The effect of Process Oriented Guided Inquiry Learning (POGIL) on mathematical problem solving abilities

Abstract

This research aimed to identify the effect of POGIL model on the students’ mathematical problem-solving ability. The variables involved in this research were mathematical problem-solving abilities as an independent variable, and the POGIL model as a dependent variable. Based on the observations of researchers through interviews with mathematics subject teachers and students at Junior High School 2 Kalibagor, showed that the mathematical learning process that took place was still dominated by learning that did not involve the active role of students. The learning used is still teacher-centered and limited to information transfer, especially in the form of theoretical and mathematical equations. The population of this study was the students at seventh grade in Junior High School 2 Kalibagor, even semester in the school year 2017/2018 consist of 8 classes and amounted to 219 students. Sampling was done randomly, selected as an experimental class is 66.91 with 30 students and 55.91 as control class with 30 students. This test was validated by two mathematicians, then it was tested to a group of seventh-grade students to fulfill the validity and reliability criteria. The data were analyzed by using t-test after conducting a series of normality and homogeneity tests. It was concluded that t-test for equality of means was used for hypothesis testing that shows a significant value = 0.000 less than alpha 0.05. So that H0 is rejected, it means that students’ mathematical problem-solving ability taught by using POGIL model is better than students’ mathematical problem-solving ability taught by conventional learning. In other words, POGIL model influences or effects on students’ mathematical problem-solving abilities.

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

“…Theoretically, the POGIL model more directed the students to easily understand the learning material (Bénéteau et al, 2017;Bressette, 2008;Hu & Shepherd, 2014;Kim, 2018;Kussmaul et al, 2016;Muhammad & Purwanto, 2020;Rumain & Geliebter, 2020;Straumanis & Simons, 2008;Williamson et al, 2013) and the students could solve the problems given by the teacher through a teamwork (Eberlein et al, 2008;Kussmaul, 2012;Muhammad & Purwanto, 2020). 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).…”

Teachers’ and Learners’ Perceptions of Stoichiometry using POGIL: A Case Study in South Africa

“…Previous studies reveal statistically significant differences in critical thinking skills and problemsolving skills in favour of the POGIL group compared to the lecture group of university chemistry students (Irwanto et al, 2018). Learners taught using POGIL had a better mathematical problem-solving ability (Muhammad & Purwanto, 2020) and improved logical thinking ability in solving mathematical problems as compared to the learners taught using conventional learning methods (Andriani et al, 2019). Carefully structured and systematically implemented POGIL intervention helped Grade 10 science learners improve their perceptions of chemistry learning (Treagust et al, 2020).…”

Implementation of Process Oriented Guided Inquiry Learning Model Learning (Pogil) on Understanding of Science Concepts, Skills Science Process and Student's Critical Thinking Ability

“…Douglas & Chiu, (2013) conclude that theoretically the process oriented guided inquiry learning (PO-GIL) learning model has a positive effect on science process skills (KPS) and students' cognitive abilities. Muhammad & Purwanto, (2020) also stated that the POGIL model can improve critical thinking skills and improve aspects of hypothesizing, analyzing and concluding. From the various research results that have been carried out above, it can be concluded that the PO-GIL learning model provides positive results on understanding science concepts, science process skills, and critical thinking skills.…”

“…Figure 1 presents the learning model with POGIL proposed by (Muhammad & Purwanto, 2020). The POGIL learning cycle begins with an exploration of a 'model'.…”