The Effect of Process Oriented Guided Inquiry Learning (POGIL) Integrated Flipped Classroom on Problem Solving Ability and Self-Efficacy of High School Students on Thermochemistry Material
DOI:
10.29303/jppipa.v10i6.7169Published:
2024-06-20Downloads
Abstract
This research aims to determine problem solving ability and self-efficacy simultaneously and respectively of students instructed using Process Oriented Guided Inquiry Learning (POGIL) integrated flipped classroom and the effective contribution. This research is a quasi-experiment with posttest only control group design. The population in this study includes all students of class XI MIPA in senior high school in Mandau Subdistrict. The research samples were taken using cluster random sampling. The research was carried out at SMAN 2 Mandau. The research instruments are essay questions of problem-solving ability and self-efficacy questionnaires. The data analysis used the MANOVA test with Hotteling's Trace test. The result of the research showed that there are significant differences in problem solving ability and self-efficacy simultaneously and respectively of students instructed using Process Oriented Guided Inquiry Learning (POGIL) integrated flipped classroom with a scientific approach on thermochemistry material and the effective contribution toward problem solving ability and self-efficacy simultaneously on thermochemistry material is 11.50%, problem solving ability 11.30% and self-efficacy 4.80%.
Keywords:
Flipped classroom POGIL Problem solving ability Self-efficacy ThermochemistryReferences
Addae, D., & Quan-Baffour, K. (2018). The pedagogical value of the lecture method: The case of a non-formal education programme in Ghana. Africa Education Review, 15(1), 123–137. https://doi.org/10.1080/18146627.2016.1256748
Adhitiya, E. N., Prabowo, A., & Arifudin, R. (2015). Studi komparasi model pembelajaran traditional flipped dengan peer instruction flipped terhadap kemampuan pemecahan masalah. Unnes Journal of Mathematics Education, 4(2), 116–126. https://doi.org/10.15294/ujme.v4i2.7451
Aidoo, B., Anthony-Krueger, C., Gyampoh, A. O., Tsyawo, J., & Quansah, F. (2022). A mixed-method approach to investigate the effect of flipped inquiry-based learning on chemistry students learning. European Journal of Science and Mathematics Education, 10(4), 507–518. https://doi.org/10.30935/scimath/12339
Aji, C. A., & Khan, M. J. (2019). The impact of active learning on students’ academic performance. Open Journal of Social Sciences, 7(3), 204–211. https://doi.org/10.4236/jss.2019.73017
AlJaser, A. M. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67. https://doi.org/10.5539/elt.v10n4p67
Ardhana, I. A. (2020). Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) terhadap kemampuan problem solving Siswa. Andragogi: Jurnal Diklat Teknis Pendidikan Dan Keagamaan, 8(1), 337–352. https://doi.org/10.36052/andragogi.v8i1.133
Barokah, S., Ariyanti, M. Y., Prasetyawati, E., Fatah, M. A., Nafi`ah, U., & Mubarok, H. (2021). Tantangan guru dalam mengajar satu waktu di SIDH. Journal Educational Learning and Innovation, 1(1), 33–42. https://doi.org/10.46229/elia.v1i1
Chase, A., Pakhira, D., & Stains, M. (2013). Implementing process-oriented, guided-inquiry learning for the first time: Adaptations and short-term impacts on students’ attitude and performance. Journal of Chemical Education, 90(4), 409–416. https://doi.org/10.1021/ed300181t
Cormier, C., & Voisard, B. (2018). Flipped classroom in organic chemistry has significant effect on students’ Grades. Frontiers in ICT, 4(1), 1–15. https://doi.org/10.3389/fict.2017.00030
Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171–186. https://doi.org/10.22492/ije.3.1.10
DeMatteo, M. P. (2019). Combining POGIL and a flipped classroom methodology in organic chemistry. In Active Learning in Organic Chemistry: Implementation and Analysis (pp. 217–240). ACS Symposium Series. https://doi.org/10.1021/bk-2019-1336.ch013
Deora, N., Rivera, N., Sarkar, S., Betancourt, M., & Wickstrom, L. (2020). Combining flipped classroom with POGIL in an Urban Community College setting: A pilot study. Education, 10(1), 19–23. https://doi.org/10.5923/j.edu.20201001.03
