Problem-Oriented Learning, Problem-Based Learning, Problem-Based Synthesis, Process Oriented Guided Inquiry Learning, Peer-Led Team Learning, Model-Eliciting Activities, and Project-Based Learning: What Is Best for You?

2013 ◽  
Vol 53 (13) ◽  
pp. 5337-5354 ◽  
Author(s):  
Donald R. Woods
Keyword(s):  
Team Learning ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Synthesis Process ◽  
Guided Inquiry ◽  
Learning Problem ◽  
Model Eliciting Activities ◽  
Process Oriented

scholarly journals Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky

2021 ◽  
Vol 3 (2) ◽  
pp. 163-174
Author(s):  
Listiana Dewi ◽  
Endang Fauziati
Keyword(s):  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Library Research ◽  
Student Center

Tujuan dari penelitian ini adalah untuk mendeskripsikan pelaksanaan dan model pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky. Jenis Penelitian yang digunakan dalam penelitian ini yakni penelitian kualitatif, dengan metode deskriptif. Penelitian ini juga merujuk pada model studi kepustakaan (library research) yang mana objek yang di kaji pada penelitian ini berasal dari buku, catatan, Jurnal, transkrip, laporan penelitian dan dokumen lain yang dapat ditemukan dan terkait dengan teori belajar Konstruktivisme Vygotsky  dan pembelajaran tematik. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky adalah melalui pendekatan scientific yang dilakukan melalui proses mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. Model yang digunakan adalah model Pembelajaran Berbasis Masalah (Problem Based Learning), model Pembelajaran Berbasis Projek (Project Based Learning), dan model Pembelajaran Melalui Penyingkapan/Penemuan (Discovery/Inquiry Learning). Pembelajaran tematik lebih menghendaki peserta didik untuk bertukar fikiran atau diskusi dengan teman sebaya maupun orang yang lebih mampu untuk berkonsultasi, hal ini sesuai dengan implikasi teori belajar Konstruktivisme Vygotsky yang menghendaki pembelajaran yang menempatkan pembelajaran berorientasi pada student center.

Adversity quotient students’ in mathematics through process-oriented guided inquiry learning model (POGIL)

2021 ◽  
Author(s):  
Desrina Hardianti ◽  
Dwi Desmayanasari ◽  
Fitria Lestari ◽  
Hesti ◽  
Yudi Yunika Putra ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Process Oriented

scholarly journals IMPROVING TEACHER ABILITY IN MI (MADRASAH IBTIDAIYAH) TO MAKE PLAN OF LEARNING IN EAST DISTRICT OF JATITUJUH

2018 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Eti Jaskarti
Keyword(s):  
Experimental Design ◽  
Curriculum Implementation ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Learning Problem ◽  
Study Population ◽  
Teacher Ability

The purpose of this study is to observe: 1) the final ability of MI teachers to make / compile RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum after being given the drill method using job sheet. 2) early ability of MI teachers to make / compile RPP with discovery learning model, problem based learning, and project based learning according to the provision in curriculum 2013 before being given practice / drill method using job sheet. Data collection during the workshop on Curriculum Implementation 2013 for 22 hours (3hari). Alternative strategy taken in this research using experimental method with Pre-Experimental Design form. While the design used One-Group Pretest-Posttest Design. In this design there are pretest before being treated, and posttest after being given treatment using drill method, the study population is all the participants of workshop on the implementation of curriculum 2013 which amounted to 34 MI teachers in one class. Posttest implemented towards the end of the workshop. Based on the results of the study and discussion are described as follows: 1) the final ability of MI teachers is good with average posttest 77,082 with variance 31,780 and Corelasi 0,934> 0,05. 2) the initial ability of MI teachers is still in doubt with pretest averages of 55.440 and variance of 12,678, better ending ability than initial ability and with Asymp.Sig (2-tailed) = 0.005 <0.05 means there is a difference in ability beginning and end. In the end, it can be concluded that the practice / drill method using job sheet in the workshop can improve the ability of MI teachers to arrange RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum, in other words the method of drill / drill classified effective in the preparation of RPP based on the provisions according to the curriculum 2013.

