Process Oriented Guided Inquiry Learning (POGIL): Its Effectiveness in Increasing Students' Scientific Literacy Skills in Plant Physiology Course
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Submitted
26 October 2023
Published
30 April 2024
Keywords:
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Process Oriented Guided Inquiry Learning, Scientific Literacy, Quasi-Experiment, Plant Physiology Pembelajaran Inkuiri Terbimbing Berorientasi Proses, Literasi Sains, Quasi Eksperimen, Fisiologi Tumbuhan
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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References
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Astriawati, F. & Djukri. (2019). Developing Chamilo-Based E-Learning in Environmental Change Material to Enhance Students' Scientific Literacy Skill. J. Phys.: Conf. Ser. 1397 012049, https://doi.org/10.1088/1742-6596/1397/1/012049
Becker, L. A. (2000). Effect Size (ES). In Dictionary of Statistics & Methodology.
Brion, C.L., Pagkaliwangan, M.E. & Ching, D.A. (2022). Process Oriented Guided Inquiry Learning and Mathematical Higher Order Thinking Skills of Grade 10 Students. The Research Probe, 2(2), 53-68. https://iiari.org/wp-content/uploads/trp.v2.2.irc22.225.pdf
Costa, A., Ferreira, M. E., & Loureiro M. J. (2021). Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación, (81), 195-228, https://doi.org/10.17227/rce.num81-10293
Biswal, S. & B. Behera. (2023). Enhancing Science Process Skills through Inquiry-Based Learning: A Comprehensive Literature Review and Analysis. International Journal of Science and Research (IJSR), 12(8), 1583-1589. http://dx.doi.org/10.21275/SR23817121415
Daniah. (2020). Pentingnya Inkuiri Ilmiah pada Praktikum dalam Pembelajaran IPA untuk Peningkatan Literasi Sains Mahasiswa. PIONIR: Jurnal Pendidikan, 9(1), 144-153, http://dx.doi.org/10.22373/pjp.v9i1.7178
Dewi, D. K., W. Ardhana, Irtadji, T. Chusniyah, and A. Sulianti. (2021). Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers. International Journal of Information and Education Technology, 11(12), 638-645. https://doi.org/10.18178/ijiet.2021.11.12.1575
Divrik, R., P.Pilten, & A. M. Taşc. (2020). Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students’ Problem-Solving and Problem-Posing Skills: A Mixed Methods Research. International Electronic Journal of Elementary Education, 13(2), 287-308, https://doi.org/10.26822/iejee.2021.191
Ellis, P. D. (2010). The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis, and the Interpretation of Research Results. Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511761676
Ernawatia & T. M. Sari. (2022). Implementation of free inquiry approach based on blended learning on creative thinking and student collaboration skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(3), 216-225. https://doi.org/10.22219/jpbi.v8i3.22254
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Fitria, F. & N. Hidayah. (2021). POGIL (Process Oriented Guided Inquiry Learning) Model: How Does It Influence Student’s Observation Skills and Scientific Atitudes? Journal of Advance Science and Mathematics Education, 1(1):1-6. https://doi.org/10.58524/jasme.v1i1.6
Fortus, D., J. Lin, K. Neumann, & T. D. Sadler. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535-555, https://doi.org/10.1080/09500693.2022.2036384
Hanson, D. M. (2013). Instructor’s Guide to Process Oriented Guided Inquiry Learning. Lisle IL: Pacific Crest.
