Cover Image

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

Dandy Furqani, Selly Feranie, Nanang Winarno

Abstract


Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

Full Text:

DOWNLOAD PDF

References


Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A Taxonomy For Learning, Teaching, and Assessing: A Revision Of Bloom’s Taxonomy of Educational Objectives, Abridged Edition. White Plains, NY: Longman.

Cholisoh, L., S. Fatimah, & F. Yuniasih. (2015). Critical Thinking Skills in Integrated Science Learning Viewed from Learning Motivation. Jurnal Pendidikan Fisika Indonesia, 11(2), 134-141.

Clark, Donald. (2015, January 12). Bloom's Taxonomy of Learning Domains: The Cognitive Domain. Retrieved on November 9, 2016, from http://www.nwlink.com/~donclark/hrd/bloom.html

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to Design and Evaluate Research in Education. New York: Mc. Graw Hill

Hake, R.R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA, 91367 USA.

Hamalik, O. 2009. Psikologi Belajar dan Mengajar (6th edition). Bandung: PT Grasindo.

Hilario, J.S. (2015). The Use of Predict-Observe-Explain-Explore (POEE) as a New Teaching Strategy in General Chemistry-Laboratory. International Journal of Education and Research, 2(3), 38-39.

Indonesian Ministry of Education and Culture. (2015). Republic of Indonesia Government Regulation No. 19 Year 2005 About National Standard of Education. Jakarta: Kemendikbud.

Johnson, E. B. (2010). Menjadikan Kegiatan Belajar-Mengajar Mengasyikkan dan Bermakna (Indonesian Translation from the original Contextual Teaching & Learning: What It Is and Why It’s Hero To Stay). Bandung: Penerbit Kaifa.

Kala, N., Yaman, F. & Ayas, A. (2012). The Effectiveness of Predict–Observe–Explain Technique in Probing Students’ Understanding about Acid-Base Chemistry: A Case for The Concepts of pH, pOH, And Strength. International Journal of Science and Mathematics Education, 11(1), 570-571.

Kibirige, I., Osodo, J. & Tlala, K.M. (2014). The Effect of Predict-Observe-Explain Strategy on Learners’ Misconceptions about Dissolved Salts. Mediterranean Journal of Social Sciences, 5(4), 301-304.

Nana, Sajidan, Akhyar, M., & Rochsantiningsih, D. (2014). The Development Of Predict, Observe, Explain, Elaborate, Write, And Evaluate (POE2WE) Learning Model In Physics Learning At Senior Secondary School. Journal of Education and Practice, 5(19), 57-58.

Paul, R.W., & Elder, L. (2009). The Miniature Guide to Critical Thinking Concepts & Tools (6th Edition). CA: The Foundation for Critical Thinking.

Pratama (2012) Hubungan antara Kecenderungan Berpikir Kritis Dengan Indeks Prestasi Kumulatif (IPK) Mahasiswa Prodi Dokter FK UNDIP. Report of research. Universitas Diponegoro, Semarang.

Slavin (1997). Educational Psychology Theory and Practice, Fifth Edition. Boston: Allin and Bacon.

Ulfah, Q.N., Asim & Parno (2014). Penerapan Model Pembelajaran Poe (Predict-Observe-Explain) Untuk Meningkatkan Kemampuan Berpikir Kritis dan Motivasi Belajar Siswa Kelas X-Mia 4 Sma N 6 Malang dalam Materi Fisika Kalor. Universitas Negeri Malang, Malang.

Wardani, T. B., & Winarno, N. (2017). Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students' Understanding About Nature of Science (NOS). Journal of Science Learning, 1(1), 28-35.

Wardatun, H., Dwiastuti, S. & Karyanto, Puguh (2015). The Influence of Predict Observe Explain Write Towards of Critical Thinking Skills and in X Degree SMA N 2 Sukoharjo in academic year on 2012/2013. Universitas Sebelas Maret, Surakarta.

White, R., & Gunstone, R. (2014). Prediction-Observation-Explanation. Probing Understanding, 4. Routledge, 2014.

Wijaya, C. (2007). Pendidikan Re-medial Sarana Pengembangan Mutu Sumber Daya Manusia. Bandung: Remaja Rosdakarya.

Zulaeha, I.W., Darmadi & K. Werdhiana (2014). Pengaruh Model Pembelajaran Predict, Observe And Explain terhadap Keterampilan Proses Sains Siswa Kelas X Sma Negeri 1 Balaesang. Universitas Tadulako, Palu.




DOI: https://doi.org/10.17509/jsl.v2i1.12879

Refbacks

  • There are currently no refbacks.




Copyright (c) 2018 Journal of Science Learning

License URL: https://creativecommons.org/licenses/by-sa/4.0/


Published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
2021