The Predict-Observe-Explain Model: Is It Effective to Improve Science Process Skills?

Fauzan Kurniawan*, Djukri Djukri, Nukhbatul Bidayati Haka

Abstract


Science process skills are one of the demands of new skills needed by students in the 21st century. One of the learning models that can sharpen science process skills is the predict-observe-explain (POE) model. Heretofore, research related to science process skills with POE model in understanding human digestive system material is still minimal. Therefore, this research needs to be done. This study aimed to analyze the effect of the POE model on improving students'  science process skills. This study used a quasy experiment, and research design of the matching only pretest-posttest design. This study's population was all VIII students of SMP Negeri 19 Bandar Lampung, Lampung, Indonesia, in 2020/2021 academic. The sample in this study used a cluster random sampling technique, so that this study used 60 students as the research sample. Data collection techniques in the form of tests and observation sheets of science process skills. Data analysis in this study consisted of two, namely the N-Gain test and hypothesis testing using the independent samples t-test test. The results showed that the results of the N-Gain test in the experimental class were 0.66 (medium category), while the control class is a score of 0.34 (medium category). Meanwhile, The results of the research on the independent samples t-test on science process skills are the sig value. 0.000, p<0,05. This implies that POE model facilitates in improving students' science process skills on human digestive system


Keywords


Predict-observe-explain model, science process skills, human digestive system

Full Text:

PDF

References


Adebayo, F., & Olufunke, B. T. 2015. Generative and Predict-Observe-Explain Instructional Strategies: Towards Enhancing Basic Science Practical Skills of Lower Primary School Pupils. International Journal of Elementary Education, 4(4): 86–92.

Alfiyanti, I. F., Jatmiko, B., & Wasis. 2020. The Effectiveness of Predict Observe Explain (POE) Model with PhET to Improve Critical Thinking Skills of Senior High School Students. Studies in Learning and Teaching, 1(2): 76–85.

Algiranto, Sarwanto, & Marzuki, A. 2019. The development of students worksheet based on Predict, Observe, Explain (POE) to improve students’ science process skill in SMA Muhammadiyah Imogiri. Journal of Physics: Conference Series, 1153(1).

Arslan, M., & Emre, İ. 2020. The Effect of Predict-Observe-Explain Strategy on Students’ Academic Achievement, Scientific Process Skills and Attitude towards Science. Inonu University Journal of the Graduate School of Education, 7(4): 81–89.

Arsy, H. I., Priyono, A., Prasetyo, B., & Subali, B. 2020. Predict-Observe-Explain Strategy with Group Investigation Effect on Students’ Critical Thinking Skills and Learning Achievement. Journal of Primary Education, 9(1): 75–83.

Artun, H., Durukan, A., & Temur, A. 2020. Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25(6): 5477–5498.

Ayvaci, H. S. 2013. Investigating The Predict-Observe-Explain Strategy on Teaching Photo Electricity. Journal of Baltic Science Education, 12(5): 548–564.

Baydere, F. K., Ayas, A., & Çalik, M. 2020. Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws. Journal of the Serbian Chemical Society, 85(4): 559–573.

Darmaji, D., Kurniawan, D. A., & Irdianti, I. 2019. Physics education students’ science process skills. International Journal of Evaluation and Research in Education, 8(2): 293–298.

Fathonah, F. S. 2016. Penerapan Model Poe (Predict-Observe-Explain) Untuk Meningkatkan Keterampilan Membaca Pemahaman Siswa Kelas Iv Sekolah Dasar. Jurnal Pendidikan Guru Sekolah Dasar, 1(1): 171–178.

Gumilar, R. P., Wardani, S., & Lisdiana. 2019. The Implementation of Guided Inquiry Learning Models on The Concept Mastery, Scientific Attitude, and Science Process Skill. Journal of Primary Education, 9(2): 148–154.

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. 2017. Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23(1): 25–41.

Harahap, F., Nasution, N. E. A., & Manurung, B. 2019. The effect of blended learning on student’s learning achievement and science process skills in plant tissue culture course. International Journal of Instruction, 12(1): 521–538.

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.

Hsiao, H. S., Chen, J. C., Hong, J. C., Chen, P. H., Lu, C. C., & Chen, S. Y. 2017. A five-stage prediction-observation-explanation inquiry-based learning model to improve students’ learning performance in science courses. Eurasia Journal of Mathematics, Science and Technology Education, 13(7): 3393–3416.

Juhji, J., & Nuangchalerm, P. 2020. Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1): 1–16.

Kurniawan, F., & Djukri. 2022. Enhancing Science Process Skills and Self-Regulation : Is It Better To Use Inquiry Interactive Demonstration Model ?. Jurnal Pendidikan Progresif, 12(2): 881–897.

Nasution, N. F. 2016. Pengaruh Model Predict-Observe-Explain (POE) Melalui Metode Eksperimen Terhadap Keterampilan Proses Sains. Jurnal Education and Development STKIP Tapanuli Selatan, 3(3): 18–24.

