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All Journal Electronic Journal of Education, Social Economics and Technology
Ucia Mahya Dewi
Faculty of Teacher Training and Education, Universitas Malikussaleh, Aceh Utara, 24351
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Guiding Inquiry toward Sustainability: The Role of POGIL in Enhancing Grade 10 Students’ Chemical Literacy in Green Chemistry Agus Muliaman; Ucia Mahya Dewi
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.1344

Abstract

This study investigated the effect of the Process Oriented Guided Inquiry Learning (POGIL) model on Grade 10 students’ chemical literacy in Green Chemistry topics using a quantitative experimental approach with an intact group comparison design. Two pre-existing classes were assigned as an experimental group taught using POGIL and a control group taught using Direct Instruction, with posttest-only assessment. The sample consisted of 59 Grade 10 students selected through purposive sampling (30 experimental, 29 control). A PISA-style chemical literacy test measuring content, context, and competency dimensions was used as the research instrument. Data were analyzed using descriptive statistics, tests of normality and homogeneity, and an independent samples t-test at a significance level of 0.05. The results showed that students taught using POGIL achieved a higher mean chemical literacy score (81.1) than those taught using Direct Instruction (70.1), with the difference being statistically significant (p 0.05). These findings demonstrate that the POGIL model has a positive effect on students’ chemical literacy in Green Chemistry contexts and supports its application as a literacy- and sustainability-oriented instructional approach.
Enhancing Cognitive Learning Outcomes through STEM-Based Instruction: Evidence from High School Reaction Rate Learning Ucia Mahya Dewi; Agus Muliaman
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1390

Abstract

This study examined the effect of the STEM learning model on improving students’ cognitive learning outcomes in reaction rate topics using a quantitative experimental approach with a non-equivalent control group design. Two pre-existing classes were assigned as the experimental group (STEM) and the control group (Direct Instruction), both of which were given pretest and posttest assessments. The sample consisted of 70 Grade 11 students selected through purposive sampling, with 35 students in each group. The instrument used was a cognitive learning outcomes test measuring content, context, and cognitive competencies. Data were analyzed using descriptive statistics, normality testing, and the Mann–Whitney U Test at a significance level of 0.05. The results showed that the STEM group achieved a higher mean N-gain score (0.63) compared to the control group (0.38), with a statistically significant difference (p 0.05). These findings indicate that the STEM learning model has a positive and significant effect on improving students’ cognitive learning outcomes in reaction rate topics.
Co-Authors Agus Muliaman