The effect of POGIL classroom on students’ achievement and motivation on acid-base topics

Abstract

This study aims to determine the effect of POGIL-based learning on cognitive achievement, learning motivation and correlation of cognitive achievement and learning motivation of 11th-grade students on acid-base topics. Implementation of POGIL model based on the results of the previous study that showed the lack of students’ motivation resulted in low students’ achievement. The use of the POGIL learning model has succeeded in increasing students’ learning motivation and achievement. The research involved two class of 11th grade students at MA Darut Taqwa Sengonagung Pasuruan. Pretest and posttest instruments are of 24 items of acid base multiple-choice test questions of students’ cognitive achievement and 34 items of learning motivation questionnaires. The significant value of ANCOVA test of students’ cognitive achievement and learning motivation are 0.002 and 0.008. The significant value of correlation test is 0.001. There is an effect of POGIL-based learning on the students’ cognitive achievement and learning motivation. There is a positive and low correlation between students’ cognitive achievement and students’ learning motivation of 11th-grade students on acid-base topics.