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY DAN MODEL PEMBELAJARAN GUIDED INQUIRY UNTUK MENINGKATKAN PENGETAHUAN PROSEDURAL FISIKA SISWA SMP NEGERI 3 AMANUBAN TENGAH

2019 ◽  
Vol 4 (2) ◽  
pp. 100-107
Author(s):  
Yusniati H. Muh. Yusuf
Keyword(s):  
Procedural Knowledge ◽  
Inquiry Learning ◽  
Research Result ◽  
Learning Model ◽  
Average Score ◽  
Control Group ◽  
Guided Inquiry ◽  
School Year ◽  
Process Oriented ◽  
And Control

Abstrak Penelitian ini merupakan penelitian eksperimen dengan desain penelitian desain penelitian Randomized Control Group Pretest-Posttest Design, yang dilaksanakan di SMP Negeri 3 Amanuban Tengah pada bulan Februari tahun ajaran 2018/2019 . Adapun tujuan dari penelitian ini (1) Untuk mengetahui ada tidaknya perbedaan pengetahuan prosedural fisika siswa yang signifikan antara siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry. (2) Untuk mengetahui peningkatan pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guide Inquiry. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Amanuban Tengah. Hasil penelitian diperoleh bahwa rata-rata skor pengetahuan prosedural pada kelas eksperimen = 77,12, dan pada kelas kontrol 71,02. Dari hasil analisis menggunakan uji-t pada taraf signifikansi (α) = 0,05, diperoleh: 1) terdapat perbedaan pengetahuan prosedural antara siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning dengan siswa yang diajar dengan model pembelajaran Guided Inquiry dimana nilai ttable = -2,014 <thitung = 4,013> ttable = 2,014. 2) pengetahuan prosedural fisika siswa yang diajar dengan menerapkan model pembelajaran Proces Oriented Guided Inquiry Learning lebih tinggi dibandingkan dengan siswa yang diajar dengan menerapkan model pembelajaran Guided Inquiry dimana nilai thitung = 7,058> ttabel= 2,014. Kata kunci: model pembelajaran Process Oriented Guided Inquiry Learning (POGIL), Guided Inquiry, Pengetahuan Prosedural Fisika . Abstract [Implementation of a Learning Model for the Process Oriented Guided Inquiry and Guided Inquiry Model to Improve the Physics Procedural Knowledge of Students at SMP Negeri 3 Amanuban Tengah] This research is experiment research with Randomised control group preteest-possttesst desigen exetut at SMP Negeri 3 Amanuban Tengah on school year Februari 2018/2019. Aim of this researchhare (1) to knows an differences improve student physics procedural knowledge between students by applying process oriented guided inquiry learning model with students by applying guided inquiry model (2) to know improve students physics procedural knowledge was taught by apllying process orinted guided inquiry learning model higher than students was taught by apllying guided inquiry model. Population in this research is all of students of grade VIII SMP Negeri 3 Amanuban Tengah. Research result, it is found the average score of studentsphysics procedural knowledge in experimental class = 77,12, and control class 71,02. The result of the analisis using t-test with signifificant level α = 0,05 concluded that (1) there are diferenrence of physics procedural of student physics which is significant between students taught by applying process oriented guided inquiry learning with students taught by knowledge that is taught by applying process oriented guided inquiry learning model is higher than the students taught by applying the guided inquiry model where tcount = 7,058> ttable = 2,014. Keywords: Process Oriented Guided Inquiry Learning (POGIL) model, guided inquiry, physics procedural knowledge 

Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey

2020 ◽  
Author(s):  
Jeffrey R. Raker ◽  
Amber J. Dood ◽  
Shalini Srinivasan ◽  
Kristen L. Murphy
Keyword(s):  
United States ◽  
Active Learning ◽  
Learning Strategies ◽  
National Survey ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
The United States ◽  
Guided Inquiry ◽  
Tenure Track ◽  
Process Oriented

Pedagogies of engagement (i.e., Peer-Led Teaming Learning, Problem-Based Learning, and Process-Oriented Guided Inquiry Learning) are active learning approaches used in postsecondary chemistry courses. In this study, we use data from a national survey of postsecondary chemistry instructors in the United States to estimate use of three pedagogies in the course for which the instructor feels they have the most control. We found that 16.6% of these faculties report they are implementing Peer-Led Team Learning (PLTL), 10.6% report implementing Problem-Based Learning (PBL), and 10.7% report implementing Process-Oriented Guided-Inquiry Learning (POGIL). We compare use of select teaching practices and other active learning strategies with implementation of PLTL, PBL, and POGIL. Additionally, we use items from the survey to understand course, institution, and instructor characteristics associated with use. Key findings include that lower-level courses and courses with large enrollments are the most likely places for PLTL to be implemented and that instructors who are not on the tenure track are more likely to implement PLTL and POGIL than tenured/tenure-track instructors. Instructors who report implementing PLTL and PBL have more student-centered beliefs about teaching and learning, while instructors who report implementing POGIL have more teacher-centered beliefs about learning, albeit all with small effect sizes. Implications are offered for how instructors, researchers, developers and disseminators of these pedagogies can use our results to inform their practices and efforts.

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) DAN GUIDED INQUIRY (GI) TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA

2017 ◽  
Vol 7 (1) ◽  
pp. 76-84 ◽  
Author(s):  
Widya Fitriani ◽  
Dedi Irwandi ◽  
Dewi Murniati
Keyword(s):  
Critical Thinking ◽  
Chemical Equilibrium ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Learning Models ◽  
Process Oriented ◽  
Experimental Group

This research was conducted because of the low critical thinking skills of students caused by the inappropriate use of learning models. POGIL and GI learning model is used as a learning model in accordance with the curriculum 2013. Where is aims to determine whether or not there is a difference application oflearning model Process Oriented Guided Inquiry Learning (POGIL) with Guided Inquiry (GI) learning model in students critical thinking skills on chemical equilibrium material. This research was conducted at SMAN 101 West Jakarta. The research method used in this research is experimental method, with research design the static group pretest-posttest design. The samples were taken by sampling purposive and divided into two experimental groups that is POGIL experimental group and GI experimental group. The technique of collecting data obtained through test instrument in essay form as many as 15 item which then analyzed by using t-test. The result of t-test is obtained by sig. 2-tailed = 0.000 and significant level (a) = 0.05. So that sig. 2-tailed smaller than significant (a) (0.000 <0.05) then Ho is rejected and Ha accepted. This shows that there are significant differences in the application of learning model Process Oriented Guided Inquiry Learning (POGIL) with learning model Guided Inquiry (GI) in students critical thinking skills. The results of this study can be used as a recommendation of innovative learning models in teaching and learning activities in the classroom. Keywords: Learning Model Process Oriented Guided Inquiry Learning (POGIL), Learning Model Guided Inquiry(GI), Critical Thinking Skills, Chemical Equilibrium Material

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK DENGAN MODEL PEMBELAJARAN PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) MELALUI PENDEKATAN PROBLEM BASED LEARNING (PBL)

2019 ◽  
Vol 4 (1) ◽  
pp. 11-20
Author(s):  
Nur Fitri Lestari ◽  
Nanang Supriadi ◽  
Siska Andriani
Keyword(s):  
Random Sampling ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Control Design ◽  
Guided Inquiry ◽  
Process Oriented

