Innovative Strategies in Science Education: Implementing the POE Model to Enhance Elementary School Students' Science Process Skills

Reni Ramdayani(1*), Kurnia Marifatul Latifah(2), Yurniwati Yurniwati(3), Taofik Taofik(4),


(1) Elementary School Teacher Education, Faculty of Education, State University of Jakarta, Indonesia
(2) Elementary School Teacher Education, Faculty of Education, State University of Jakarta, Indonesia
(3) Elementary School Teacher Education, Faculty of Education, State University of Jakarta, Indonesia
(4) Elementary School Teacher Education, Faculty of Education, State University of Jakarta, Indonesia
(*) Corresponding Author

Abstract


Effective science learning is designed and implemented for students who experience pressure in Science Process Skills (SPS). Therefore, this study aims to analyze the use of the POE (Predict-Observe-Explain) learning model to improve the Science Process Skills of Elementary School students. The research method used is Classroom Action Research (CAR) with the Kemmis & Taggart model consisting of planning, action, observation, and reflection. Data collection techniques were carried out through observation and tests, with the number of research subjects being 27 (15 women and 12 men). Then the data were analyzed descriptively. The analysis results in cycle I indicate an average value of 62%. In cycle II, there was an increase with an average value of 85%; in cycle III, there was a more significant increase with an average value of 96%. From these results, the POE model effectively improves students' science process skills, so this study contributes to developing innovative and effective science learning approaches. Thus, the results of this study have an important impact on the world of education, showing that using the POE model with realistic media can improve students' science process skills. This study also provides a basis for further research to delve deeper into the application and effectiveness of the POE model in other learning contexts and with different variations of realistic media.

Keywords


Force, Motion, POE model, Realistic media, Science process skills

Full Text:

PDF

References


Aflah, A. N., Ananda, R., Surya, Y. F., Syafari, O., & Sutiyan, J. (2023). Upaya meningkatkan kemampuan berpikir kreatif menggunakan model project based learning pada siswa sekolah dasar. Autentik: Jurnal Pengembangan Pendidikan Dasar, 7(2), 57–69.

Agus Kurniawan, D., Purnama Wirayuda, R., Ardina Putri, W., Febri Setiya Rini, E., Aktapianti Br Ginting, A., & Ratnawati, T. (2023). Impact of science process skills on thinking skills in rural and urban schools. International Journal of Instruction, 16(2), 803–822. www.e-iji.net

Angelia, Y., Supeno, S., & Suparti, S. (2022). Keterampilan proses sains siswa sekolah dasar dalam pembelajaran ipa menggunakan model pembelajaran inkuiri. Jurnal Basicedu, 6(5), 8296–8303. https://doi.org/10.31004/basicedu.v6i5.3692

Bahtiar, Ibrahim, & Maimun. (2022). Analysis of students’ scientific literacy skill in terms of gender using science teaching materials discovery model assisted By Phet Simulation. Jurnal Pendidikan IPA Indonesia, 11(3), 371–386. https://doi.org/10.15294/jpii.v11i3.37279

Chen, J. C. (2022). Developing a cycle-mode POED model and using scientific inquiry for a practice activity to improve students’ learning motivation, learning performance, and hands-on ability. Interactive Learning Environments, 30(7), 1252–1264. https://doi.org/10.1080/10494820.2020.1716023

Çoruhlu, T. Ş., Çalık, M., Nas, S. E., & Bilgin, B. (2023). Improving science process skills of students with mild intellectual disabilities. Journal of Baltic Science Education, 22(2), 323–336. https://doi.org/10.33225/jbse/23.22.323

Creswell, J. W. (2008). Educational research: Planning, Conducting and evaluating, quantitative and qualitative research (3rd ed.). Pearson Education.

