Learning Activities in Physics Using Students Worksheet Based on Predict-Observe-Explain (POE)

Dewi Fairuz Zulaikha; Pujianto Pujianto; Yusman Wiyatmo

doi:10.26737/jipf.v6i3.2103

Learning Activities in Physics Using Students Worksheet Based on Predict-Observe-Explain (POE)

Dewi Fairuz Zulaikha, Pujianto Pujianto, Yusman Wiyatmo

Abstract

This research aims to describe students learning activities through the implementation of students worksheets based on POE. This study was descriptive qualitative research. The research was conducted in one of the Islamic Senior High School in Bantul, Yogyakarta on Circular Motion material. The research subject was determined through random sampling. The number of subjects in this research consisted of 26 students in the first year. Data were collected using an observation sheet in 3 meetings observed by two persons and the interview. The results of the analysis obtained are expressed in terms of percentages and then interpreted in the form of scientific narratives. Data analysis results show that the students’ worksheet based on POE can be used to enhance students’ learning activities, especially in visual activities, oral activities, writing activities, motor activities, and mental activities with the most dominant activities is writing activities, and the weakest one is oral activities. Students feel that using students’ worksheets based on predict-observe-explain makes them involved directly in the demonstration or the practicum, can create their curiosity, make they even more seriously in the study, increase the interest in studying physics and help each other with their friends. But, the students’ confidence and speaking ability must be the concern, so students are not reluctant to share their idea in front of the class.

Keywords

Active Physics; Learning Activities; Students Worksheet; Predict-Observe-Explain

Full Text:

PDF (English)

References

Bao, L., & Koenig, K. (2019). Physics education research for 21 st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1): 1-12.

Septiani, T., Yulikifli, & Havid, M. (2020, March). Preliminary analysis of student worksheets development with multi-representation approach on 21st century physics learning. In Journal of Physics: Conference Series (Vol. 1481, No. 1, p. 012071). IOP Publishing.

Durk, J., Davies, A., Hughes, R., & Jardine-Wright, L. (2020). Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability. Physical Review Physics Education Research, 16(2): 020126.

Handayani, R. A. D., & Genisa, M. U. (2019). Empowering Physics Students' Performance in a Group Discussion through Two Types of Peer Assessment. International Journal of Instruction, 12(1): 655-668.

Henderson, C., Khan, R., & Dancy, M. (2018). Will my student evaluations decrease if I adopt an active learning instructional strategy?. American Journal of Physics, 86(12): 934-942.

Wang, J. Y., Wu, H. K., & Hsu, Y. S. (2017). Using mobile applications for learning: Effects of simulation design, visual-motor integration, and spatial ability on high school students’ conceptual understanding. Computers in Human Behavior, 66: 103-113.

Telaumbanua, D. (2017). Experimental Method Application In Teaching Physics Education. Asian Journal of Social Sciences & Humanities Vol, 6(4): 84-90.

Subekti, Y., & Ariswan, A. (2016). Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains. Jurnal Inovasi Pendidikan IPA, 2(2): 252-261.

Istiyono, E. (2020). Pengembangan Instrumen Penilaian dan Analisis Hasil Belajar Fisika dengan Teori Tes Klasik dan Modern. Yogyakarta: UNY Press.

Sumardani, D., Putri, A., Ramadhan, Z., Bakri, F., & Muliyati, D. (2020). Augmented Physics’ Lab: Magnetic Field Use Virtual Learning Media for 21st Century Students. Jurnal Pembelajaran Fisika, 8(1): 61-70.

Purnamasari, U. A., & Arifuddin, M. (2018). Meningkatkan Aktivitas Belajar Siswa Pada Mata Pelajaran IPA Dengan Model Pembelajaran Kooperatif Tipe Group Investigation. Berkala Ilmiah Pendidikan Fisika, 6(1): 130-141.

Bunprom, S., Tupsai, J., & Yuenyong, C. (2019, October). Learning Activities to Promote the Concept of Engineering Design Process for Grade 10 Students’ Ideas about Force and Motion through Predict-Observe-Explain (POE). In Journal of Physics: Conference Series (Vol. 1340, No. 1, p. 012081). IOP Publishing.

Pane, A. N., Nyeneng, I., & Distrik, I. W. (2020). The Effect of Predict Observe Explain Learning Model Against Science Process Skills of High School Students. Jurnal Pendidikan Matematika dan IPA, 11(1): 111-119.

Rosdianto, H., & Murdani, E. (2017). The implementation of POE (Predict Observe Explain) model to improve student’s concept understanding on Newton’s law. Jurnal Pendidikan Fisika, 6(1): 55-57.

Fatwadi, A., Gummah, S., & Prasetya, D. S. B. (2019). Implementation of POE Learning Model with Worksheets Assistance to Improve Students’ Activities and Learning Outcomes. Lensa: Jurnal Kependidikan Fisika, 7(1): 10-14.

Banjarnahor, J. A., & Silitonga, M. (2017). Perbedaan Hasil Belajar dan Aktivitas Siswa dengan Menggunakan Model Pembelajaran Predict-Observe-Explain (POE) dan Model Direct Instruction. Jurnal Pelita Pendidikan, 6(3).

Zakiyah, I., & Widodo, W. (2020, June). Profile of student’s conception in implementation of predict-observe-explain (POE) strategy on thermochemistry concept. In Journal of Physics: Conference Series (Vol. 1567, No. 3, p. 032104). IOP Publishing.

Latifah, S., Irwandani, I., Saregar, A., Diani, R., Fiani, O., Widayanti, W., & Deta, U. A. (2019, February). How the Predict-Observe-Explain (POE) learning strategy remediates students’ misconception on Temperature and Heat materials?. In Journal of Physics: Conference Series (Vol. 1171, No. 1, p. 012051). IOP Publishing.

Jamieson, S. (2016). Analyse qualitative data. Education for Primary Care, 27(5): 398-402.

Azwar, S. (2012). Metode Penelitian. Yogyakarta: Pustaka Pelajar.

Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85: 59-73.

Sardiman. (2016). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press.

Muttaqiin, A., & Sopandi, W. (2017, September). Energy Transformation Topic: Correlation between Pre-Classroom Reading Activity and Students’ Curiosity. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012021). IOP Publishing.

Fauziah, I., Mariani, S., & Isnarto, I. (2017). Kemampuan Penalaran Geometris Siswa pada Pembelajaran RME dengan Penekanan Handso on Activity Berdasarkan Aktivitas Belajar. Unnes Journal of Mathematics Education Research, 6(1): 30-37.

Probosari, R. M., Widyastuti, F., Sajidan, S., Suranto, S., & Prayitno, B. A. (2018, May). Reading for tracing evidence: developing scientific knowledge through science text. In Journal of Physics: Conference Series (Vol. 1022, No. 1, p. 012019). IOP Publishing.

Setlik, J., & Higa, I. (2018). Writing in Physics classes in High School: possibilities. International Journal of Physics & Chemistry Education, 10(2): 55-65.

Sadirman, A. M. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Press.

Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project Based Learning (PBL) to improve psychomotoric skills: A classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2): 157-163.

Nurhamidah, G., Syaripudin, T., & Riyadi, A. R. (2016). Penerapan Model TS-TS untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa Sekolah Dasar. Jurnal Pendidikan Guru Sekolah Dasar, 4(2): 293-303.

DOI: http://dx.doi.org/10.26737/jipf.v6i3.2103