Hasanah, S., A. A. Purwoko, & A. Hakim. (2020). The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes. Journal of Science and Science Education (JoSSEd), 1(1), 15-20, http://dx.doi.org/10.29303/jossed.v1i1.446
Irdalisa, I., Elvianasti, M., Maesaroh, M., Yarza, H. N., & Fuadi, T. M. (2021). Improving Student’s Curiosity by ICT-Assisted Guided Inquiry Models. AL-ISHLAH: Jurnal Pendidikan, 13(1), 156–163. https://doi.org/10.35445/alishlah.v13i1.402
Jaya, T. D., Tukan, M. B., & Komisia, F. (2022). Penerapan Pendekatan Inkuiri Terbimbing Untuk Melatih Keterampilan Proses Sains Siswa Materi Larutan Penyangga. Educativo: Jurnal Pendidikan, 1(2), 359–366, https://doi.org/10.56248/educativo.v1i2.44
Kholilurrohman & Suryadarma, I. G. P. (2019). The Effect of Modified Free Inquiry Approach on Student’s Process Skill and Science Attitudes. Journal of Science Education Research, 3(1), 67-80. https://doi.org/10.21831/jser.v3i1.27630
Lestari, N. F., N. Supriadi, dan S. Andriani. (2019). Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik dengan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Melalui Pendekatan Problem Based Learning (PBL). Nabla Dewantara: Jurnal Pendidikan Matematika, 4(1), 11-20. https://doi.org/10.51517/nd.v4i1.99
Limiansih, K., & Susanti, M. M. I. (2021). Identifikasi Profil Literasi Sains Mahasiswa PGSD. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 5(2), 313–325. https://doi.org/10.20961/jdc.v5i2.56281
Maharani, N. I., I W. Dasna, & C. Utama. (2023). The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills. Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar, 15(2), 66-77. https://doi.org/10.18860/mad.v15i2.18682
Malik, A., Oktaviani, V., Handayani, W., & Chusni, M. M. (2017). Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 127 - 136. https://doi.org/10.21009/1.03202
Megawati, R. (2023). Application of the Guided Inquiry Learning Model to Improve Student Creativity and Activeness in the Teaching and Learning Process Biology Education Study Program. Jurnal Penelitian Pendidikan IPA, 9(5), 2412–2422. https://doi.org/10.29303/jppipa.v9i5.3744
Mouromadhoni, K. R., Atun, S., & Nurohman, S. (2019). Students’ curiosity profile in excretion system topic taught using authentic inquiry learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 397–406. https://doi.org/10.22219/jpbi.v5i3.7689
Muhsam, J., & Letasado, M. R. (2021). Improving Students’ Science Process Skills for Material of Forces Through the Contextual Teaching Learning Model (CTL) in Elementary School. Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2020), 479, 84–87.
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2), 187-201. https://doi.org/10.12973/tused.10274a
Norris, S P, Phillips, L, and Burns, D. (2014). Conceptions of scientific literacy: Identifying and evaluating their programmatic elements. In International Handbook of Research in History, Philosophy and Science Teaching; Matthews, M., Ed.; Springer: Dordrecht, The Netherlands, 1317-1344. http://dx.doi.org/10.1007/978-94-007-7654-8_40
Novitasari, N. (2018). Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Biologi. Biosfer: Jurnal Tadris Biologi, 9(1), 36–44. https://doi.org/10.24042/biosf.v9i1.2877
Ogunkola, B. J. (2013). Scientific Literacy: Conceptual Overview, Importance and Strategies for Improvement. Journal of Educational and Social Research, 3(1), 265-274, http://dx.doi.org/10.5901/jesr.2013.v3n1p265
OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
OECD (2023), Science performance (PISA) (indicator). PISA, OECD Publishing, Paris, https://doi.org/10.1787/91952204-en
OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.
