The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Critical Thinking Skills and Collaboration Skills of Class XI Students of SMAN 14 Gowa Biology Teaching Material
DOI:
10.29303/jppipa.v11i8.12123Published:
2025-08-25Downloads
Abstract
This study aims to determine the effect of the POGIL learning model on critical thinking skills and collaboration skills of students in class XI sman 14 Gowa. The research design is pretest-posttest control group design. The population in the study were all grade XI students in the 2024/2025 school year which were spread into 5 study groups. The sampling technique used purposive sampling. A total of 3 study groups used in this study, namely, study group XI. B3 as an experimental class 1 applied the POGIL learning model, study group XI. B1 as experimental class 2 applied discovery learning model, and study group XI.C1 as control class applied NHT model. The data collection techniques used were critical thinking skills test and collaboration skills questionnaire. The research instruments used were a critical thinking skills test in the form of an essay of 7 questions, and a collaboration skills questionnaire of 15 statement items. The data analysis technique used was Analysis of Covariance (Ancova) using SPSS with a significant level of 0.05. Based on the Ancova test results, the significance value of the critical thinking skills variable is 0.00 <0.05 and the significance value of the collaboration skills variable is 0.00 <0.05, so it can be concluded that the application of the POGIL learning model has a significant effect or a real effect on the collaboration skills variable.
Keywords:
Critical thinking skills Collaboration skills POGILReferences
Adnan, A., Mulbar, U., Sugiarti, S., & Bahri, A. (2021). Scientific Literacy Skills of Students: Problem of Biology Teaching in Junior High School in South Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847–860. https://doi.org/10.29333/iji.2021.14349a
Aini, V. V., Kadir, S. A., Sari, E. F., Sari, C. P., Destriana, Yusran Fauzi, Tuti Rohani, Danur Azissah, & Sari, F. M. (2025). Pemberdayaan Masyarakat Dalam Upaya Pencegahan Demam Berdarah Denque DBD Di Rt 34 Puskesmas Muara Bangkahulu. Jurnal Pengabdian Mitra Persada, 1(2), 147–155. https://doi.org/10.70963/jpmp.v1i2.174
Annisa, K. (2017). Keefektifan Pendekatan Process Oriented Guided Inquiry Learning Terhadap Keterampilan Proses Sains. Chemistry in Education, 6, 1, 41–46. Retrieved from https://journal.unnes.ac.id/sju/index.php/chemined/article/view/14283%0Ahttps://journal.unnes.ac.id/sju/index.php/chemined/article/view/14283/7830
Arda, A., Supriyatman, S., & Afadil, A. (2024). A Review of Students’ Critical Thinking Skills in Science Learning in Indonesia. Jurnal Pendidikan MIPA, 25(4), 1787–1798. https://doi.org/10.23960/jpmipa/v25i4.pp1787-1798
Ariadila, S. N., Silalahi, Y. F. N., Fadiyah, F. H., Jamaluddin, U., & Setiawan, S. (2023). Analisis Pentingnya Keterampilan Berpikir Kritis Terhadap Pembelajaran Bagi Siswa. Jurnal Ilmiah Wahana Pendidikan, 9(20), 664–669. https://doi.org/10.5281/zenodo.8436970
Atmojo, I. R. W., Adi, F. P., Ardiansyah, R., & Saputri, D. Y. (2024). Pembelajaran Berdiferensiasi (Dalam Implementasi Kurikulum Merdeka. CV Pajang Putra Wijaya.
Bulu, I., Ekayanti, N. W., & Diarta, I. M. (2019). Kolaborasi Model Pembelajaran Kooperatif Numbered Head Together Dengan Media Mind Mapping Terhadap Keterampilan Sosial. Jurnal Biologi Konstektual, 1(1), 164–181. Retrieved from http://e-journal.unmas.ac.id/index.php/JBK/article/view/629%0Ahttp://e-journal.unmas.ac.id/index.php/JBK/article/download/629/597
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 88(6), 799–843. https://doi.org/10.3102/0034654318791584
Devi, E. K., Sulistri, E., & Rosdianto, H. (2019). Pengaruh model pembelajaran POGIL terhadap kemampuan berpikir kritis siswa pada materi hukum Archimedes. Konstan: Jurnal Fisika Dan Pendidikan Fisika, 4(2), 78–88. Retrieved from https://mail.jurnalkonstan.ac.id/index.php/jurnal/article/download/42/43
Fatmawati, A. W., Yohamintin, & Gumala, Y. (2025). Model Pembelajaran Discovery Learning untuk Meningkatkan kemampuan berpikir Kritis Siswa Sekolah Dasar. Jurnal Review Pendidikan Dan Pengajaran, 8(2), 4524–4532. Retrieved from http://journal.universitaspahlawan.ac.id/index.php/jrpp
Haeruman, L. D., Rahayu, W., & Ambarwati, L. (2017). Pengaruh Model Discovery Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Dan Self-Confidence Ditinjau Dari Kemampuan Awal Matematis Siswa Sma Di Bogor Timur. Jurnal Penelitian Dan Pembelajaran Matematika, 10(2). https://doi.org/10.30870/jppm.v10i2.2040
Handayani, A. (2011). Penerapan Model Pembelajaran Numbered Heads Together (NHT) Pada Pelajaran Fisika Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas VIII SMP …. Jurnal Pendidikan Biologi Indonesia, 7(2), 112–120. Retrieved from https://lib.unnes.ac.id/6235/
Hanson, D. M. (2006). Instructor’s guide to process-oriented guided-inquiry learning. Pacific Crest.
