Effectiveness of the pogil model to increase learning motivation and mastery of the concept of buffer solutions students

Abstract

This research aims to describe the effectiveness of the POGIL model to increase learning motivation and mastery of the concept of buffer solutions students. The research method used is quasi-experimentation with pretest-postest control group design. Sampling is done by random sampling cluster technique and obtained class XI IPA 3 as an experimental class and class XI IPA 4 as a control class. The effectiveness of the POGIL model was analyzed using the n-Gain two-average difference test to learning motivation and mastery of concepts learners' between experimental class and control class. The results of the analysis of the study data showed that the average value of n-Gain motivation learning of learners in the experimental class was greater than the control class, as well as the average grade of n-Gain mastery of concept of the experimental class was greater than the control class. The results of the influence test analysis also showed that increased learning motivation and mastery of the concept of buffer solution students were influenced by the POGIL model. It can be understood that learning with the POGIL model is effective to increase learning motivation and mastery of the concept of buffer solution students.

Influence of Canva Media Based on Guided Inquiry Model on Students' Critical Thinking Ability and Chemical Literacy

“…(Wahyuni & Yusmaita, 2020). Chemical literacy can be used as a forum for students to practice higher level thinking where students relate it to everyday phenomena (Riyadi et al, 2018).…”

“…Scientific literacy is multidimensional in its measurement aspects, namely science content, science process, and science application context. (Riyadi et al, 2018). Scientific literacy is a main topic in the world of education that must be developed so that students have the ability to compete in the 21st century.…”

Kemampuan HOTS Siswa Melalui Model PjBL Ditinjau dari Kemampuan Literasi Kimia Siswa

“…Ilmu kimia termasuk dalam rumpun sains, sehingga literasi kimia merupakan bagian dari literasi sains. Literasi sains (scientific literacy) ini bersifat multidimensional dalam aspek pengukurannya, yaitu konten sains, proses sains, dan konteks aplikasi sains (Riyadi et al, 2018). Literasi kimia berhubungan dengan bagaimana peserta didik dapat menghargai alam dengan memanfaat kan sains/ilmu kimia dan teknologi yang dikuasainya.…”

“…Literasi sains dalam individu sebagai pengetahuan ilmiah dan menggunakan pengetahuan tersebut untuk mengidentifikasi pertanyaan, memperoleh pengetahuan, untuk menjelaskan fenomena ilmiah dan menguraikan peristiwa (isu) sains dengan menggunakan bukti-bukti (hukum, prinsip, konsep) ilmiah (Ardiansyah et al, 2016), dan menarik kesimpulan berdasarkan fakta dan data untuk memahami alam semesta dan membuat keputusan dari perubahan yang terjadi karena aktivitas manusia (Ihsan & Jannah, 2021). Literasi sains (scientific literacy) ini bersifat multidimensional dalam aspek pengukurannya, yaitu konten sains, proses sains, dan konteks aplikasi sains (Riyadi et al, 2018).…”

“…Orang yang memiliki literasi kimia memahami konsep dasar kimia, dapat menjelaskan fenomena dan menyelesaikan masalah dalam kehidupan dengan menggunakan pemahamannya tentang kimia, memahami inovasi kimia dalam kehidupan sosial serta memiliki minat terhadap kimia (Wahyuni & Yusmaita, 2020). Literasi kimia dapat dijadikan wadah untuk peserta didik melatih berpikir tingkat tinggi dimana peserta didik mengaitkan dengan fenomena sehari-hari (Riyadi et al, 2018). Tabel 1 menunjukkan rata-rata nilai HOTS kelompok siswa yang diberi pembelajaran dengan model PjBL (A1) sebesar 76,00 ± 9,362.…”