Process Oriented Guided Inquiry Learning (POGIL): Its Effectiveness in Increasing Students' Scientific Literacy Skills in Plant Physiology Course

Yennita; Fitri Astriawati; Dewi Jumiarni

doi:10.22236/jbes/13008

Yennita, Fitri Astriawati, Dewi Jumiarni

https://doi.org/10.22236/jbes/13008

Issue
Vol. 8 No. 1 (2024): BIOEDUSCIENCE

Submitted
26 October 2023

Published
30 April 2024

Keywords:

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Abstract

Background: Today, the main goal of science learning is to create a scientifically literate society by understanding mathematics, physics, chemistry, biology, and technology. Therefore, this research aims to determine the effectiveness of the process-oriented guided inquiry learning (POGIL) model in improving students' scientific literacy skills in a Plant Physiology course. Methods: This study was a quasi-experiment using a control group pre-test and post-test design with 32 students as research subjects. Data collection techniques used tests and research data were analyzed using a one-way ANCOVA statistical test. Results: The results showed a significant difference in scientific literacy skills between the control and experimental classes by controlling for students' initial scientific literacy [F(1,61) = 1977.228, p < 0.001], effect size np² = 0.97. Conclusions: Therefore, the POGIL model is highly effective in increasing students' scientific literacy skills in the Plant Physiology Course.

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Authors

Yennita

Biology Education Programme, Faculty of Teacher Training and Education, Universitas Bengkulu, Muara Bangkahulu, Bengkulu, Indonesia

Fitri Astriawati

Biology Education Programme, Faculty of Teacher Training and Education, Universitas Jambi, Muaro Jambi, Jambi, Indonesia

fitriastriawati@unja.ac.id (Primary Contact)

Dewi Jumiarni

Biology Education Programme, Faculty of Teacher Training and Education, Universitas Bengkulu, Muara Bangkahulu, Bengkulu, Indonesia

Yennita, Astriawati, F., & Jumiarni , D. (2024). Process Oriented Guided Inquiry Learning (POGIL): Its Effectiveness in Increasing Students’ Scientific Literacy Skills in Plant Physiology Course. BIOEDUSCIENCE, 8(1). https://doi.org/10.22236/jbes/13008