The Effectiveness of Predict Observe Explain (POE) Model with PhET to Improve Critical Thinking Skills of Senior High School Students
Abstract
This study is aimed to determine the effectiveness of predict observe explain (POE) model with PhET to improve critical thinking skills of senior high school students. The sample used was the grade eleven students of SMA N 18 Surabaya consist of 60 students. This type of research was pre-experimental with one group pre-test post-test design. Research data is obtained from the result of pre-test and post-test of students' critical thinking skills and responses after learning activity. Data analysis techniques used N-gain and Wilcoxon test. The result of the study shows that the score of students' critical thinking skills in grade eleven of Group 1 and Group 2 increase after the implementation of predict observe explain (POE) learning model with PhET and both of them present positive responses to the learning component and show a good interest. Based on the data analysis result, it can be concluded that predict observe explain (POE) model with PhET is effective to use to improve the critical thinking skills of senior high school students.
Downloads
References
Adibayo, F., & Olufunke, B. T. (2015). Generative and predict-observe-explain instructional strategies; towards enhacing basic science practical skills of lower primary school pupils. International Journal of Elementary Education, 4(4), 86-92
Agustina, M., Yushardi, Y., & Lesmono, A. D. (2018). Analisis Penguasaan Konsep-Konsep Teori Kinetik Gas Menggunakan Taksonomi Bloom Berbasis Hots Pada Siswa Kelas Xi Ipa Di Man Jember. Jurnal pembelajaran fisika, 7(4), 334-340.
Akpınar, E. (2014). The use of interactive computer animations based on POE as a presentation tool in primary science teaching. Journal of Science Education and Technology, 23(4), 527-537.
Ayvacı, H. Ş. (2013). Investigating the effectiveness of predict-observe-explain strategy on teaching photo electricity topic. Journal of Baltic Science Education, 12(5), 548.
Awalia, V., Sitompul, S. S., & Hamdani, H. (2016). Remediasi Miskonsepsi Peserta Didik SMP Tentang Cermin Datar Menggunakan Strategi Prediction, observation, And Explanation. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 5(6), 1-14.
Banawi, A., Sopandi, W., Kadarohman, A., & Solehuddin, M. (2019). Prospective Primary School Teachers' Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy. International Journal of Instruction, 12(3), 359-374.
Chang, J. L., Chen, C. C., Tsai, C. H., Chen, Y. C., Chou, M. H., & Chang, L. C. (2013). Probing and Fostering Students’ Reasoning Abilities with a Cyclic Predict-Observe-Explain Strategy. In Chemistry Education and Sustainability in the Global Age , 49-57.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48
Cinici, A., & Demir, Y. (2013). Teaching through cooperative POE tasks: A path to conceptual change. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(1), 1-10.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 2007(1), 1-23.
Fahim, M., & Pezeshki, M. (2012). Manipulating critical thinking skills in test taking. International Journal of Education, 4(1), 153.
Ferty, Z. N., Wilujeng, I., & Kuswanto, H. (2019). Enhancing Students’ Critical Thinking Skills through Physics Education Technology Simulation Assisted of Scaffolding Approach. In Journal of Physics: Conference Series, 1233(1), 012062.
Furqani, D., Feranie, S., & Winarno, N. (2018). The Effect of Predict-Observe-Explain (POE) Strategy on Students' Conceptual Mastery and Critical Thinking in Learning Vibration and Wave. Journal of science learning, 2(1), 1-8.
Ganasen, S., & Shamuganathan, S. (2017). The effectiveness of physics education technology (PhET) interactive simulations in enhancing matriculation students’ understanding of chemical equilibrium and remediating their misconceptions. In Overcoming students' misconceptions in science, 157-178.
Hairida, H. (2016). The effectiveness using inquiry based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209-215.
Hake, R. (2004). Design-based research: A primer for physics-education researchers. American Journal of Physics, 1-35.
Hermita, N., Dewi, R., Alpusari, M., Noviana, E., Kurniaman, O., Antosa, Z., & Putra, E. D. (2019). Improvement of Elementary School Critical Thinking Skills Through the POE Learning Model (Predict-Observe-Explain) on Natural Resource Material. In Journal of Physics: Conference Series, 1351(1), 012076
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, 3(2),37-48.
Hsu, C. Y., Tsai, C. C., & Liang, J. C. (2011). Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493.
