Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

Abstract

This research aimed to analyze the improvement of students' creative thinking skills on the matter of heat and its transfer using the POGIL model. The topic concerning heat and its transfer has some characteristics that enable students to carry out practicum and trigger them to develop their higher-order thinking skills. The method used in this research was pre-experimental with one group pretest-posttest design. A total of 32 seventh grade students at SMPN 1 Jaten Karang Anyar, Central Java, were randomly selected as the participants in this research. To measure the increase in students' creative thinking skills, a multiple-choice test had been developed based on the indicators of creative thinking skills. Based on the results of data analysis, the values of N-gain on the indicators consisting of fluency, flexibility, originality, and elaboration were 0.56, 0.60, 0.46, and 0.53 respectively. Those numbers meant that creative thinking was in the medium category. Further analysis shows that, by using the POGIL model on the topic of heat and its transfer learning, students' creative thinking skills can be increased, especially on the indicators of fluency and flexibility.

A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice

“…Given that chapters in the American Chemical Society’s Symposium Series books are peer-reviewed, we included them in the review if they met the relevant criteria. The grade level associated with a study was not a sampling criterion; however, most of the studies in our sample were conducted in university-level contexts, with only four studies carried out at the secondary level ,,, and two studies carried out at the middle school level. , Importantly, across the papers in the final sample, there was variation with respect to the implementation of POGIL; for example, researchers used instructor-generated (i.e., “unofficial”) POGIL materials, or there was a lack of clarity if implementation involved the use of key POGIL features such as assigned student roles ( n = 24 stated they used published/endorsed POGIL materials; n = 10 mentioned assigned student roles). Our goal was not to evaluate the quality of the reviewed studies in terms of whether they can be considered “authentic” POGIL experiences as outlined by the POGIL Project, but rather to focus on studies in which the authors described their learning context as “POGIL” in order to characterize how the education literature has used this pedagogical approach.…”

“…The final sample included n = 87 articles published between 1999 and 2019. − For clarity, the sample in this work overlaps with the papers discussed in the reviews by Walker and Warfa ( n = 21) and Lo and Mendez ( n = 43); however, it should be noted that Walker and Warfa included dissertations and theses as part of their sample and Lo and Mendez included conference papers as part of their sample. Nevertheless, in both cases the goal of the reviews , was to provide an overview of the efficacy of POGIL as measured by assessments and surveys, with Walker and Warfa having a smaller sample due to the stringent requirements associated with meta-analyses, which require authors to provide sufficient statistical information.…”

“…The sample papers were published in 40 different journals, with the three most common journals represented being the Journal of Chemical Education , Chemistry Education Research and Practice , and the Journal of College Science Teaching . References − are the papers included in the review and all other references are articles used to supplement the discussion and provide context.…”

“…The primary aim of this paper is to review the extant research on the active learning approach known as Process Oriented Guided Inquiry Learning (POGIL), − which was first discussed in the Journal of Chemical Education over 20 years ago . Given that the implementation of POGIL involves modifying the presentation of content rather than the structure of the curriculum, it is best described as a content-neutral pedagogy. , Researchers and practitioners have applied POGIL to a broad range of contexts, including anatomy and physiology, ,,,, aviation, bioscience, …”

CORE learning model: Its effectiveness towards students’ creative thinking

“…To ensure individuals are not eliminated in this competition, creative thinking is needed. However, many studies report that there are still many students in Indonesia who have low creative thinking skills [8][9][10].…”