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All Journal PENDIPA Journal of Science Education Journal of Chemistry Education and Integration
Asri, Zakiyah
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Chemistry Education Mathematics Social Sciences Other

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The Effectiveness of Predict-Observe-Explain (POE) Model in Enhancing Students' Critical Thinking Skills on Colloid Topic Sihite, Meri Septiani; Asri, Zakiyah; Ali, Syeh Chasina; Yasthophi, Arif; Kurniawati, Yenni
PendIPA Journal of Science Education Vol 10 No 1 (2026): January - March
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.10.1.92-99

Abstract

Cultivating critical thinking skills in colloidal subjects is difficult due to the intricacy of abstract concepts, even though they are pertinent to daily life. This study seeks to evaluate the efficacy of the Predict-Observe-Explain (POE) learning model in improving high school students' critical thinking skills in colloid science. This pre-experimental study employed a one-group pretest-posttest design with 36 11th-grade science students chosen via purposive sampling. The research instrument comprised an essay test formulated according to Facione’s critical thinking indicators. The findings demonstrated a substantial enhancement in students’ average scores, rising from 32.55 to 75.14, accompanied by a Normalized Gain (N-gain) of 0.635 (moderate). An analysis based on indicators showed that the POE model was best at helping students improve their deduction and inference skills, but it still needed work on helping them figure out how trustworthy information sources are. This study concludes that the POE model is effective in enhancing scientific argumentation; however, it necessitates supplementary scaffolding to fortify students' metacognitive skills in the validation of external information.
THE EFFECTIVENESS OF SOCIO-SCIENTIFIC APPROACHES TO 21ST CENTURY SKILLS IN HIGH SCHOOL STUDENTS’ CHEMISTRY LEARNING: SYSTEMATIC LITERATURE REVIEW Miterianifa, Miterianifa; Afrianti, Naila; Asri, Zakiyah; Trisnayanti, Yetty
Journal of Chemistry Education and Integration Vol 5, No 1 (2026): Journal of Chemistry Education and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jcei.v5i1.39182

Abstract

Contemporary chemistry education aims to help students connect abstract concepts to real-world contexts. However, research indicates that many students continue to struggle to understand scientific literacy and its significance. The Socioscientific Issues (SSI) approach is implemented as a pedagogical strategy to bridge the gap between societal concerns and scientific content in educational settings. This study examines the impact of the SSI approach on high school students’ chemistry learning outcomes. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines, utilising Google Scholar to identify relevant literature published between 2020 and 2025. From an initial pool of 200 publications, 14 articles were selected for in-depth analysis. The results demonstrate that the SSI approach is highly effective in enhancing students’ learning abilities. The majority of research emphasises Critical Thinking (43%). Scientific Literacy (36%), whereas Argumentation (14%) and Creative Thinking (7%) receive comparatively less attention. Green Chemistry emerges as the predominant topic, accounting for 65% of the studies. At the same time, subjects such as Acid-Base and Rate of Reaction are underrepresented. The SSI approach contributes to the development of Higher Order Thinking Skills (HOTS), motivation, and scientific understanding. To further cultivate these competencies, it is recommended that SSI be integrated into a broader range of chemistry topics, with increased emphasis on creative thinking and advanced argumentation..
Co-Authors Afrianti, Naila Ali, Syeh Chasina Miterianifa, Miterianifa Sihite, Meri Septiani Trisnayanti, Yetty Yasthophi, Arif Yenni Kurniawati