OECD. (2014). PISA 2012 Results in Focus What 15-Year-Olds Know and What They Can Do with What They Know. PISA, OECD Publishing, Paris, http://hdl.voced.edu.au/10707/280925
Panjaitan, M. B., & Siagian, A. (2020). The Effectiveness of Inquiry Based Learning Model to Improve Science Process Skills and Scientific Creativity of Junior High School Students. Journal of Education and E-Learning Research, 7(4), 380–386. https://doi.org/10.20448/journal.509.2020.74.380.386
Pujani, N. M. (2022). The Effectiveness of the Inquiry Learning Model on Basic Science Learning Materials on Problem Solving and Critical Thinking Skills. Jurnal Pendidikan Dan Pengajaran, 55(1), 173–181. https://doi.org/10.23887/jpp.v55i1.44722
Ramadani, A. S., Supardi, Z. A. I., Tukiran, & Hariyono, E. (2021). Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects. Studies in Learning and Teaching, 2(3), 45-60. https://doi.org/10.46627/silet.v2i3.83
Rumain, B., & Geliebter, A. (2020). A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory. Psychology Learning & Teaching, 19(2), 194-206. https://doi.org/10.1177/1475725720905973
Sari, R. S., N. Ningsi, N. Nasarudin, A. R. Hakim. (2022). Free Inquiry Learning Model with Experimental Methods on The Learning Outcomes of Class X Students of Senior High School on The Subject of Motion. Jurnal Pendidikan Fisika Indonesia, 18(2), 165-176. https://doi.org/10.15294/jpfi.v18i2.28083
Suantara, I. K. T., Hartono, & Susilaningsih, E. (2022). The Effectiveness of Guided Inquiry Learning Model Using TPS Approach of Science Process Skills and Conceptual Understanding. International Journal of Elementary Education, 6(3), 403–411. https://doi.org/10.23887/ijee.v6i3.49345
Subali, B. (2019). Metodologi Penelitian Pendidikan Biologi dan Pendidikan Sains Pada Umumnya. Yogyakarta: UNY Press.
Syahgiah, L., ZAN, A. M., & Asrizal, A. (2023). Effects of Inquiry Learning on Students’ Science Process Skills and Critical Thinking: A Meta-Analysis. Journal of Innovative Physics Teaching, 1(1), 16–28. https://doi.org/10.24036/jipt/vol1-iss1/9
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Anjani, D., Maridi, & Suciati. (2018). Inquiry Based Learning Module to Empower Cooperation Skills. Journal of Education and Learning, 12(2), 172-178. http://dx.doi.org/10.11591/edulearn.v12i2.8268
Apriyani, L., I W. Distrik, & U. Rosidin. (2022). Creative Inquiry-Based E-Worksheet: A Way to Improve Student's Self-Efficiency and Scientific Communication Skills. Indonesian Journal of Science and Mathematics Education, 5(1), 53-64, http://dx.doi.org/10.24042/ijsme.v5i1.10269
Aprizanti, Y. (2023). Penerapan Model Inkuiri Terbimbing untuk Meningkatkan Literasi Sains Siswa dalam Pembelajaran IPA Biologi. Jurnal Didaktika Pendidikan Dasar, 7(2), 411-436. https://doi.org/10.26811/didaktika.v7i2.618
Astriawati, F. & Djukri. (2019). Developing Chamilo-Based E-Learning in Environmental Change Material to Enhance Students' Scientific Literacy Skill. J. Phys.: Conf. Ser. 1397 012049, https://doi.org/10.1088/1742-6596/1397/1/012049
Becker, L. A. (2000). Effect Size (ES). In Dictionary of Statistics & Methodology.
Brion, C.L., Pagkaliwangan, M.E. & Ching, D.A. (2022). Process Oriented Guided Inquiry Learning and Mathematical Higher Order Thinking Skills of Grade 10 Students. The Research Probe, 2(2), 53-68. https://iiari.org/wp-content/uploads/trp.v2.2.irc22.225.pdf
Costa, A., Ferreira, M. E., & Loureiro M. J. (2021). Scientific Literacy: The Conceptual Framework Prevailing over the First Decade of the Twenty-First Century. Revista Colombiana de Educación, (81), 195-228, https://doi.org/10.17227/rce.num81-10293
Biswal, S. & B. Behera. (2023). Enhancing Science Process Skills through Inquiry-Based Learning: A Comprehensive Literature Review and Analysis. International Journal of Science and Research (IJSR), 12(8), 1583-1589. http://dx.doi.org/10.21275/SR23817121415
Daniah. (2020). Pentingnya Inkuiri Ilmiah pada Praktikum dalam Pembelajaran IPA untuk Peningkatan Literasi Sains Mahasiswa. PIONIR: Jurnal Pendidikan, 9(1), 144-153, http://dx.doi.org/10.22373/pjp.v9i1.7178
Dewi, D. K., W. Ardhana, Irtadji, T. Chusniyah, and A. Sulianti. (2021). Inquiry-Based Learning Implementation to Improve Critical Thinking of Prospective Teachers. International Journal of Information and Education Technology, 11(12), 638-645. https://doi.org/10.18178/ijiet.2021.11.12.1575
