The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Science Literacy and Problem Solving Skills of Class XI Students of SMA Negeri 14 Gowa
DOI:
https://doi.org/10.19184/bioedu.v23i2.53732Keywords:
POGIL Learning Model, Problem Solving Skills, Science LiteracyAbstract
This study aims to examine the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on scientific literacy and problem-solving skills of Grade XI students at SMA Negeri 14 Gowa. The research employed a quasi-experimental design with a nonequivalent control group. The sample was selected using purposive sampling, involving two classes: XI A3 (experimental group), which received the POGIL intervention, and XI B2 (control group), which received direct instruction. Data were collected using an essay test for scientific literacy and a multiple-choice test for problem-solving skills. The instruments consisted of four essay questions and nine multiple-choice items. The data were analyzed using Analysis of Covariance (ANCOVA) with a significance level of 0.05. The ANCOVA results showed a significant effect of the POGIL model on scientific literacy (p = 0.008 < 0.05), with mean scores of 77.97 for the experimental group and 68.40 for the control group. Similarly, a significant effect was found on problem-solving skills (p = 0.000 < 0.05), with mean scores of 85.97 and 77.63 for the experimental and control groups, respectively. These findings indicate that the POGIL model has a statistically significant positive impact on students' scientific literacy and problem-solving skills.
Downloads
References
Aiman, U., Hasyda, S., & Uslan. (2020). 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. European Journal of Educational Research, 9(4), 1635–1647. https://doi.org/10.12973/EU-JER.9.4.1635.
Areepattamannil, S., Cairns, D., & Dickson, M. (2020). Teacher directed versus inquiry based science instruction: Investigating links to adolescent students’ science dispositions across 66 countries. Journal of Science Teacher Education, 31(6), 675–704. https://doi.org/10.1080/1046560X.2020.1753309.
Arikunto, S. (2010). Dasar-Dasar Evaluasi Pendidikan (Edisi 3). Jakarta: Bumi Aksara.
Bilgin, I. (2009). The effects of guided inquiry instruction incorporating a cooperative learning approach on university students’ achievement of acid and bases concepts and attitude toward guided inquiry instruction. Scientific Research and Essays, 4(10), 1038–1046.
Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., & Pellegrino, J. W. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Brenner, W., & Uebernickel, F. (2016). Design thinking for innovation: Research and practice. https://doi.org/10.1007/978-3-319-26100-3.
Chinn, C. A., & Duncan, R. G. (2021). Inquiry and learning. International handbook of inquiry and learning (pp. 1–14). Routledge.
Davita, P. W. C., & Pujiastuti, H. (2020). Analisis kemampuan pemecahan masalah matematika ditinjau dari gender. Kreano, Jurnal Matematika Kreatif-Inovatif, 11(1), 110–117. https://doi.org/10.15294/KREANO.V11I1.23601.
Moog, R. S., & Spencer, J. N. (2008). POGIL: An overview. In R. S. Moog, D. M. Bunce, & J. E. Lewis (Eds.), ACS Symposium Series (Vol. 994, pp. 1–13). American Chemical Society.
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206.
Gormally, C., Brickman, P., & Lut, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/CBE.12-03-0026.
Guner P. & Hatice N. E. (2021). Metacognitive Skills and Problem-Solving. Metacognitive Skills and Problem-Solving (IJRES), 7(3), 715-734. https://doi.org/10.46328/ijres.1594.
Hanson, D. M. (2006). Instructor’s Guide to Process-Oriented Guided-Inquiry Learning. Journal of Multidisciplinary Research and Development, 1–53.
Harlina, H., Ramlawati, R., & Rusli, M. A. (2020). Deskripsi kemampuan literasi sains peserta didik kelas IX di SMPN 3 Makassar. Jurnal IPA Terpadu, 3(2). https://doi.org/10.35580/IPATERPADU.V3I2.12320
Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education. https://doi.org/10.1002/(SICI)1098-237X(199806) 82.
Huryah, F., Sumarmin, R., & Effendi, J. (2017). Analisis capaian literasi sains biologi siswa SMA kelas X se kota Padang. Jurnal Eksakta Pendidikan (JEP), 1(2), 72. https://doi.org/10.24036/JEP.V1I2.70.