Hattie, J., Masters, D., & Birch, K. (2015). Visible learning into action: International case studies of impact. Routledge.
Hein, S. M. (2012). Positive impacts using POGIL in organic chemistry. Journal of Chemical Education, 89(7), 860–864. https://doi.org/10.1021/ed100217v
Huda, N., Furqon, M., Palayukan, H., & Langi, E. L. (2024). Workshop Penerapan Stem (Science, Technology, Engineering, and Mathematics) Di Sekolah Menengah. Communnity Development Journal, 5(4), 7888–7892. https://doi.org/10.31004/cdj.v5i4.33020
Idul, J. J. A., & Caro, V. B. (2022). Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills? International Journal of Science Education, 44(12), 1994–2014. https://doi.org/10.1080/09500693.2022.2108553
Indana, N. (2018). Penerapan Kurikulum Terintegrasi Dalam Mengembangkan Mutu Belajar Siswa (Studi Kasus Di Sma Darul ‘Ulum 1 Unggulan Bppt Jombang). Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 3(2), 121–147. https://doi.org/10.31538/ndh.v3i2.80
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794. https://doi.org/10.12973/iji.2018.11449a
Mardiana, S., & Suharyanto, S. (2024). Upaya Meningkatkan Keaktifan Siswa melalui Model Pembelajaran Kooperatif Tipe Number Head Together (NHT) pada Mata Pelajaran IPAS Sekolah Dasar. Ainara Journal (Jurnal Penelitian Dan PKM Bidang Ilmu Pendidikan), 5(2), 177–184. https://doi.org/10.54371/ainj.v5i2.451
Moog, R. S., & Spencer, J. N. (2008). Process oriented guided inquiry learning (R. S. Moog & J. N. Spencer (eds.)). Washington, DC: American Chemical Society.
Ningkaula, T. A., Laliyo, L. A. R., Iyabu, H., & Abdullah, R. (2021). Dampak Model Discovery Learning Berpendekatan Stem Terhadap Pemahaman Konsep Hidrolisis Garam Siswa SMA. Jurnal Pendidikan Kimia Indonesia, 5(2), 76. https://doi.org/10.23887/jpk.v5i1.28871
OECD. (2019). PISA 2018 Assessment and Analytical Framework. Paris: OECD Publishing. https://doi.org/10.1787/b25efab8-en
Oktaviana, R. A. (2019). Efektivitas Model PLGI untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa pada Materi Garam Menghidrolisis. Jurnal Pendidikan Dan Pembelajaran Kimia, 8(2019), 211–225. https://doi.org/10.23960/jppk.v8.i2.201902
Oktaviani, W., Chan, F., Hayati, D. K., & Syaferi, A. (2021). Meningkatkan Rasa Ingin Tahu Siswa pada Pembelajaran IPA Melalui Model Discovery Learning. Al Jahiz: Journal of Biology Education Research, 1(2), 109–123. https://doi.org/10.32332/al-jahiz.v1i2.2755
Palennari, M., Yunus, M. R. K., & Ali, A. (2021). Profil Keterampilan Kolaborasi Peserta Didik Sman 3 Barru Pada Model Pembelajaran Learning Cycle 7E Dipadu Model Pembelajaran Number Heads Together. Jurnal Nalar Pendidikan, 9(1), 43. https://doi.org/10.26858/jnp.v9i1.16104
Pinasthi, M. A., Sriartha, I. P., & Astawa, I. B. M. (2024). Pengaruh Model Process Oriented Guided Inquiry Learning terhadap Keterampilan Berpikir Kritis Siswa dalam Pembelajaran Geografi di SMA Negeri 1 Singaraja. Journal on Education, 6(4), 20599–20611. https://doi.org/10.31004/joe.v6i4.6115
Redhana, W. (2019). Mengembangkan Keterampilan Abad Ke-21 dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239–2253. Retrieved from https://journal.unnes.ac.id/nju/index.php/JIPK/article/view/17824
Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., & Becker, N. M. (2020). A Review of Research on Process Oriented Guided Inquiry Learning: Implications for Research and Practice. Journal of Chemical Education, 97(10), 3506–3520. https://doi.org/10.1021/acs.jchemed.0c00355
