Ni Komang Chika Oktaviani, Ari Prastika Ari Prastika, Fauziatul Fajaroh, Suharti Suharti
POGIL had been shown to be one superior learning model in science education including chemistry education and it match with mandatory learning approach in current Indonesian High school curriculum. The effect of POGIL in learning result was somehow vary in many studied. One problem found in our observation, students were not able to apply their new knowledge at application step of POGIL model. This paper reports our effort to improve student's cognitive learning outcome in learning buffer solution by modifying POGIL at application step. Buffer solution is one part of chemistry at high school of which students had difficulties in understanding it. In learning buffer, it requires ability in conceptual understanding and algorithmic problem solving. Polya's problem solving method has known as one powerful problem solving model in mathematics. We had modified POGIL by incorporating Polya's problem solving steps at application step of POGIL and implemented the model in learning buffer solution. Although only 50% student passed the school passing grade in experimental class, the modified model seem superior compared to original POGIL. In control class only 16% students passed the school passing grade. The mean rank value in the Mann-Whitney test in the experimental class (46.61) was higher than the control class (26.39). Therefore, modified POGIL was proven to be better model in learning buffer solution. This study was done in a short period of learning buffer solution. In order to get higher cognitive outcome in learning chemistry, longer observation must be carried out until students accustom with the modified POGIL. © 2020 Author(s).
Department of Chemistry, Faculty of Mathematics and Natural Sciences, State University of Malang, Jl. Semarang No. 5, Malang, 65145, Indonesia
