Improving critical thinking and problem-solving skills through POGIL combined with digital mind map
DOI:
https://doi.org/10.22219/jpbi.v8i3.18992Keywords:
digital mind map, online learning, POGIL, the 21st century skillsAbstract
Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students’ critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students’ critical thinking and problem-solving skills.
Downloads
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2014). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 20(10), 1–40. https://doi.org/10.3102/0034654314551063
Aiman, U., Hasyda, S., & Uslan, U. (2020). The influence of process oriented guided inquiry learning (POGIL) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students. European Journal of Educational Research, 9(4), 1635–1647. https://doi.org/10.12973/EU-JER.9.4.1635
Andani, C. (2019). Perbandingan model pembelajaran process guided inquiry learning (POGIL) dan guided inquiry (GI) terhadap keterampilan berfikir kritis siswa. Prosiding Seminar Nasional Biologi VI, 234–240. https://ojs.unm.ac.id/semnasbio/article/view/10540
Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan (2nd ed.). Bumi Aksara. https://adoc.pub/arikunto-s-2013-dasar-dasar-evaluasi-pendidikan-jakarta-bumi.html
Artuz, J. K. A., & Roble, D. B. (2021). Developing students’ critical thinking skills in mathematics using online-process oriented guided inquiry learning (O-POGIL). American Journal of Educational Research, 9(7), 404–409. https://doi.org/10.12691/education-9-7-2
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17–66). Springer. https://doi.org/10.1007/978-94-007-2324-5
Buzan, T. (2008). Memahami peta pikiran. Interaksara. https://onesearch.id/Record/IOS7670.slims-9886?widget=1&library_id=705
Canas, A. J., Reiska, P., & Mollits, A. (2017). Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty. Knowledge Management & E-Learning: An International Journal, 9(3), 348–365. https://doi.org/10.34105/j.kmel.2017.09.021
Dostál, J. (2015). Theory of problem solving. Procedia - Social and Behavioral Sciences, 174, 2798–2805. https://doi.org/10.1016/j.sbspro.2015.01.970
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
Greenstein, L. M. (2012). Assessing 21st Century Skills: A guide to evaluating mastery and authentic learning. Corwin A Sage Company. https://eric.ed.gov/?id=ED534306
Hanson. (2006). Instructor’s guided to process-oriented guided-inquiry learning. Departement of Chamistry. Stony Brok University. https://pcrest.com/research/POGIL_Instructor_Guide2014.pdf
Hein, S. M. (2012). Positive impacts using POGIL in organic chemistry. Journal of Chemical Education, 89(7), 860–864. https://doi.org/10.1021/ed100217v
Irwanto, I., Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of preservice elementary teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777–794. https://doi.org/10.12973/iji.2018.11449a
Ismail, M. N., Ngah, N. A., & Umar, I. N. (2010). The effects of mind mapping with cooperative learning on programming performance, problem solving skill and metacognitive knowledge among Computer Science Students. Journal of Educational Computing Research, 42(1), 35–61. https://doi.org/10.2190/EC.42.1.b
Istikhomah, N. (2015). Penerapan model pembelajaran group investigation untuk meningkatkan keterampilan berpikir kritis pada materi lithosfer mata pelajaran geografi Siswa Kelas X IPS SMA Negeri 1 Malang (Vol. 3, Issue September). https://www.academia.edu/24309015/PENERAPAN_MODEL_PEMBELAJARAN_GROUP_INVESTIGATION_UNTUK_MENINGKATKAN_KETRAMPILAN_BERPIKIR_KRITIS_PADA_MATERI_LITHOSFER_MATA_PELAJARAN_GEOGRAFI_SISWA_KELAS_X_IPS_SMA_NEGERI_1_MALANG
Istiqfaroh, D. A. S., & Nasrudin, H. (2018). Implementasi model pembelajaran pogil untuk melatihkan keterampilan berpikir kritis siswa pada materi asam basa kelas XI SMAN 18 Surabaya. Journal of Chemistry Education, 7(3), 250–256. https://doi.org/10.26740/ujced.v7n3.p%p
Jaafarpour, M., Aazami, S., & Mozafari, M. (2016). Does concept mapping enhance learning outcome of nursing students? Nurse Education Today, 36, 129–132. https://doi.org/10.1016/j.nedt.2015.08.029