Nuangchalerm, P., & El Islami, R. A. Z. 2018. Comparative study between Indonesian and Thai novice science teacher students in content of science. Journal for the Education of Gifted Young Scientists, 6(2): 23–29.

Nuzulia, Adlim, & Nurmaliah, C. 2017. Relevansi Kurikulum Dan Keterampilan Proses Sains Terintegrasi Mahasiswa Kimia, Fisika, Biologi Dan Matematika. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 5(1): 120–126.

Özdemir, H., Bağ, H., & Bilen, K. 2011. Effect of Laboratory Activities Designed Based on Prediction-Observation -Explanation (POE) Strategy on Pre-Service Science Teachers’ Understanding of Acid- Base Subject. Western Anatolia Journal of Educational Sciences, 169–174.

Pane, A. N., Nyeneng, I. D. P., & Distrik, I. W. 2020. The Effects Predict Observe Explain Learning Model Against Science Process Skills Of High School Students. 11(1): 111–119.

Patterson, A., Roman, D., Friend, M., Osborne, J., & Donovan, B. 2018. Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education, 40(3): 291–307.

Permatasari, B., Putu Nyeneng, I. D., & Wahyudi, I. 2019. Pengembangan LKPD Berbasis POE untuk Pembelajaran Fisika Materi Momentum dan Impuls SMA. Jurnal Pembelajaran Fisika, 4(2): 70–81.

Rahayu, P., Widiyatmoko, A., & Hartono. 2015. Penerapan strategi POE (Predict-Observe-Explain) dengan metode learning journals dalam pembelajaran IPA untuk meningkatkan pemahaman konsep dan keterampilan proses sains. Unnes Science Education Journal, 4(3): 1014–1021.

Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. 2018. Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills. Journal of Management Education, 42(1): 80–103.

Scott, C. L. (2015). The Futures of Learning 2: What Kinds of Learning For 21st Century. Unesco, 1, 1–14.

Sreerekha, S., Raj, A. R., & Sankar, S. 2016. Effect of Predict-Observe-Explain Strategy on Achievement in Chemistry of Secondary School Students. International Journal of Education & Teaching Analytics, 1(1): 1–5.

Stehle, S. M., & Peters-Burton, E. E. 2019. Developing student 21 st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39): 2–15.

Subali, B. 2017. Metodelogi Penelitian Pendidikan Biologi dan Pendidikan Sains Pada Umumnya. Yogyakarta: UNY Press.

Syamsiana, F., Suyatno, & Taufikurohmah, T. 2018. The Effectiveness of Using POE (Predict-Observe-Explain) Strategy On Students’ Learning Result of Reaction Rate Chapter In SMA. Jurnal Penelitian Pendidikan Sains, 7(2): 1507–1512.

Syukri, M., Yanti, D. A., Mahzum, E., & Hamid, A. 2021. Development of a PjBL Model Learning Program Plan based on a STEM Approach to Improve Students’ Science Process Skills. Jurnal Penelitian Pendidikan IPA, 7(2): 269–274.

Tawil, M., & Liliasari. 2014. Keterampilan-Keterampilan Sains dan Implementasinya Dalam Pembelajaran IPA. Makassar: Universitas Negeri Makassar.

Wardani, I., & Djukri, D. 2019. Teaching Science Process Skill Using Guided Inquiry Model With Starter Experiment Approach: An Experimental Study. Jurnal Pendidikan Biologi Indonesia, 5(2): 277–284.

Wijayaningputri, A. R., Widodo, W., & Munasir. 2018. The Effect of Guided-Inquiry Model On Science Process Skills Indicators. Jurnal Penelitian Pendidikan Sains, 8(1): 1542–1546.

Yulianti, S. H., Juanengsih, N., & Mardiati, Y. 2018. POE Learning Model: The Effect On Student Science Process Skills On The Coordination System Concept. Jurnal Penelitian Pendidikan Sains, 8(7): 1547–1552.

Yulianto, E., A.Sopyan, & Yulianto, A. 2014. Penerapan Model Pembelajaran POE (Predict-Observe-Explain) untuk Meningkatkan Kemampuan Berpikir Kritis dan Kognitif Fisika SMP. UPEJ (Unnes Physics Education Journal), 3(3): 1–6.

Zeidan, A. H., & Jayosi, M. R. 2015. Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World Journal of Education, 5(1): 13–24.

Zulaeha, Z., Darmadi, I. W., & Werdhiana, K. 2014. Pengaruh Model Pembelajaran Predict, Observe And Explain terhadap Keterampilan Proses Sains Siswa Kelas X Sma Negeri 1 Balaesang. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 2(2): 1–8.




DOI: https://doi.org/10.24815/jpsi.v10i4.26172

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Fauzan Kurniawan, Djukri Djukri


Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)

ISSN 2338-4379  (print) | 2615-840X (online)
Organized by Universitas Syiah Kuala 
Published by Master of Science Education Study Program Graduate School Universitas Syiah Kuala, Banda Aceh, Indonesia
Website : http://jurnal.usk.ac.id/jpsi
Email     : jpsi@usk.ac.id

  

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.