Kapelle, N. R., Jatmiko, B., Munasir, M., & Wenno, I. H. (2019). Development of PhET-Aid-Based Inquiry Learning Devices to Improve Student Critical Thinking Skills. International Journal of Multicultural and Multireligious Understanding, 6(5), 980-990.
Karamustafaoğlu, S., & Mamlok-Naaman, R. (2015). Understanding electrochemistry concepts using the predict-observe-explain strategy. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 923-936
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), 300-310.
Mahanal, S., Zubaidah, S., Bahri, A., & Syahadatud Dinnurriya, M. (2016). Improving students' critical thinking skills through Remap NHT in biology classroom. In Asia-Pacific Forum on Science Learning & Teaching, 17(2), 1–19.
Muri, Y. (2015). Assesmen dan Evaluasi Pendidikan. Jakarta: Kencana.
Nana, S., 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. Development, 5(19), 56-65.
Organisation for Economic Co-operation and Development. (2019). Programme For International Student Assessment (PISA) Results From PISA 2018. PISA: OECD Publishing.
Panjaitan, M. B., Nur, M., & Jatmiko, B. (2015). Model pembelajaran sains berbasis proses kreatif-inkuiri untuk meningkatkan berpikir kreatif dan pemahaman konsep siswa SMP. Jurnal Pendidikan Fisika Indonesia, 11(1), 8-22,
Prabowo. (2011). Metodologi Penelitian (Sains dan Pendidikan Sains). Surabaya: Unesa University Press.
Prima, E., Putri, A. R., & Rustaman, N. (2018). Learning Solar System Using PhET Simulation to Improve Students' Understanding and Motivation. Journal of Science Learning, 1(2), 60-70.
Ramadan, E. M., & Astuti, D. P. (2020). Application of e-handout based on PhET simulation to improve critical thinking skills and learning independence of high school students. In Journal of Physics: Conference Series, 1440(1), 012025.
Rini, A. P., Suryani, N., & Fadhilah, S. S. (2018). Development of Predict Observe Explain (POE)-based Thematic Teaching Materials. Al-Ta lim Journal, 25(3), 206-215
Rostina, S. (2014). Statistika Penelitian Pendidikan. Bandung: Alfabeta.
Salame, I. I., & Samson, D. (2019). Examining the Implementation of PhET Simulations into General Chemistry Laboratory. International Journal of Environmental and Science Education, 14(4), 207-217.
Saputri, A. C. (2019). Improving Students' Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model. International Journal of Instruction, 12(1), 327-342.
Slavin, R.E. (2011). Educational psychology, theory and practice. Boston: Person Education.
Suprapto, N. (2016). What should educational reform in Indonesia look like?-Learning from the PISA science scores of East-Asian countries and Singapore. In Asia-Pacific Forum On Science Learning & Teaching, 17(2), 1-21.
Taqwa, M. R., & Putra, G. S. (2017). Kajian Efektifitas Penggunaan Model POE berintegrasi PhET pada Topik Kelistrikan. Prosiding Seminar Nasional Pendidikan. Universitas Muhammadiyah Gresik: 42-52.
Teleb, H. M., & Chadwick, C. (2016). Enhancing students critical thinking skill and analytical thinking skill at the higher education level in developing countries:case study in Dubai. Journal of Education and Instructional Studies in the World, 6(1), 67-77.
Teo, T. W., Yan, Y. K., & Goh, M. T. (2016). Using prediction-observation-explanation revision to structure young children’s learning about floating and sinking. The Journal of Emergent Science, JES, 10, 12-23.
Ulfah, Q. N., Asim, & Parno. (2014). Penerapan Model Predict Observe Explain (POE) untuk Meningkatkan Kemampuan Berpikir Kritis Siswa kelas XI MIA 4 SMA N 6 Malang Dalam Materi Fisika Kalor. Malang: Universitas Negeri Malang.
Wahyuni, S. (2015). Pengembangan Petunjuk Praktikum IPA untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMP. Jurnal Pengajaran MIPA, 20(2), 196-203.
Widoyoko. (2015). Evaluasi Progam Pembelajaran: Panduan Praktis bagi Pendidik dan Calon Pendidik. Yogyakarta: Pustaka Pelajar.
Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225-227.
Yulianti. (2012). Penerapan model pembelajaran POE (Predict Observe Explain) untuk meningkatkan penguasaan konsep dan berpikir kritis siswa pada subkonsep pencemaran air. Jakarta: Universitas Pendidikan Indonesia.
Copyright (c) 2020 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