Dewi, K. M., Suja, I. W., & Sastrawidana, I. D. K. (2018). Model mental siswa tentang termokimia. Jurnal Pendidikan Kimia Undiksha, 2(2), 45. https://doi.org/10.23887/jjpk.v2i2.21165
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198–1220. https://doi.org/10.1080/09500693.2018.1470351
Febriyanti, F., Wiji, W., & Widhiyanti, T. (2019). Thermochemistry multiple representation analysis for developing intertextual learning strategy based on predict observe explain (POE). Journal of Physics: Conference Series, 1157(4), 1–7. https://doi.org/10.1088/1742-6596/1157/4/042042
Fitriana, A. A., Rosilawati, I., & Diawati, C. (2019). Efektivitas model pembelajaran POGIL untuk meningkatkan kemampuan pemecahan masalah pada materi garam menghidrolisis. Jurnal Pendidikan dan Pembelajaran Kimia, 8(2), 255–268. http://dx.doi.org/10.23960/jppk.v8.i2.201904
Gawise, G, A. L. N., Dahniar, N., Irsan, & Safrin, L. (2023). Inovasi strategi guru dalam pembelajaran terhadap peningkatan aktivitas belajar siswa. Journal on Education, 05(03), 6215–6222. https://doi.org/10.31004/joe.v5i3.2017
Hafizah, E., & An’nur, S. (2018). Kemampuan pemecahan masalah melalui pembelajaran Process Oriented Guided Inquiry Learning (POGIL) mahasiswa pendidikan IPA FKIP ULM. Vidya Karya, 33(1), 60–66. https://doi.org/10.20527/jvk.v33i1.5395
Halili, S. H., & Zainuddin, Z. (2015). Flipping the classroom: What we know and what we don’t. The Online Journal of Distance Education and E-Learning, 3(1), 15–22.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Fairfax, VA: Flipped Learning Network.
Hanson, D. M. (2005). Designing Process-Oriented Guided-Inquiry activities. Hampton: Pacific Crest.
Hanson, D. M. (2013). Instructor’s guide to process oriented guided inquiry learning. Hampton: Pacific Crest.
Hasanah, M., Halim, A., Safitri, R., & Yusrizal, Y. (2021). The effect of Edmodo-based flipped classroom learning model on students’ learning outcomes on the topic of sound waves. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 180–186. https://doi.org/10.29303/jppipa.v7ispecialissue.1061
Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017). Students’ science process skill and analytical thinking ability in chemistry learning. AIP Conference Proceedings, 1868, 0300011–0300014. https://doi.org/10.1063/1.4995100
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
Istuningsih, W., Baedhowi Baedhowi, & Sangka, K. B. (2018). The effectiveness of scientific approach using e-module based on learning cycle 7e to improve students’ learning outcome. International Journal of Educational Research Review, 3(3), 75–85. https://doi.org/10.24331/ijere.449313
Jatisunda, M. G. (2017). Hubungan self-efficacy siswa SMP dengan kemampuan pemecahan masalah matematis. Jurnal THEOREMS (The Original Research Of Mathematics, 1(2), 24–30. http://dx.doi.org/10.31949/th.v1i2.375
Jayadi, A., Putri, D. H., & Johan, H. (2020). Identifikasi pembekalan keterampilan abad 21 pada aspek keterampilan pemecahan masalah siswa sma kota Bengkulu dalam mata pelajaran fisika. Jurnal Kumparan Fisika, 3(1), 25–32. https://doi.org/10.33369/jkf.3.1.25-32
Jegstad, K. M., & Sinnes, A. T. (2015). Chemistry teaching for the future: A model for secondary chemistry education for sustainable development. International Journal of Science Education, 37(4), 655–683. https://doi.org/10.1080/09500693.2014.1003988
Khairunnisak, I., Mawardi, M., Widarti, H. R., & Yamtinah, S. (2023). Effectiveness of guided inquiry based student worksheet integrated with flipped classroom system on reaction rate material on students’ ability to think critically. Jurnal Penelitian Pendidikan IPA, 9(5), 2431–2437. https://doi.org/10.29303/jppipa.v9i5.3271
Kurnia, L. D., Haryati, S., & Linda, R. (2022). Pengembangan instrumen evaluasi higher order thinking skills menggunakan quizizz pada materi termokimia untuk meningkatkan kemampuan berpikir tingkat tinggi peserta didik. Jurnal Pendidikan Sains Indonesia, 10(1), 176–190. https://doi.org/10.24815/jpsi.v10i1.21727
Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100(5), 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
