<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa kelas VII MTs Negeri 1 Jember pada mata pelajaran IPA, di mana sekitar 40% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM). Kondisi ini disebabkan pembelajaran yang masih berpusat pada pendidik dan dominannya metode konvensional sehingga siswa kurang aktif dan kesulitan memahami konsep. Salah satu alternatif yang dianggap efektif adalah penerapan model pembelajaran POE (Predict, Observe, and Explain) untuk meningkatkan pemahaman konsep siswa. Penelitian ini bertujuan: (1) mendeskripsikan penerapan model POE melalui eksperimen pada materi Zat dan Perubahannya; dan (2) menganalisis pengaruh signifikan model POE terhadap kemampuan pemahaman konsep IPA siswa kelas VII. Penelitian ini menggunakan metode Quasi Experiment dengan desain Nonequivalent Control Group. Sampel diambil secara purposive sampling, yaitu kelas VII-G sebagai kelas kontrol dan VII-H sebagai kelas eksperimen, masing-masing berjumlah 32 siswa. Data dikumpulkan melalui tes, kemudian dianalisis menggunakan uji Independent Sample T-test. Hasil penelitian menunjukkan bahwa penerapan model POE dilakukan melalui tiga tahap: (1) membuat prediksi berdasarkan pengetahuan awal, (2) melakukan observasi melalui eksperimen, dan (3) menjelaskan hasil observasi serta membandingkannya dengan prediksi awal. Hasil uji T-test menunjukkan nilai signifikansi 0,001 < 0,05, yang berarti terdapat perbedaan signifikan antara kelas eksperimen dan kontrol. Dengan demikian, model pembelajaran POE berpengaruh positif terhadap peningkatan pemahaman konsep IPA siswa.This study was motivated by the low cognitive achievement of seventh-grade students at MTs Negeri 1 Jember in science subjects, where approximately 40% of students had not met the Minimum Mastery Criteria (KKM). This condition occurs because learning remains teacher-centered and conventional, resulting in limited student participation and difficulty understanding scientific concepts. One promising alternative is the POE (Predict, Observe, and Explain) learning model, which aims to enhance students’ conceptual understanding. The objectives of this study were: (1) to describe the implementation of the POE learning model through experiments on the topic Substances and Their Changes, and (2) to determine whether the POE model has a significant effect on students’ conceptual understanding in science learning. This research employed a quasi-experimental method with a nonequivalent control group design. The samples were selected using purposive sampling: class VII-G served as the control group and class VII-H as the experimental group, each consisting of 32 students. Data were collected through tests and analyzed using the Independent Sample T-test. The results revealed that the POE model was implemented through three stages: (1) predicting phenomena based on prior knowledge, (2) observing through experimentation, and (3) explaining results and comparing them with initial predictions. The T-test results showed a significance value of 0.001 < 0.05, indicating a significant difference between the experimental and control groups. Therefore, the POE learning model positively influences students’ conceptual understanding in science.]]>
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