The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

Abstract

Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

Tahmin Et-Gözle-Açıkla (TGA) Materyalleri ve Lise Öğrencilerinin Kimya Dersine Yönelik Tutumları

“…TGA'nın kullanımı ile öğrencilerin kavramsal anlamaları artmış, eleştirel düşünme becerileri gelişmektedir. Bunun sonucu olarak TGA öğrencilerin bilgiyi uygulamaları için iyi bir yöntemdir (Furqani, Feranie ve Winarno, 2018). TGA uygulaması termodinamik konusunda öğrencilerin yanlış kavramlarını doğruya dönüştürmelerini sağlamıştır, bu aşamada öğrenciler hatalarından ders çıkarmışlardır (Zakiyah, Widodo ve Tukiran, 2019).…”

PBLPOE: A Learning Model to Enhance Students’ Critical Thinking Skills and Scientific Attitudes

“…The implementation of PBL individual or group activities does not always result in the improvement of students' scientific attitudes in biology learning at every level of education. Also, Furqani et al (2018) also reported that POE did not affect students' critical thinking skills. The students had to deal with contextual problems and faced difficulties in formulating questions based on phenomena.…”

“…The prediction and the reasons for it are written down on the provided worksheet. However, several studies also revealed the shortcomings of PBL (Batdi, 2014;Demirel & Dagyar, 2016) and POE (Furqani, Feranie & Winarno., 2018). For example, Kuşdemir et al (2013); Üstün & Eryilmaz (2014) could not prove the effectiveness of PBL in improving students' scientific attitudes.…”

The Influence of Realistic Mathematic Approach to Student Achievement of Elementary School

“…Because the facts or theories of a scientist cannot be discovered using only low-order thinking skills [7][9] [14]. As a result, students are low stimulated to improve their critical thinking skills while learning [15][16].…”