THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING MODEL BASED ON VIRTUAL LABORAORY TOWARD PROBLEM SOLVING ABILITIES OF PHYSICS STUDENT

Authors

Putu Wira Sanggara , Aris Doyan , Ni Nyoman Sri Putu verawati

DOI:

10.29303/jppipa.v5i1.154

Published:

2018-12-24

Issue:

Vol. 5 No. 1 (2019): January

Research Articles

Downloads

How to Cite

Sanggara, P. W., Doyan, A., & verawati, N. N. S. P. (2018). THE EFFECT OF PROCESS ORIENTED GUIDED INQUIRY LEARNING MODEL BASED ON VIRTUAL LABORAORY TOWARD PROBLEM SOLVING ABILITIES OF PHYSICS STUDENT. Jurnal Penelitian Pendidikan IPA, 5(1). https://doi.org/10.29303/jppipa.v5i1.154

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Abstract - This study aims to determine the effect of Process Oriented Guided Inquiry Learning model of Virtual Lab to the ability of solving physics problem of high school students of class X. This research type is quasi experiment with pretest-postest control group design research design. The population of this research is all students of class X MIPA SMAN 1 Kuripan with sampling technique using purposive sampling. There are two samples taken are the sample as experimental class given treatment in the form of learning using learning model POGIL assisted Virtual Lab and control class treated using conventional learning model. Data collection of problem-solving abilities is done by a blueprint test technique. The research hypothesis was tested by using the t-test polled variance with 5% significance. It was concluded that the use of Process Oriented Guided Inquiry Learning model (POGIL) with Virtual Lab has an effect on students problem solving ability with ttable = 2,00 <tcount = 3,11.

 

Keywords: POGIL, Lab Virtual, Problem Solving Ability,

References

Fabian, K., Topping, K. J., Barron, I. G., and Chuah, K. M. 2016.Mobile Technology and Mathematics: Effects on Students’ Attitudes, Engagement, and Achievement. J. Comput. Educ. 3(1): 77-104.

Jaya, H. 2012. Pengembangan Laboratorium Virtual untuk Kegiatan Paraktikum dan Memfasilitasi Pendidikan Karakter di SMK. Jurnal Pendidikan Vokasi, 2(1).

Kathane, B. Y., and Gundalwar, P. R. 2016. Development of Virtual Experiment on Encoding Techniques Using Virtual Intelligent Softlab. International Journal of Research in Computer Applications and Robotics. 4(1): 21-25.

Li, M., Zheng, C., Tang, X., and Sang, G. 2015. Exploring the Nature of Teacher-Student Interaction in Small-Group Discussions in a Chinese University Setting.J. Comput. Educ. 2(4): 475-491.

Mason, A., and Singh, C. 2016. Using Categorization of Problemsas an Instructional Tool to Help Introductory Students Learn Physics. Physc. Educ. 50: 1-6.

Misbah. 2017. Identifikasi Kemampuan Pemecahan Masalah Mahasiswa Pada Materi Dinamika Partikel. Jurnal Inovasi dan Pembelajaran Fisika.

Monika, S. 2014. Pengaruh Kemampuan Membangun Mode Representasi terhadap Pemecahan Masalah Fisika dengan Menerapkan Inkuiri Terbimbing (Doctoral disertation, Universitas Lampung).

Moog, Richard S dan James N. Spencer. 2013. POGIL: An Overview. Lancaster: Department of Chemistry, Franklin and Marshall College.

Mubarrak, L. 2009. Model Pembelajaran Berbasis Web pada Materi Fluida Dinamis untuk Meningkatkan Penguasaan Konsep dan Keterampilan Generik Sains Siswa (Doctoral disertation, Universitas Pendidikan Indonesia).

Naaman, R. M., and Barnea, N. 2012. Laboratory Activities in Israel.Eurasia Journal of Mathematics, Science & Technology Education. 8(1): 49-57.

Nugraheni, F., Mastur, Z., & Wijayanti, K. 2014. Keefektifan Model Process Oriented Guided Inquiry Learning Terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 3(1).

Pratiwi, A. D. 2016. Pengaruh Model Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Pemecahan Masalah Matematik Siswa. Jurnal Universitas Islam Negeri Syarif Hidayattulah. 3(1).

Rosidah, R. 2013. Keefektifan Pembelajaran Pogil Berbantuan LKPD Terhadap Kemampuan Pemecahan Masalah Materi Pokok Peluang. Kreano, Jurnal Matematika Kreatif-Inovatif, 4(1), 73-79.

Sholikhah, N., Winarti, E. R., & Kurniasih, A. W. 2014. Keefektifan Model Guided Inquiry dengan Pendekatan Keterampilan Metakognitif terhadap Kemampuan Pemecahan Masalah. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 18-25.

Sugiarti. 2015. Pembelajaran Fisika Berbantuan Simulasi Phet dalam Membangun Konsep Siswa. Wahana DIDAKTIKA, Jurnal Ilmu Kependidikan. 13 (1): 131-132.

Sugiyono. 2012. Statistika untuk Penelitian. Bandung: Alfabeta.

Sujarwanto, E., Hidayat, A., & Wartono, W. 2014. Kemampuan pemecahan masalah fisika pada modeling instruction pada siswa SMA kelas XI. Jurnal Pendidikan IPA Indonesia, 3(1).

Widyaningsih, S. Y. 2012. Model MFI dan POGIL Ditinjau Dari Aktivitas Belajar dan Kreativitas Siswa Terhadap Prestasi Belajar. INKUIRI, 1(3).

Zawadzki, R. 2010. Is process oriented guided inquiry learning (POGIL) suitable as a teaching method in Thailand’s higher education. Asian journal on education and learning, 1(2), 66-74.

Author Biographies

Putu Wira Sanggara, Mataram University

Aris Doyan, Mataram University

Ni Nyoman Sri Putu verawati, Universitas Mataram

License

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. 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.
  2. 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.
  3. 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).