Pada penelitian ini termasuk penelitian kuantitatif menggunakan jenis eksperimen quasy eksperimen design dan desain pretest-posttest control design. Populasi dalam penelitian ini adalah peserta didik SMP Negeri 5 Natar dan sampel penelitian diambil dengan teknik random sampling sehingga didapatkan sampel penelitian kelas VIII E sebagai kelas eksperimen 1, kelas VIII C sebagai kelas eksperimen 2, dan kelas VIII D sebagai kelas kontrol. Tujuan dari penelitian ini adalah untuk mengetahui adanya pengaruh penerapan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) melalui Pendekatan Problem Based Learning (PBL) terhadap peningkatan kemampuan pemecahan masalah matematis peserta didik. Hasil menunjukkan bahwa kemampuan pemecahan masalah matematis peserta didik pada kelas yang diterapkan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) melalui Pendekatan Problem Based Learning (PBL) lebih baik dari kemampuan pemecahan masalah matematisnya yang diterapkan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) dan Model Pembelajaran Konvensional.

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

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Putu Wira Sanggara ◽  
Aris Doyan ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Test Technique ◽  
Virtual Lab ◽  
Two Samples ◽  
Process Oriented

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,

scholarly journals IMPLIKASI KEGIATAN PROGRAM DOSEN KE SEKOLAH (PDS) DI PERKULIAHAN PENDIDIKAN EKONOMI FKIP UNIVERSITAS SRIWIJAYA

2019 ◽  
Vol 6 (2) ◽  
pp. 148-154
Author(s):  
Ikbal Barlian
Keyword(s):  
Educational Research ◽  
Positive Impact ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Economic Education ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Face To Face ◽  
Statistics Courses

Abstract Learning activities carried out in educational research statistics courses in the FKIP Sriwijaya University economic education study program are an extension of the lecturer assignment program to schools (PDS) in 2018/2019. The learning model used in educational research statistics courses is in accordance with the 2013 curriculum guidelines, namely the discovery learning, inquiry, Problem Based Learning and Project Based Learning methods. The learning models are applied for 8 times face to face with details of 2 times face to face applying the learning model of discovery learning; 2 second face-to-face approaches to inquiry learning; 2 times the third face to face applying the learning model of problem based learning; 2 times face to face applying discovery learning learning model; 2 times the fourth face to face applying the project based learning model. The PDS program in higher education has a positive impact on prospective teacher students to be able to understand more deeply about the learning situation that occurs in schools, ranging from the need for continuous motivation to students from the beginning of learning to closing learning in the form of giving reinforcement.Key words: Lecturer to School Program, Economic Education Lectures AbstrakKegiatan pembelajaran yang dilakukan pada mata kuliah statistik penelitian pendidikan di  program studi pendidikan ekonomi FKIP Universitas Sriwijaya merupakan pengimbasan program penugasan dosen ke sekolah (PDS) di tahun 2018/2019. Model pembelajaran yang di gunakan pada mata kuliah statistik penelitian pendidikan sesuai dengan tuntunan kurikulum 2013 yaitu metode pembelajaran discovery learning, inkuiri, Problem Based Learning dan Project Based Learning. Model-model pembelajaran tersebut diterapkan selama 8 kali tatap muka dengan rincian 2 kali tatap muka menerapkan model pembelajaran discovery learning; 2 kali tatap muka kedua menerapkan model pembelajaran inquiry learning; 2 kali tatap muka ke tiga menerapkan model pembelajaran problem based learning; 2 kali tatap muka menerapkan model pembelajaran discovery learning; 2 kali tatap muka ke empat menerapkan model pembelajaran project based learning. Program PDS di perguruan tinggi memberikan dampak yang positif kepada mahasiswa calon guru untuk dapat memahami lebih mendalam tentang situasi pembelajaran yang terjadi di sekolah, mulai dari perlunya pemberian motivasi secara terus menerus kepada siswa mulai dari awal pembelajaran sampai menutup pembelajaran berupa pemberian penguatan-penguatan Kata-kata kunci : Program Dosen ke Sekolah, Perkuliahan Pendidikan Ekonomi

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