Ilma, K. N., Maulidah, R., & Susanti, E. (2024). The effect of the Process-Oriented Guided Inquiry Learning model on students' problem-solving skills in the first law of thermodynamics. Jurnal Penelitian Pendidikan IPA, 10(11)
Jufrida, J., Basuki, F. R., Rinaldo, F., & Purnamawati, H. (2020). Analisis permasalahan pembelajaran IPA: Studi kasus di SMPN 7 Muaro Jambi. Jurnal Pendidikan Sains (JPS), 8(1), 50–58. https://doi.org/10.26714/JPS.8.1.2020.50-58.
Kementerian Pendidikan dan Kebudayaan. (2017). Konferensi pers UN 2017 jenjang SMP: UN untuk memantau, mendorong, dan meningkatkan mutu pembelajaran. Jakarta: Kemendikbud.
Khalick, A.E F., BouJaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., Tuan, H. L., & Tairab, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419. https://doi.org/10.1002/sce.10118.
Kussmaul, C. L. (2014). Teaching, learning, and feedback in computer science: Reflections on experience and practice. Springer.
Lestari, F. N., Supriadi, N., Siska A., & Nur R. A. (2019). Penerapan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Melalui Pendekatan Problem Based Learning (PBL) untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika. Journal Of Mathematics Education and Science. https://www.researchgate.net/publication/331652930.
Moog, R. S., & Spencer, J. N. (2008). POGIL: An overview. In R. Moog, D. Bunce, & J. Lewis (Eds.), ACS Symposium Series (pp. 1–13). ACS
Moog, R. S., & Spencer, J. N. (2008). POGIL: An overview. In R. S. Moog, D. M. Bunce, & J. E. Lewis (Eds.), ACS Symposium Series (Vol. 994, pp. 1–13). American Chemical Society.
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review, 100601. https://doi.org/10.1016/j.edurev.2024.100601.
Muhammad, M., & Purwanto, J. (2020). The effect of process oriented guided inquiry learning (POGIL) on mathematical problem solving abilities. Journal of Physics: Conference Series, 1469(1), 012171. https://doi.org/10.1088/1742-6596/1469/1/012171.
Novak, J. D. (2009). Learning creating and using knowledge: Concept maps as facilitative tools in schools and corporations (2nd ed.). https://doi.org/10.4324/9780203862001.
OECD. (2024). PISA 2022 results (Volume III): Creative minds, creative schools. OECD Publishing. https://doi.org/10.1787/9789264986412-en.
Puspitasari, P. A., Budi, H., & Bakti, M. (2024). Impacts of the Pogil Learning Model Combined with a Sets Approach on Chemical Literacy and Science Process Skills in The Context of Buffer Solutions. Jurnal Kimia dan Pendidikan Kimia (JKPK), 9 (1). doi:10.20961/jkpk.v9i1.85057.
Rahayu, S. (2017). Promoting the 21st century scientific literacy skills through innovative chemistry instruction. AIP Conference Proceedings, 1911(1). https://doi.org/10.1063/1.5016018.
Rahayu, S., Rossari, D., Wangsanata, S. A., Eka, N., Saputri, & Nuriani Dwi Saputri. (2021). Hambatan guru sekolah dasar dalam melaksanakan kurikulum sekolah penggerak dari sisi manajemen waktu dan ruang di era pandemi COVID-19. Jurnal Pendidikan Tambusai, 5(3), 5759–5768. https://www.jptam.org/index.php/jptam/article/view/1869.
Rambe, Y. A., Silalahi, A., & Sudrajat, A. (2020). The effect of guided inquiry learning model and critical thinking skills on learning outcomes. https://doi.org/10.2991/ASSEHR.K.201124.033.
Rustaman, N. (2014). Materi dan pembelajaran IPA SD. Jakarta: Universitas Terbuka.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Siahaan, K. W. A., Lumbangaol, S. T., Marbun, J., Nainggolan, A. D., Ritonga, J. M., & Barus, D. P. (2021). Pengaruh model pembelajaran inkuiri terbimbing dengan multi representasi terhadap keterampilan proses sains dan penguasaan konsep IPA. Jurnal Basicedu, 5(1), 195-205.
