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The Impact of Process-Oriented Guided Inquiry Learning (POGIL) on Student Learning Outcomes: A Quasi-Experimental Study in an Indonesian Tourism Vocational School
Abstract
Active learning has become an essential component of vocational hospitality education due to its ability to promote student engagement and develop practical competencies. Despite its growing adoption, the impact of Process Oriented Guided Inquiry Learning (POGIL) on students' service performance in hospitality settings has not been sufficiently investigated. This study aims to evaluate the effectiveness of POGIL in improving cognitive, psychomotor, and affective competencies of students in a Front Office course at Lembang Tourism Development Vocational School, Indonesia. A quasi-experimental design was employed with 62 eleventh-grade students assigned to either an experimental group receiving POGIL-based instruction or a control group taught through conventional methods. Instructional materials for the experimental group included structured worksheets and collaborative inquiry tasks. Data collection instruments comprised a validated 37-item multiple-choice test, performance-based checklists, and attitude questionnaires, each meeting reliability and validity standards (Pearson r > 0.30; Cronbach’s α > 0.70). Data were analyzed using normality and homogeneity tests, followed by Wilcoxon Signed-Rank and Mann–Whitney U tests. Results showed a significantly higher normalized gain in the POGIL group (N-gain = 0.48) compared to the control group (N-gain = 0.21; p < 0.05), indicating that POGIL enhances both academic understanding and practical service skills. These findings suggest that integrating POGIL into vocational hospitality curricula can substantially improve students’ readiness for real-world service environments. In conclusion, the study highlights the need for systematic adoption of inquiry-based strategies in vocational training to foster holistic competence development.
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DOI: https://doi.org/10.17509/jpis.v35i1.94423
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