Damopolii, I., Keley, U., Rianjani, D. T., Nunaki, J. H., Nusantari, E., & Kandowangko, N. Y. (2020). Potential of inquiry-based learning to train student’s metacognitive and science process skill. Jurnal Ilmiah Peuradeun, 8(1), 83. https://doi.org/10.26811/peuradeun.v8i1.351

Den Otter, M. J., Dam, M., Juurlink, L., & Janssen, F. (2021). Two design principles for the design of demonstrations to enhance structure–property reasoning. Education Sciences, 11(9), 1–19. https://doi.org/10.3390/educsci11090504

Felitasari, A., & Rusmini, R. (2022). Development of e-worksheet assisted by liveworksheets to improve science process skills and collaboration on chemical equilibrium materials. Scientiae Educatia: Jurnal Pendidikan Sains, 11(1), 10-23. http://dx.doi.org/10.24235/sc.educatia.v11i1.10235

Firdaus, F., Subchan, W., & Narulita, E. (2020). Developing STEM-based TGT learning model to improve students’ process skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(3), 413–422. https://doi.org/10.22219/jpbi.v6i3.12249

Ghanbari, N., & Abdolrezapour, P. (2020). Group composition and learner ability in cooperative learning: A mixed-methods study. Tesl-Ej, 24(2), 1–18.

Hacıeminoğlu, E., Yıldız, N. G., & Şeker, R. (2022). Factors related to cognitive reasoning of pre-service teachers’ science process skills: role of experiments at home on meaningful learning. Sustainability (Switzerland), 14(13). https://doi.org/10.3390/su14137703

Halim, A., Mahzum, E., Yacob, M., Irwandi, I., & Halim, L. (2021). The impact of narrative feedback, e-learning modules and realistic video and the reduction of misconception. Education Sciences, 11(4), 1–14. https://doi.org/10.3390/educsci11040158

Hardiman, B., Reynolds, J., Pizzica, J., & Renshaw, A. (2022). Re-orientating experiences: Considerations for student development through virtual mobility in STEM. Journal of Applied Learning and Teaching, 5(1), 52–59. https://doi.org/10.37074/jalt.2022.5.1.20

Hariyanto, Amin, M., Mahanal, S., & Rohman, F. (2022). Analyzing the contribution of critical thinking skills and social skills on students’ character by applying discovery learning models. International Journal of Education and Practice, 10(1), 42–53. https://doi.org/10.18488/61.v10i1.2907

Idris, N., Talib, O., Razali, F., Kamaruddin, H., & Hassan, N. M. H. N. (2022). Undergoing science experiment in hybrid learning. ASM Science Journal, 17(1), 1–10. https://doi.org/10.32802/ASMSCJ.2022.1173

Astuti, I., Putra, I., & Bhakti, Y. (2018). Developing practicum module of particle dynamics based on scientific methods to improve students' science process skills. Scientiae Educatia: Jurnal Pendidikan Sains, 7(2), 183-196. http://dx.doi.org/10.24235/sc.educatia.v7i2.2513

Irwanto, I. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 23. https://doi.org/10.3926/jotse.1796

Lamanauskas, V. (2022). Natural science education in primary school: Some significant points. Journal of Baltic Science Education, 21(6), 908–910. https://doi.org/10.33225/jbse/22.21.908

Maryanto, A., & Mawartiningtyas, A. F. (2022). Development of science student worksheet based on predict-observe-explain (POE) to improve critical thinking skills for junior high school students. AIP Conference Proceedings, 1–6. https://doi.org/10.1063/5.0115932

Mulhayatiah, D., Kharisma, F. E., Junissetiawati, D., Yuningsih, E. K., & Pitriana, P. (2023). Science process skills through cores and papers analysis of pedagogical content knowledge. The 4th International Conference On Life Science And Technology (ICoLiST), 1–8. https://doi.org/10.1063/5.0118321

Murniarti, E., Solihatun, S., & Rangka, I. B. (2019). Assessing competency levels of students on learning of energy and weather concepts using partial credit model. Journal of Physics: Conference Series, 1318(1), 1–8. https://doi.org/10.1088/1742-6596/1318/1/012086

Mustofa, B., Mardiyana, & Slamet, I. (2022). Improving problem solving ability with predict observe explain learning module. AIP Conference Proceedings, 1–8. https://doi.org/10.1063/5.0117124

Nau, G., & Djalo, A. (2019). The effect of practical-based jigsaw strategy on science process skills of students. Scientiae Educatia: Jurnal Pendidikan Sains, 8(2), 196-206. http://dx.doi.org/10.24235/sc.educatia.v8i2.5168

Ndjangala, M. N. N., Abah, J., & Mashebe, P. (2021). Teachers’ views on challenges affecting learners’ performance in natural science. International Journal of Evaluation and Research in Education, 10(1), 48–56. https://doi.org/10.11591/ijere.v10i1.20732