Malik, A., Oktaviani, V., Handayani, W., & Chusni, M. M. (2017). Penerapan model Process Oriented Guided Inquiry Learning (POGIL) untuk meningkatkan keterampilan berpikir kritis peserta didik. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 127–136. https://doi.org/10.21009/1.03202
Novitri, A., Pada, A. U. T., Nurmaliah, C., Khairil, K., & Artika, W. (2022). Implementation of flipped classroom learning to improve critical thinking and self managements skills of vocational students. Jurnal Penelitian Pendidikan IPA, 8(1), 371–377. https://doi.org/10.29303/jppipa.v8i1.1268
Nur D. S. Y., Fitri, A., Latifatusadiah, T., Dewi, S. M., & Febriansyah, F. (2023). Effect of the flipped classroom model on self efficacy student in limited face learning. Jurnal Penelitian Pendidikan IPA, 9(8), 6278–6283. https://doi.org/10.29303/jppipa.v9i8.4340
Nurhuda, H. (2022). Masalah-masalah pendidikan nasional: Faktor dan solusi yang ditawarkan. Dirasah: Jurnal Pemikiran Dan Pendidikan Dasar Islam, 5(2), 127–137. https://doi.org/10.51476/dirasah.v5i2.406
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(2), 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Olaniyan, A. O., Esther, O., & Nwankwo, L. (2015). Effect of polya problem-solving model on senior secondary school students’ performance in current electricity. European Journal of Science and Mathematics Education, 3(1), 97–104. Retrieved from https://eric.ed.gov/?id=EJ1107833
Peranginangin, S. A., Saragih, S., & Siagian, P. (2019). Development of learning materials through PBL with Karo culture context to improve students’ problem solving ability and self-efficacy. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5713
Priliyanti, A., Muderawan, I. W., & Maryam, S. (2021). Analisis kesulitan belajar siswa dalam mempelajari kimia kelas XI. Jurnal Pendidikan Kimia Undiksha, 5(1), 11. https://doi.org/10.23887/jjpk.v5i1.32402
Purnama, R. G., & Rahayu, S. (2023). The role of process oriented guided inquiry learning (POGIL) and its potential to improve students’ metacognitive ability: A systematic review. AIP Conference Proceedings, 2569(January). https://doi.org/10.1063/5.0113476
Putri, R. R., Khairil, K., & Safrida, S. (2022). Application of the flipped classroom model integrated with google classroom to the student’s learning motivation. Jurnal Penelitian Pendidikan IPA, 8(1), 263–268. https://doi.org/10.29303/jppipa.v8i1.1157
Rahman, M. M. (2019). 21st century skill “problem solving”: Defining the concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917
Rahmasari, T. P., Kurnia, L. D., Juwani, G. M., Murti, A. D., Perdana Putra, K. A., & Linda, R. (2019). Sosialisasi dan pelatihan pembuatan e-magazine dalam pembelajaran kimia di SMA Negeri Pintar Provinsi Riau. Unri Conference Series: Community Engagement, 1, 545–554. https://doi.org/10.31258/unricsce.1.545-554
Rejeki, N. (2022). Analisis learning loss dan strategi recovery pasca pembelajaran jarak jauh. Nusantara: Jurnal Pendidikan Indonesia, 2(3), 407–422. https://doi.org/10.14421/njpi.2022.v2i3-2
Rivalina, R., & Siahaan, S. (2020). Pemanfaatan TIK dalam pembelajaran: Kearah pembelajaran berpusat pada peserta didik. Jurnal TEKNODIK, 24(1), 71–85. https://doi.org/10.32550/teknodik.v0i2.690
Rohayah, D. (2022). Analisis kemampuan pemecahan masalah pada pembelajaran kimia. Jurnal Wahana Pendidikan, 9(2), 107–114. http://dx.doi.org/10.25157/wa.v9i2.8243
Rosidah. (2013). Keefektifan pembelajaran pogil berbantuan LKPD terhadap kemampuan pemecahan masalah materi pokok peluang. Jurnal Kreano, 4(1), 73–79. https://doi.org/10.15294/kreano.v4i1.2884
Rustam, R., Ramdani, A., & Sedijani, P. (2017). Pengaruh model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap pemahaman konsep IPA, keterampilan proses sains dan kemampuan berpikir kritis siswa SMP Negeri 3 Pringgabaya Lombok Timur. Jurnal Penelitian Pendidikan IPA, 3(2). https://doi.org/10.29303/jppipa.v3i2.90
Salamah, W. (2020). Deksripsi penggunaan aplikasi google classroom dalam proses pembelajaran. Jurnal Penelitian dan Pengembangan Pendidikan, 4(3), 533–538. https://doi.org/10.23887/jppp.v4i3.29099
Salta, K., & Koulougliotis, D. (2012). Students’ motivation to learn chemistry: The greek case. International Conference New Perspectives in Science Education, 10–13.
