Analysis of Active Learning Activities Transitions and Patterns in Process Oriented Guided Inquiry Learning (POGIL)

2012 ◽  
Author(s):  
Clif Kussmaul ◽  
Erica Wenzel
Keyword(s):  
Active Learning ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Guided Inquiry ◽  
Process Oriented

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 The Application of Process-Oriented Guided-Inquiry Learning (POGIL) Techniques through Lesson Study Activities in Educational Management Courses at English Education to Increase Learning Activity

2020 ◽  
Vol 3 (2) ◽  
pp. 70-76
Author(s):  
Veny Agustini Prianggita
Keyword(s):  
Data Processing ◽  
Learning Process ◽  
Lesson Study ◽  
English Education ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Guided Inquiry ◽  
Process Oriented ◽  
T Distribution

Facing the industrial revolution 4.0, Indonesian citizens are challenged to be ready to feel some changes in many sectors including education sector. That is why Faculty of Teacher Training and Education of Mathla’ul Anwar University of Banten, a study programme which will prepare the graduates for industrial era 4.0 should start designing a learning process in order to create the graduates who are ready to face technology era that will be headed. This learning process innovation can be started by changing the learning paradigm from Teacher Centered Learning (TCL) to Student Centered Learning (SCL). One of technique that can be used is POGIL (Process-oriented guided-inquiry learning). It is a collaborative learning (cooperative, integrated inquiry, metacognitive). To make POGIL technique work optimally, it can be done by doing some learning activities of Lesson Study. Lesson study is an educator profession guiding model through learning assessment collaboratively and sustainably according to collegiality principals and mutual learning to improve the learning quality and learning community. Learning activities through the POGIL technique, are thought to be able to help improve the metacognition skills of English language education students, one of which is by seeing the results of the level of student activity while studying. This research is aimed to find out the student’s activity by using POGIL technique through learning activities of Lesson Study. The research question of this article is how to increase student learning activities with the POGIL technique through LSLC? This research is descriptive statistical analysis. The populations in this research are 25 university students who take English Education Course. The data collecting technique was done by using questionnaire. After data collecting,  normality testing was done by using Shapiro-Wilk testing (because the population is less than 100) with signification degree  α = 5%, followed by T one-sample test.According to data processing result done by using SPSS version 25, it is concluded that the average is 82,24 and deviation standard is 4,47. Then the normality test is applied and we get Sig. for 0,549, because the amount of Sig. is more than 0,05 so that data has normal distribution. Then T one-sample test is applied, and we get tcount=1,734 at the significant level 5%. The number of  ttable got from t distribution table with dk=25 is 1,708. So, according to the result of data processing and t distribution table, it is known that the score of tcount=1,734 > ttable=1,708 at the significant degree 5%. It can be concluded that by POGIL technique application through Lesson Study activity, 80% students become more active in learning activity process at the class.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

scholarly journals PENERAPAN STRATEGI PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA

2019 ◽  
Vol 4 (2) ◽  
pp. 17
Author(s):  
Nia Junita Yusuf ◽  
Herdini Herdini ◽  
Radjawali Usman Rery
Keyword(s):  
Inquiry Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Randomized Control ◽  
Process Oriented

Penelitian ini bertujuan untuk mengetahui peningkatan prestasi belajar peserta didik dengan penerapan strategi process oriented guided inquiry learning (POGIL) pada pokok bahasan senyawa hidrokarbon. Penelitian ini dijalankan di kelas XI SMA Negeri 10 Pekanbaru. Metode penelitian yang digunakan adalah eksperimen dengan desain penelitian randomized control group pretest-posttest. Instrumen penelitian berupa soal pilihan ganda materi senyawa hidrokarbon yang telah diuji validitas dan reliabilitasnya (r = 0,953). Sampel dalam penelitian ini terdiri atas kelas eksperimen (n = 36) dan kelas kontrol (n = 35) sebagai kelas kontrol. Kelompok eksperimen diberi perlakuan dengan penerapan strategi POGIL, sedangkan kelompok kontrol tanpa penerapan strategi POGIL. Analisa data dilakukan menggunakan uji-t pihak kanan. Berdasarkan hasil analisis data diperoleh thitung > ttabel (3,07 ˃ 1,67) dengan α = 0,05, dk = 69 sehingga dapat disimpulkan bahwa penerapan strategi POGIL dapat meningkatkan prestasi belajar peserta didik pada pokok bahasan senyawa hidrokarbon.

