Mila Anggita Noviyanti, Abraham Laurens Rettob, John Yoro Parlindungan, Lamtiar Ferawaty Siregar, Novike Bela Sumanik, Henie Poerwandar Asmaningrum

The Effect of the POE Learning Model on Students' Cognitive Learning Outcome

Introduction

The effect of the poe learning model on students' cognitive learning outcome. This study evaluates the POE learning model's effect on chemistry students' cognitive outcomes in redox reactions, offering a practical strategy for teaching abstract concepts.

Abstract

This study investigates the effectiveness of the POE learning model in enhancing cognitive learning outcomes of chemistry education students, with particular emphasis on redox reaction concepts in the Basic Chemistry 2 course. The research is motivated by the persistent challenge that chemistry is perceived as abstract and calculation-intensive, which hinders students’ conceptual understanding and reduces academic achievement. Employing a pre-experimental one-group pre-test – post-test design, data were collected from 12 second-semester students at Musamus University. Validated essay-based instruments were used to measure learning outcomes, and data analysis included N-Gain testing, Shapiro–Wilk normality testing, and paired sample t-tests. Results revealed a significant improvement in students’ performance, with mean scores rising from 19.4 (pre-test) to 74.6 (post-test), an N-Gain score of 0.67 categorized as moderate, and a t-count of 9.360 exceeding the t-table value of 2.22. The novelty of this research lies in the contextual application of the POE model under pandemic-induced learning constraints, demonstrating that active learning strategies integrating prediction, observation, and explanation are effective even within limited instructional settings. The contribution of this study is twofold: theoretically, it reinforces constructivist approaches in chemistry education by providing empirical evidence of POE’s impact on cognitive outcomes; practically, it offers lecturers a viable pedagogical alternative to foster motivation, engagement, and deeper understanding of abstract chemical concepts. These findings underscore the potential of POE as a scalable instructional strategy to address learning challenges in higher education science contexts.

Review

The submitted abstract, "The Effect of the POE Learning Model on Students' Cognitive Learning Outcome," addresses a highly relevant and persistent challenge in chemistry education: students' difficulty with abstract and calculation-intensive concepts, specifically redox reactions. The motivation for the research is clearly articulated, setting a strong foundation for the study's purpose. The application of the Prediction, Observation, and Explanation (POE) learning model as an active learning strategy is a promising approach to enhance conceptual understanding. The abstract clearly outlines a pre-experimental one-group pre-test – post-test design, utilizing validated essay-based instruments and appropriate statistical analyses (N-Gain, Shapiro-Wilk, paired sample t-test). The reported results, showing a significant improvement in mean scores and a moderate N-Gain, along with a statistically significant t-test, strongly suggest a positive effect of the POE model. The claim of novelty, specifically the contextual application under pandemic-induced constraints, is an interesting aspect that adds contemporary relevance to the study. While the study presents compelling results, several methodological aspects warrant critical consideration. The primary limitation lies in the chosen research design: a pre-experimental one-group pre-test – post-test design. Without a control group, it is challenging to definitively attribute the observed improvements solely to the POE model, as other confounding factors (e.g., maturation, history, Hawthorne effect, or even the act of pre-testing itself) cannot be ruled out. Furthermore, the extremely small sample size of 12 second-semester students significantly limits the generalizability and statistical power of the findings. While the abstract mentions the novelty of applying POE during a pandemic, this context could introduce unique variables that might not be replicable or generalizable to standard instructional settings, and further discussion on these specific "pandemic-induced learning constraints" would be beneficial to fully contextualize the findings. Despite the methodological limitations, the study offers valuable practical and theoretical contributions. Practically, it provides lecturers with empirical evidence for a viable pedagogical alternative to foster motivation, engagement, and deeper understanding of challenging chemical concepts. Theoretically, it reinforces constructivist approaches in chemistry education, highlighting the effectiveness of active learning strategies like POE. For future research, it is strongly recommended to expand the study with a larger and more diverse sample size and to employ a quasi-experimental or experimental design incorporating a control group to strengthen causal inferences. Investigating the long-term retention of these cognitive gains and applying the POE model to other abstract chemistry topics would also be valuable avenues. The current findings, despite their specific context and sample size, provide a solid foundation for further, more robust investigations into the scalability and efficacy of the POE model in higher education science contexts.

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