Divrik, R., P.Pilten, & A. M. Taşc. (2020). Effect of Inquiry-Based Learning Method Supported by Metacognitive Strategies on Fourth-Grade Students’ Problem-Solving and Problem-Posing Skills: A Mixed Methods Research. International Electronic Journal of Elementary Education, 13(2), 287-308, https://doi.org/10.26822/iejee.2021.191
Ellis, P. D. (2010). The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis, and the Interpretation of Research Results. Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511761676
Ernawatia & T. M. Sari. (2022). Implementation of free inquiry approach based on blended learning on creative thinking and student collaboration skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(3), 216-225. https://doi.org/10.22219/jpbi.v8i3.22254
Fatkhriyah, R. Y. (2019). Inquiry-Based Learning: An Attempt to Enhance Students’ Speaking Performance. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(7), 912-922, http://dx.doi.org/10.17977/jptpp.v4i7.12633
Fananta, M. R., Widjiasih, A. E., Setiawan, R., Hanifah, N., Miftahussururi, Nento, M. N., Akbari, Q. S. & Ayomi, J. M. (2017). Materi pendukung literasi sains. Direktorat Jenderal Pendidikan Dasar dan Menengah, Jakarta. https://repositori.kemdikbud.go.id/11631/
Fitria, F. & N. Hidayah. (2021). POGIL (Process Oriented Guided Inquiry Learning) Model: How Does It Influence Student’s Observation Skills and Scientific Atitudes? Journal of Advance Science and Mathematics Education, 1(1):1-6. https://doi.org/10.58524/jasme.v1i1.6
Fortus, D., J. Lin, K. Neumann, & T. D. Sadler. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535-555, https://doi.org/10.1080/09500693.2022.2036384
Hanson, D. M. (2013). Instructor’s Guide to Process Oriented Guided Inquiry Learning. Lisle IL: Pacific Crest.
Hasanah, S., A. A. Purwoko, & A. Hakim. (2020). The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes. Journal of Science and Science Education (JoSSEd), 1(1), 15-20, http://dx.doi.org/10.29303/jossed.v1i1.446
Irdalisa, I., Elvianasti, M., Maesaroh, M., Yarza, H. N., & Fuadi, T. M. (2021). Improving Student’s Curiosity by ICT-Assisted Guided Inquiry Models. AL-ISHLAH: Jurnal Pendidikan, 13(1), 156–163. https://doi.org/10.35445/alishlah.v13i1.402
Jaya, T. D., Tukan, M. B., & Komisia, F. (2022). Penerapan Pendekatan Inkuiri Terbimbing Untuk Melatih Keterampilan Proses Sains Siswa Materi Larutan Penyangga. Educativo: Jurnal Pendidikan, 1(2), 359–366, https://doi.org/10.56248/educativo.v1i2.44
Kholilurrohman & Suryadarma, I. G. P. (2019). The Effect of Modified Free Inquiry Approach on Student’s Process Skill and Science Attitudes. Journal of Science Education Research, 3(1), 67-80. https://doi.org/10.21831/jser.v3i1.27630
Lestari, N. F., N. Supriadi, dan S. Andriani. (2019). Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik dengan Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) Melalui Pendekatan Problem Based Learning (PBL). Nabla Dewantara: Jurnal Pendidikan Matematika, 4(1), 11-20. https://doi.org/10.51517/nd.v4i1.99
Limiansih, K., & Susanti, M. M. I. (2021). Identifikasi Profil Literasi Sains Mahasiswa PGSD. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 5(2), 313–325. https://doi.org/10.20961/jdc.v5i2.56281
Maharani, N. I., I W. Dasna, & C. Utama. (2023). The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills. Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar, 15(2), 66-77. https://doi.org/10.18860/mad.v15i2.18682
Malik, A., Oktaviani, V., Handayani, W., & Chusni, M. M. (2017). Penerapan Model Process Oriented Guided Inquiry Learning (POGIL) untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 127 - 136. https://doi.org/10.21009/1.03202
Megawati, R. (2023). Application of the Guided Inquiry Learning Model to Improve Student Creativity and Activeness in the Teaching and Learning Process Biology Education Study Program. Jurnal Penelitian Pendidikan IPA, 9(5), 2412–2422. https://doi.org/10.29303/jppipa.v9i5.3744
Mouromadhoni, K. R., Atun, S., & Nurohman, S. (2019). Students’ curiosity profile in excretion system topic taught using authentic inquiry learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 397–406. https://doi.org/10.22219/jpbi.v5i3.7689
Muhsam, J., & Letasado, M. R. (2021). Improving Students’ Science Process Skills for Material of Forces Through the Contextual Teaching Learning Model (CTL) in Elementary School. Proceedings of the 5th Progressive and Fun Education International Conference (PFEIC 2020), 479, 84–87.
