The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Students' Concepts Mastery

Aug 28, 2026

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The study determines the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on students’ concept mastery in SMAN 6 Mataram for the topic of harmonious vibration. A quasi-experimental design with a pretest–posttest control group is used. Participants include students in class X MIA, selected purposively with class X MIA 1 as the experimental group and class X MIA 3 as the control group. Concept mastery is measured using a 25-item multiple-choice test, analyzed via t-test at a 5% significance level. Results show t-count (2.482) exceeds t-table (2.020), rejecting H0 and accepting Ha.

LanguageEnglish

CategoryExam

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Background of physics concept mastery challenges

Conventional teaching dominance and its impact

Rationale for using the POGIL model

Inquiry learning process and group work approach

The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Students' Concepts Mastery Ni Wayan Erisca Pradiyanasari1) , Ni Nyoman Sri Putu Verawati1*) , Aris Doyan1) 1)Department of Physics Education, Mataram University, Indonesia *Corresponding Author Email: [veyra@unram.ac.i](veyra@unram.ac.id)[d](veyra@unram.ac.id) Article History Received: March 2020 Accepted: April 2020 Published: June 2020 Key Words POGIL model; concept mastery How to cite this article? Abstract This study aims to determine the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on the students’ concept mastery in SMAN 6 Mataram, subject matter of harmonious vibration. This study is a quasiexperimental research with a pretest-posttest control group design. The population was all students of class X MIA at SMAN 6 Mataram in the 2018/2019 academic year totaling 172 students, with purposive sampling technique obtained by class X MIA 1 as an experimental class and class X MIA 3 as a control class. The concept mastery test instrument uses multiple choice questions totaling 25 items. The concept mastery data obtained were analyzed using t-test with a significance level (α) of 5% . Hypothesis test results indicate that the t-count is greater than t-table that is 2.482 is greater than 2.020, so that H0 is rejected and Ha is accepted. Thus, there is an effect of the Process Oriented Guided Inquiry Learning (POGIL) model on students' concept mastery. Pradiyanasari, N. , Verawati, N. , & Doyan, A. (2020) . The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Students' Concepts Mastery. Lensa: Jurnal Kependidikan Fisika, 8(1), 25-30. doi:[https://doi.org/10.33394/j-lkf.v8i1.2776](https://doi.org/10.33394/j-lkf.v8i1.2776) INTRODUCTION Physics is a part of science that is essentially a collection of knowledge, ways of thinking, and inquiry. Physics is not only a collection offacts, concepts, or principles, but also a process of discovery and prospects for further development in applying it in everyday life. According to Suranti et al (2016), physics is a lot of lessons in the form of equations and some abstract concepts so it is difficult to understand. The abstract concept of physics often becomes an obstacle for teachers in delivering material to students, so students are not optimal in understanding the concepts explained by the teacher. This certainly has an impact on students 'learning interest in receiving physics lessons which causes low mastery of students' concepts to solve a problem. Umam et al (2012) states that mastery of concepts becomes very important for students because this is an indicator that students have fully understood what has been taught, not just memorizing, so that later mastery of this concept can help students in solving physical problems which is not only in learning at school, but also in everyday life. Silaban (2014) defines concept mastery as an effort that students must do in recording and transferring back a number of information from a particular subject matter that can be used in solving problems, analyzing, interpreting on a particular event. Through the ability to master the concepts of good physics will help students in solving problems faced. Initial observations were made through interviews with physics subject teachers and students at SMAN 6 Mataram. Based on observations, information is obtained that physics is often considered a difficult subject, too many formulas, and boring. The physics learning process that has taken place so far is still dominated by conventional learning , where at the time the learning takes place it is still centered only on the teacher (teaching center), relying on the use of lecture methods so that students just sit, listen, and record whatever is conveyed by the teacher without participate in expressing their opinions. Therefore, students have a tendency to memorize formulas rather than mastering concepts. Ef

FAQs

What is the objective of the study?

To determine the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on students’ concept mastery in harmonious vibration.

What research design and sampling method are used?

A quasi-experimental pretest–posttest control group design is applied, using purposive sampling to select class X MIA 1 (experimental) and class X MIA 3 (control).

How is concept mastery measured and analyzed?

Concept mastery is assessed with a 25-item multiple-choice test, and the data are analyzed using a t-test at a 5% significance level.

Aug 28, 2026

Upload by Rizky