value of science literacy skills is 26.84, and process skills science 88.71. While the control class has an average value of scientific literacy ability of 12.77 and science process skills of 68.54. Based on Test Test output Statistics data of students' scientific literacy and science process skills are known as the value of asymp. Sig. (2-tailed) of 0.00 < 0.05, it can be concluded that the POGIL model has a significant effect on students' scientific literacy and science process skills. The results for the MFI class scores of students' scientific literacy skills and science process skills, because of the Asymp value. Sig. (0.000) < (0.05) so that learning with the MFI model affects the scientific literacy ability and science process skills of students. Classes taught with POGIL and MFI models with Asymp grades. Sig. (0.099 > (0.05) means that there is no significant difference in students' scientific literacy skills between students who are taught with the POGIL model and students who are taught with the MFI model but there is a significant difference in science process skills of students with POGIL and MFI models, where the MFI model students' science process skills higher than the POGIL model

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“…Science process skills are one of the approaches to science learning that are very important for scientific investigation (Shahali & Halim, 2010;Kruea-In & Thongperm, 2014;Juhji, 2016;Alatas & Fachrunisa, 2018). Science process skills are interpreted as adaptations of skills used by scientists to compile knowledge, think about problems, and make conclusions (Karslı, Yaman, & Ayas, 2010).…”

Section: Introductionmentioning

confidence: 99%

Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge

Juhji

Nuangchalerm

2020

Journal for the Education of Gifted Young Scientists

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The purpose of this research aims to study the interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. A survey research with an ex post facto design is employed. Data collection is carried out by direct observation, learning outcomes documents, questionnaire sheets which covered by science process skills, and scientific attitudes questionnaires. Seventy eight students were taken randomly. The research instruments consisted of 14 items about basic science process skills, 18 items about integrated science process skills, and 28 items about scientific attitudes. Data analysis used descriptive statistics, regression analysis, and multiple correlations. The results showed that 1) positive interactions between basic science process skills in TPCK, 2) negative interaction between integrated science process skills in TPCK, 3) positive interactions between scientific attitudes towards TPCK, and 4) the presence of joint interactions-the same between science process skills and scientific attitudes toward TPCK. Further discussion needs to be carried out why this happens to help students understand scientific attitudes, scientific process skills, and TPCK as well.

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An Effective of Pogil With Virtual Laboratory in Improving Science Process Skills and Attitudes: Simple Harmonic Motion Concept

Cited by 8 publications

References 2 publications

POGIL (Process Oriented Guided Inquiry Learning) Learning Model: How Does it Influence Students' Observation Skills and Scientific Attitudes?

POGIL (Process Oriented Guided Inquiry Learning) Learning Model: How Does it Influence Students' Observation Skills and Scientific Attitudes?

Influence of POGIL and MFI Models on Science Literacy and Science Process Skills for Junior High School

Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge

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