Effectiveness of POGIL with SSI Context on Vocational High School Students’ Chemistry Learning Motivation

Abstract

This study aimed to examine the difference of Vocational High School students' learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and posttest control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

“…A teamwork learning would make the students to more develop their thinking skill in the higher level (Muhammad & Purwanto, 2020;Rustam, Ramdani, & Sedijani, 2017), it was due to the students' roles that were more active and it made the learning processes more interesting (Kussmaul, 2014). Additionally, the learning using a POGIL model would actively motivate the students to get their knowledge (Yadav et al, 2019;Yuliastini et al, 2018); subsequently, the students became an independent person, skilled, had scientific abilities, and active in solving the problems based on the knowledge gained (Hu & Kussmaul, 2012;Natalina et al, 2013;Vincent-Ruz et al, 2020).…”

“…The POGIL was actually designed to improve the context understanding from the learning material POGIL (DeMatteo, 2019;Garoutte, 2008;Hein, 2012;Walker & Warfa, 2017;Williamson et al, 2013), develop the interest and skill to follow the learning processes (Abdul-Kahar et al, 2016;Bailey, Minderhout, & Loertscher, 2012;Devitri et al, 2019;Yuliastini et al, 2018), improve the thinking abilities (Andriani et al, 2019;Bressette, 2008;DeMatteo, 2019;Douglas & Chiu, 2013;Hein, 2012;Irwanto et al, 2018) in solving the problems (Bénéteau et al, 2017;Kim, 2018;Kussmaul & Wenzel, 2012;Rumain & Geliebter, 2020;Vincent-Ruz et al, 2020;Williamson et al, 2013), especially for the aspect of critical thinking (Irwanto et al, 2018;Kussmaul et al, 2016Kussmaul et al, , 2017Moore et al, 2015;Straumanis & Simons, 2008;Vincent-Ruz et al, 2020). The use of realia media in POGIL learning would further encourage the students to learn during the learning process (Irman, 2020;Y.…”

“…Based on the Scopus database, POGIL has been implemented well in learning of college level and tends to give positive results (Hu & Kussmaul, 2012;Irwanto et al, 2018;Kussmaul et al, 2016;Moore et al, 2015;Roller & Zori, 2017;Vincent-Ruz et al, 2020;Williamson et al, 2013). The existence of POGIL implementation in the Senior High School level has been indicated in several researches (Devitri et al, 2019;Hu & Shepherd, 2014;Sen et al, 2016;Yuliastini et al, 2018). Yet there has not been any implementation of POGIL at the primary school level.…”

Dampak Process-Oriented Guided-Inquiry Learning (POGIL) terhadap Pengetahuan Metakognitif Siswa pada Topik Asam-Basa

“…Versi inkuiri terbimbing yang telah dikembangkan oleh para pakar pembelajaran adalah Process-Oriented Guided-Inquiry Learning (POGIL). Inkuiri versi POGIL dikembangkan dengan memanfaatkan learning cycle (daur belajar) sebagai panduan pelaksanaan inkuiri terbimbing sehingga memiliki tahap-tahap yang fleksibel untuk memfasilitasi siswa dalam membangun konsep (Yuliastini et al, 2018). Tahap-tahap tersebut adalah orientasi, eksplorasi, pembentukan konsep, aplikasi, dan penutup yang dilaksanakan oleh siswa dalam kelompok-kelompok kecil.…”

“…Kepercayaan diri siswa muncul dari kebebasan dalam mengemukakan ide pada tiap langkah pembelajaran. POGIL yang dipadu dengan Socio-Scientific Issues (SSI) juga dilaporkan dapat meningkatkan motivasi siswa dalam belajar (Yuliastini et al, 2018). Motivasi belajar muncul dari aktivitas POGIL yang menekankan proses belajar dan diskusi kooperatif yang menarik minat siswa terhadap isu-isu sains yang diberikan.…”