Smith, A. C., Stewart, R., Shields, P., Hayes-Klug, J., & Thorp, H. H. (2014). Introductory Biology Courses: A Framework to Support Active Learning in Large Enrollment Introductory Science Courses. Journal of College Science Teaching, 43(5), 35-41. doi:10.1187/CBE.04-08-0048.
Soltis, R., Verlinden, N., Kruger, N., Carroll, A., Trumbo, T., & Krueger, K. (2015). Process-oriented guided inquiry learning strategy enhances students’ higher level thinking skills in a pharmaceutical sciences course. American Journal of Pharmaceutical Education, 79(1). https://doi.org/10.5688/ajpe79111.
Straumanis, A., & Simons, E. A. (2008). A multi-institutional assessment of the use of POGIL in organic chemistry. ACS Symposium Series, 994, 226–239. https://doi.org/10.1021/BK-2008-0994.CH019.
Sutrisno & Nasir, Y. (2024). Pengaruh Model Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Literasi Sains Peserta Didik SMA Negeri 1 Malunda. Jurnal Pendidikan Tambusai, 8(2) 21139-21145.
Trout, L., Lee, C. L., Moog, R., & Rickey, D. (2008). Inquiry learning: What is it? How do you do it? In S. L. Bretz (Ed.), Chemistry in the National Science Education Standards: Models for meaningful learning in the high school chemistry classroom (2nd ed., pp. 29–43). American Chemical Society.
van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2017). Inquiry-based science education: Scaffolding pupils’ self-directed learning in open inquiry. International Journal of Science Education, 39(18), 2461–2481. https://doi.org/10.1080/09500693.2017.1388940.
Wardani, N. M., Suniasih, N., & Sujana, I. (2018). Korelasi antara konsep diri dengan kemampuan pemecahan masalah IPS. Jurnal Ilmiah Sekolah Dasar, 2(2), 209. https://doi.org/10.23887/JISD.V2I2.15498.
Wardany, K., Mariana, E., & Setia Asih, D. A. (2023). Pengaruh model pembelajaran inkuiri terbimbing terhadap kemampuan literasi sains dalam pembelajaran IPA. Jurnal Penelitian Pendidikan F.isika, 8(4) https://doi.org/10.36709/jipfi.v8i4.59.
Warfa, A. R. M. (2016). Using cooperative learning to teach chemistry: A meta-analytic review. Journal of Chemical Education, 93(2), 248–255. https://doi.org/10.1021/ACS.JCHEMED.5B00608.
Widyaningsih, S. Y., Haryono, & Saputro, S. (2012). Model MFI dan POGIL ditinjau dari aktivitas belajar dan kreativitas siswa terhadap prestasi belajar. Jurnal Inkuiri, 1(3), 266–275. http://jurnal.pasca.uns.ac.id/index.php/ink/article/view/154.
Wulandari, A. D., Suma, K., & Mardana, I. B. P. (2023). Pengaruh Model Pembelajaran Inkuiri Bebas terhadap Peningkatan Literasi Sains Sekolah Menengah Pertama. Jurnal Pendidikan MIPA, 13(1).
Yuliati, Y. (2017). Literasi sains dalam pembelajaran IPA. Jurnal Cakrawala Pendas, 3(2). https://doi.org/10.31949/JCP.V3I2.592
Zahro, F., & Fauziah, N. M. (2024). Implementasi Model Pogil dalam Pembelajaran Sains untuk Meningkatkan Literasi Sains Siswa SMP. BIOCHEPHY: Journal of Science Education, 4(1) 22 – 29.
Zubaidah, S., Mahanal, S., Yuliati, L., Dasna, I. W., Pangestuti, A. A., Puspitasari, D. R., Mahfudhillah, H. T., Robitah, A., Kurniawati, Z. L., Rosyida, F., & Sholihah, M. (2017). Ilmu pengetahuan alam: Buku guru SMP/MTs Kelas VIII.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nurul Magfhira K
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