Rosnaeni, R. (2021). Karakteristik dan Asesmen Pembelajaran Abad 21. Jurnal Basicedu, 5(5), 4341–4350. https://doi.org/10.31004/basicedu.v5i5.1548
Rosyida, L., & Bahtiar, M. D. (2024). Pengaruh Kecerdasan Emosional, Self Confidence, Dan Literasi Digital Terhadap Kemampuan Berpikir Kritis Siswa Kelas X Akuntansi Smk Negeri 4 Surabaya. Jurnal Pendidikan Ekonomi (JURKAMI), 9(2), 382–395. https://doi.org/10.31932/jpe.v9i2.3603
Rozali, A., Irianto, D. M., & Yuniarti, Y. (2022). Kajian Problematika Teacher Centered Learning Dalam Pembelajaran Siswa Studi Kasus : Sdn Dukuh, Sukabumi. COLLASE (Creative of Learning Students Elementary Education), 5(1), 77–85. https://doi.org/10.22460/collase.v5i1.9996
Sarifah, F., & Nurita, T. (2023). Implementasi model pembelajaran inkuiri terbimbing untuk meningkatkan keterampilan berpikir kritis dan kolaborasi. Pendidikan Sains, 11(1), 22–31. Retrieved from https://ejournal.unesa.ac.id/index.php/pensa%0Ahttps://ejournal.unesa.ac.id/index.php/pensa/article/view/46474
Sudartik, S., Sutarto, S., & Budiarso, A. S. (2023). Pengaruh Model POGIL terhadap Hasil Belajar dan Kemampuan Berpikir Kritis Siswa SMP. Tarbiyah Wa Ta’lim: Jurnal Penelitian Pendidikan Dan Pembelajaran, 10(2), 121–134. https://doi.org/10.21093/twt.v10i2.6412
Sugiarti, S., Firdaus, A. R., & Kelana, J. B. (2024). Penggunaan Model Pembelajaran RADEC Untuk Meningkatkan Kemampuan Berpikir Kritis Pada Pembelajaran IPA Kelas V Sekolah Dasar. Action Research Journal Indonesia (ARJI), 6(1), 28–34. https://doi.org/10.61227/arji.v6i1.152
Syarafibi, A. K., Milwati, S., & Mahpud, A. (2024). Penerapan Model Pembelajaran POGIL untuk Meningkatkan Hasil Belajar Peserta Didik Materi Evaluasi pada Program Keahlian Pekerjaan Sosial Di SMK Negeri. Journal of Innovation and Teacher Professionalism, 3(1), 47–52. https://doi.org/10.17977/um084v3i12025p47-52
Trilling, B., & Fadel, C. (2010). 21st century skills: learning for life in our times. Choice Reviews Online, 47(10). https://doi.org/10.5860/CHOICE.47-5788
Vincent-Ruz, P., Meyer, T., Roe, S. G., & Schunn, C. D. (2020). Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course. Journal of Chemical Education, 97(5), 1228–1238. https://doi.org/10.1021/acs.jchemed.9b01052
Walker, L., & Warfa, A.-R. M. (2017). Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course. PLOS ONE, 12(10), e0186203. https://doi.org/10.1371/journal.pone.0186203
Wardani, D. A. W. (2023). Problem based learning: membuka peluang kolaborasi dan pengembangan skill siswa. Jawa Dwipa, 4(1), 1–17.
Wijaya, S., & Handayani, S. L. (2021). Pengaruh Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Berpikir Kritis Siswa di Sekolah Dasar. Jurnal Basicedu, 5(4), 2521–2529. https://doi.org/10.31004/basicedu.v5i4.1227
Yanti, Y. E., & Yhasmin, A. (2023). Peningkatan Keterampilan Kolaborasi Siswa Melalui Penerapan Model Pembelajaran Kooperatif TGT (Team Game Tournament) Pada Siswa Kelas Iv Sekolah Dasar Anak Sholeh Full Day. JIPSOS: Jurnal Inovasi Pendidikan Dan Ilmu Sosial, 1(1), 62–68. Retrieved from https://ejournal.uniramalang.ac.id/jipsos/article/view/2967
License
Copyright (c) 2025 Fitriah, Firdaus Daud, Alimuddin Ali
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