Mulyeni, T., Jamaris, M., & Supriyati, Y. (2019). Improving Basic Science Process Skills Through Inquiry-Based Approach in Learning Science for Early Elementary Students. Journal of Turkish Science Education, 16(2), 187-201. https://doi.org/10.12973/tused.10274a
Norris, S P, Phillips, L, and Burns, D. (2014). Conceptions of scientific literacy: Identifying and evaluating their programmatic elements. In International Handbook of Research in History, Philosophy and Science Teaching; Matthews, M., Ed.; Springer: Dordrecht, The Netherlands, 1317-1344. http://dx.doi.org/10.1007/978-94-007-7654-8_40
Novitasari, N. (2018). Profil Kemampuan Literasi Sains Mahasiswa Calon Guru Biologi. Biosfer: Jurnal Tadris Biologi, 9(1), 36–44. https://doi.org/10.24042/biosf.v9i1.2877
Ogunkola, B. J. (2013). Scientific Literacy: Conceptual Overview, Importance and Strategies for Improvement. Journal of Educational and Social Research, 3(1), 265-274, http://dx.doi.org/10.5901/jesr.2013.v3n1p265
OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
OECD (2023), Science performance (PISA) (indicator). PISA, OECD Publishing, Paris, https://doi.org/10.1787/91952204-en
OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264281820-en.
OECD. (2014). PISA 2012 Results in Focus What 15-Year-Olds Know and What They Can Do with What They Know. PISA, OECD Publishing, Paris, http://hdl.voced.edu.au/10707/280925
Panjaitan, M. B., & Siagian, A. (2020). The Effectiveness of Inquiry Based Learning Model to Improve Science Process Skills and Scientific Creativity of Junior High School Students. Journal of Education and E-Learning Research, 7(4), 380–386. https://doi.org/10.20448/journal.509.2020.74.380.386
Pujani, N. M. (2022). The Effectiveness of the Inquiry Learning Model on Basic Science Learning Materials on Problem Solving and Critical Thinking Skills. Jurnal Pendidikan Dan Pengajaran, 55(1), 173–181. https://doi.org/10.23887/jpp.v55i1.44722
Ramadani, A. S., Supardi, Z. A. I., Tukiran, & Hariyono, E. (2021). Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects. Studies in Learning and Teaching, 2(3), 45-60. https://doi.org/10.46627/silet.v2i3.83
Rumain, B., & Geliebter, A. (2020). A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory. Psychology Learning & Teaching, 19(2), 194-206. https://doi.org/10.1177/1475725720905973
Sari, R. S., N. Ningsi, N. Nasarudin, A. R. Hakim. (2022). Free Inquiry Learning Model with Experimental Methods on The Learning Outcomes of Class X Students of Senior High School on The Subject of Motion. Jurnal Pendidikan Fisika Indonesia, 18(2), 165-176. https://doi.org/10.15294/jpfi.v18i2.28083
Suantara, I. K. T., Hartono, & Susilaningsih, E. (2022). The Effectiveness of Guided Inquiry Learning Model Using TPS Approach of Science Process Skills and Conceptual Understanding. International Journal of Elementary Education, 6(3), 403–411. https://doi.org/10.23887/ijee.v6i3.49345
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Authors
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
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