Jack, G. U. (2013). Concept mapping and guided inquiry as effective techniques for teaching difficult concepts in chemistry: Effect on students ’ academic achievement. Journal of Education and Practice, 4(5), 9–15. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=87fb5fe9730cf24e9168017ea5018c5eee11e2ac
Kamrozzaman, N. A., Badusah, J., & Ruzanna, W. M. (2019). Coggle: SWOT analysis in lifelong learning education using online collaborative mind-mapping. International Journal of Asian Social Science, 9(1), 139–147. https://doi.org/10.18488/journal.1.2019.91.139.147
Kussmaul, C. (2018). Patterns in classroom facilitation for process oriented guided inquiry learning (POGIL). ACM International Conference Proceeding Series, 1–16. https://doi.org/10.1145/3158491.3158507
Mata, L. E. (2022). The effectiveness of POGIL on high school student chemistry end of course exams. Science Education International, 33(2), 171–180. https://doi.org/10.33828/sei.v33.i2.5
Muhammad, M., & Purwanto, J. (2020). The effect of process oriented guided inquiry learning (POGIL) on mathematical problem solving abilities. Journal of Physics: Conference Series, 1469(1), 012171. https://doi.org/10.1088/1742-6596/1469/1/012171
Novita, D., Bukit, N., & Sirait, M. (2018). The effect of problem-based learning models using mind map to improve critical thinking and problems solving skill of student. Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). https://doi.org/10.2991/aisteel-18.2018.4
Peter, E. E. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39–43. https://doi.org/10.5897/AJMCSR11.161
Reeve, E. M. (2016). 21st century skills needed by students in technical and vocational education and training. Asian International Journal of Social Sciences, 16(4), 62–74. https://doi.org/10.29139/aijss.20160404
Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., & Becker, N. M. (2020). A review of research on process oriented guided inquiry learning: Implications for research and practice. Journal of Chemical Education, 97(10), 3506–3520. https://doi.org/10.1021/acs.jchemed.0c00355
Samosir, B. (2022). Implementation of process oriented guided inquiry learning model learning (POGIL) on understanding of science concepts, skills science process and student’s critical thinking ability. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1673–1682. https://doi.org/10.11594/ijmaber.03.09.08
Simonson, S. R. (2019). POGIL: An introduction to process oriented guided inquiry learning for Those who wish to empower learners. Stylus Publishing LLC. https://eric.ed.gov/?id=ED594983
Simonson, S. R., & Shadle, S. E. (2013). Implementing process oriented guided inquiry learning (POGIL) in undergraduate biomechanics : lessons learned by a novice. Journal of STEM Education , 14(1), 56–64. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1545
Soltis, R., Verlinden, N., Kruger, N., Carroll, A., & Trumbo, T. (2015). Process-oriented guided inquiry learning strategy enhances students’ higher level thinking skills in a pharmaceutical sciences course. American Journal of Pharmaceutical Education, 79(1), 11. https://doi.org/10.5688/ajpe79111
Strauss, D. (2016). How critical is “critical thinking”? South African Journal of Philosophy, 35(3), 261–271. https://doi.org/10.1080/02580136.2016.1191853
Sutton, G., McLeod, C., Fraser, S., & Corbett, M. (2017). Disrupting perception: Mapping an understanding of educational attainment. Australian and International Journal of Rural Education, 27(3), 174–195. https://doi.org/10.47381/aijre.v27i3.145
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
van Merriënboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers & Education, 64, 153–160. https://doi.org/10.1016/j.compedu.2012.11.025
Vincent-Ruz, P., Meyer, T., Roe, S. G., & Schunn, C. D. (2020). Short-term and long-term effects of POGIL in a large-enrollment general chemistry course. Journal of Chemical Education, 97(5), 1228–1238. https://doi.org/10.1021/acs.jchemed.9b01052
Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through Differentiated Science Inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91. https://doi.org/10.12973/tused.10214a
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