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), 1–5. https://doi.org/10.29303/jppipa.v5i1.154
Singaravelu, S. (2017). Problem Solving Ability of Higher Secondary Chemistry Students. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(4), 19–22. https://doi.org/10.9790/7388-0704041922
Subagiyo, L., Sari, F. D., & Syam, M. (2023). The effect of guided inquiry learning model with flipped classroom method toward critical thinking. Jurnal Penelitian Pendidikan IPA, 9(1), 57–65. https://doi.org/10.29303/jppipa.v9i1.1953
Syafei, S. S., & Mawardi, M. (2022). The POGIL model integrated flipped classroom assisted learning management system (LMS) for learning solution in ERI 4.0. Jurnal Penelitian Pendidikan IPA, 8(2), 444–451. https://doi.org/10.29303/jppipa.v8i2.1298
Syakdiyah, H., Wibawa, B., & Muchtar, H. (2018). The effectiveness of flipped classroom in high school Chemistry Education. IOP Conference Series: Materials Science and Engineering, 434(1). https://doi.org/10.1088/1757-899X/434/1/012098
Tang, Y., Liu, H., Zhou, K., Zhang, T., & Sun, C. (2020). Implementation of the POGIL-based flipped classroom learning: an approach to promote learning in emergency medicine. Research Square, 1(6), 1–9. https://doi.org/10.21203/rs.3.rs-29069/v1
Temel, V. (2015). The problem-solving skills of the teachers ın various branches. Educational Research and Reviews, 10(5), 641–647. https://doi.org/10.5897/err2014.2059
Tohir, M. (2019). Hasil PISA Indonesia tahun 2018 turun dibanding tahun 2015. Retrieved from https://matematohir.wordpress.com/2019/12/03/hasil-pisa-indonesia-tahun-2018-turun-dibanding-tahun-2015/
Turchi, L. B., Bondar, N. A., & Aguilar, L. L. (2020). What really changed? Environments, instruction, and 21st century tools in emergency online english language arts teaching in United States schools during the first pandemic response. Frontiers in Education, 5(11), 1–13. https://doi.org/10.3389/feduc.2020.583963
Utari, A. P., Hasan, M., Adlim, M., & Elisa. (2023). Correlation between improving self-regulated and students’ conceptual understanding of colloidal topics using POGIL approach. Jurnal Penelitian Pendidikan IPA, 9(9), 7317–7325. https://doi.org/10.29303/jppipa.v9i9.4906
Vishnumolakala, V. R., Southam, D. C., Treagust, D. F., Mocerino, M., & Qureshi, S. (2017). Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(2), 340–352. https://doi.org/10.1039/c6rp00233a
Yuliastini, I. B., Rahayu, S., Fajaroh, F., & Mansour, N. (2018). Effectiveness of pogil with ssi context on vocational high school students’ chemistry learning motivation. Jurnal Pendidikan IPA Indonesia, 7(1), 85–95. https://doi.org/10.15294/jpii.v7i1.9928
License
Copyright (c) 2024 Lani Dwi Kurnia, Suyanta
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).