scholarly journals Pengembangan Bahan Ajar Kimia berbasis Integrasi Islam-Sains materi Minyak Bumi sebagai Implementasi Pendidikan Karakter

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Ana Faeha ◽  
Abdul Wahid ◽  
Wirda Udaibah
Keyword(s):  
Inquiry Learning ◽  
Multiple Level ◽  
Guided Inquiry ◽  
Process Oriented ◽  
Class E

<p class="E-JournalAbstractBodyIndo"><em>Rendahnya hasil belajar peserta didik pada materi hidrolisis khususnya pada level mikroskopik dan proses pembelajaran yang masih menggunakan metode pembelajaran konvensional di MA Uswatun Hasanah, sehingga dilakukan penelitian ini. Model POGIL (Process Oriented Guided Inquiry Learning) bermuatan Multiple Level Representation diharapkan dapat mengetahui tingkat penguasaan konsep dan retensi peserta didik MA Uswatun Hasanah pada materi hidrolisis. Metode: Penelitian ini menggunakan satu sampel untuk memperoleh data penelitian yaitu kelas XI jurusan IPA. Data penelitian diperoleh dengan metode dokumentasi untuk mendapatkan daftar nama-nama peserta didik kelas XI jurusan IPA MA Uswatun Hasanah dan metode tes untuk memperoleh data hasil belajar peserta didik yang diperoleh dari nilai pretest, posttest, dan retest. Hasil penelitian : Penelitian ini menunjukkan bahwa pembelajaran melalui model POGIL bermuatan Multiple Level Representation dapat meningkatkan tingkat penguasaan konsep dan retensi peserta didik kelas XI IPA MA Uswatun Hasanah. Terdapat 30% peserta didik mengalami peningkatan penguasaan konsep kategori tinggi, 40% peserta didik mengalami peningkatan penguasaan konsep kategori sedang, dan 30% mengalami peningkatan penguasaan konsep kategori rendah. Adapun tingkat retensi peserta kelas XI IPA MA Uswatun Hasanah adalah 92,7% yang tergolong tinggi. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa Pembelajaran dengan menggunakan model POGIL bermuatan Multiple Level Representation dapat meningkatkan tingkat penguasaan konsep dan retensi peserta didik kelas XI IPA MA Uswatun Hasanah.</em></p>

scholarly journals The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 1-14
Author(s):  
Triyo Supriyatno ◽  
Dirga Ayu Lestari ◽  
Ulfa Utami
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Guided Inquiry ◽  
Learning Models ◽  
Model Learning ◽  
Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

scholarly journals Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes

2020 ◽  
Author(s):  
Dilhara Liyanage ◽  
Stanley M. Lo ◽  
Sally S. Hunnicutt
Keyword(s):  
Physical Chemistry ◽  
Graph Theory ◽  
Student Engagement ◽  
Inquiry Learning ◽  
Cognitive Engagement ◽  
Guided Inquiry ◽  
Student Interactions ◽  
Process Oriented ◽  
Student Discussion

A novel methodology has been developed to capture student interactions and engagement modes by mapping their discourse in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry courses using graph theory and a modified ICAP (Interactive, Constructive, Active, Passive) framework. This work provides a deeply contextualized description of student teamwork in a POGIL setting with triangulation of data from talk-turn tracking and coding of student engagement. Graphs of student discussions in teams were constructed for 17 students in five teams in two courses taught by different instructors. Combined with the modified ICAP framework, our data illustrate the amount, extent, and quality of discussion along with students’ cognitive engagement. Specific facilitation strategies used by instructors appear to correlate with improved student discussion and interactivity. Such strategies include providing responsive versus prepared lectures and requiring students to publicly share their thinking.

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