Nurjanah, N., Cahyana, U., & Nurjanah, N. (2021). Pengaruh penerapan online project based learning dan berpikir kreatif terhadap keterampilan proses sains siswa kelas IV pada pelajaran IPA Di SD Nasional 1 Kota Bekasi. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 17(1), 51–58. https://doi.org/10.36456/bp.vol17.no1.a3161

Prabha, T., & Abdul Aziz, A. (2020). Effectiveness of using poly category mind map for vocabulary development. Arab World English Journal, 11(2), 214–231. https://doi.org/10.24093/awej/vol11no2.15

Rahmawati, T. A., Supardi, Z. A. I., & Hariyono, E. (2022). Pengembangan media pembelajaran interaktif berbasis video dengan model POE (Predict Observe Explain) untuk melatihkan keterampilan proses IPA siswa sekolah dasar. Jurnal Basicedu, 6(1), 1232–1242. https://doi.org/10.31004/basicedu.v6i1.2267

Rohmah, A. N., Sutama, S., Hidayati, Y. M., Fauziati, E., & Rahmawati, L. E. (2022). Planning for cultivation numerical literacy in mathematics learning for minimum competency assessment (AKM) in elementary schools. Mimbar Sekolah Dasar, 9(3), 503–516. https://doi.org/10.53400/mimbar-sd.v9i3.51774

Safira, C. A., Setyawan, A., & Citrawati, T. (2020). Identifikasi permasalahan pembelajaran ipa pada siswa kelas III SDN Buluh 3 Socah. Jurnal Pendidikan MIPA, 10(1), 1–11. https://doi.org/10.37630/jpm.v10i1.277

Sharma, A., & Buxton, C. (2018). The natural world and science education in the United States. In The Natural World and Science Education in the United States. https://doi.org/10.1007/978-3-319-76186-2

Sutadji, E., Susilo, H., Wibawa, A. P., Jabari, N. A. M., & Rohmad, S. N. (2021). Authentic assessment implementation in natural and social science. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090534

TAS, Erol, Guler, H. (2022). The Impact of the argumentation- flipped learning model on the achievements and scientific process skills of students Erol Taş Hatice Güler Jülide Sarigöl Filiz Demirci. Participatory Educational Research (PER), 9(November), 335–357.

Usman, M., I, I. N., Utaya, S., & Kuswandi, D. (2022). The Influence of JIGSAW Learning Model and Discovery Learning on Learning Discipline and Learning Outcomes. Pegem Egitim ve Ogretim Dergisi, 12(2), 166–178. https://doi.org/10.47750/pegegog.12.02.17

Utama, E. G., Lasmawan, I. W., & Suma, K. (2019). Pengaruh model pembelajaran POE (Predict, Observe and Explain) terhadap keterampilan proses sains siswa sd kelas v ditinjau dari keterampilan metakognitif. JPDI (Jurnal Pendidikan Dasar Indonesia), 4(2), 46. https://doi.org/10.26737/jpdi.v4i2.1364

Wang, W., Song, J., Fan, C., Li, Q., Ma, D., & Yin, W. (2023). Cross-sectional study of factors affecting the receipt of mental health education in older migrants in China. BMC Public Health, 23(1), 1–10. https://doi.org/10.1186/s12889-023-15287-6

Warju, W., Ariyanto, S. R., Soeryanto, S., Hidayatullah, R. S., & Nurtanto, M. (2020). Practical learning innovation: real condition video-based direct instruction model in vocational education. Journal of Educational Science and Technology (EST), 6(1), 79–91. https://doi.org/10.26858/est.v6i1.12665

Widodo, E., & Hazimah, A. (2022). Development of student worksheet based on learning cycle 7e to improve science skills of 7th grade junior high school students. AIP Conference Proceedings, 26(12), 1–8. https://doi.org/10.1063/5.0117383

Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology, 11(1), 1–12. https://doi.org/10.1186/s40359-023-01071-z

Zorluoğlu, S. L., Önder, E. Y., Timur, B., Timur, S., Güvenç, E., Özergun, I., & Özdemir, M. (2022). The Scope of science process skills and the 5e educational model in science education. Journal of Baltic Science Education, 21(6), 1101–1118. https://doi.org/10.33225/jbse/22.21.1101




DOI: 10.24235/sc.educatia.v12i1.13706

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Scientiae Educatia: Jurnal Pendidikan Sains indexed by:

       

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

Stat Counter (Link)

Â