Effectiveness of POGIL with SSI Context on Vocational High School Students’ Chemistry Learning Motivation

I. B. Yuliastini,S. Rahayu,N. Mansour,F. Fajaroh

doi:10.15294/jpii.v7i1.9928

I. B. Yuliastini, S. Rahayu + Show 2 more

Open Access

https://doi.org/10.15294/jpii.v7i1.9928

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Abstract

This study aimed to examine the difference of Vocational High School students’ learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and post-test control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.

Highlights

Chemistry is one of the subjects taught in Vocational High School (VHS)
One of the goals of chemistry learning in VHS which is in accordance with curriculum 2013 stated that the students could understand the concept, principle, law, and theory of chemistry; their connectivity and implementation can solve the problems in daily life, the technology; and the students have basic competency as the basis for developing the competency in each expertise field
This work aimed to test whether there is a difference in learning motivation of VHS students taught using POGIL with SSI context, POGIL, and conventional learning and testing the effectiveness of POGIL with SSI context on VHS students’ learning motivation

Summary

Introduction

One of the goals of chemistry learning in VHS which is in accordance with curriculum 2013 stated that the students could understand the concept, principle, law, and theory of chemistry; their connectivity and implementation can solve the problems in daily life, the technology; and the students have basic competency as the basis for developing the competency in each expertise field. The chemistry subject is important, the reality in school shows that most of VHS students dislike the chemistry subject since many of its topics are difficult (Sitepu, 2016; Refriwati, 2015) This case indicates that VHS students’ learning motivation is still low. The cause of the low motivation is, for example, generally, the chemistry learning is emphasized on only the con-

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