The Effect of Process-Oriented Guided Inquiry Learning Strategy on Students' Understanding of Stoichiometry Concepts and Collaboration Skills
DOI:
https://doi.org/10.53696/venn.v5i2.439Keywords:
POGIL, Stoichiometry, Conceptual Understanding, Collaboration Skills, Chemistry EducationAbstract
This study addresses low student understanding of stoichiometry and collaboration skills in vocational pharmacy education by examining the effect of Process Oriented Guided Inquiry Learning (POGIL) on these competencies among Diploma (D3) pharmacy students. An experimental method with a pretest-posttest control group design was employed. The results show that POGIL led to a significant increase in students' understanding of stoichiometry, with the experimental group achieving higher average posttest scores (a mean difference of X points) and a greater N-Gain than the control group. Additionally, students’ collaboration skills in the POGIL group improved significantly, as evidenced by a higher mean collaboration score, though this group also displayed a slightly wider range of scores.POGIL is an effective active learning strategy for improving conceptual understanding and collaboration skills in vocational pharmacy education. Its use is recommended in this context. Further research should assess its impact on other chemistry topics and on graduates’ work-readiness over time.
Downloads
References
Alfiyanti, R., & Sukarmin, S. (2021). The Effectiveness Of Software As Learning Media To Detect And Reduce Misconception In Stoichiometry Material. International Journal of Chemistry Education Research, 4(2), 53–60. https://doi.org/10.20885/ijcer.vol4.iss2.art3
Alghamdi, A. K., & Alanazi, F. H. (2020). Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), 1–16. https://doi.org/10.29333/ejmste/9278
Ardhana, I. A. (2020). Pengaruh Process-Oriented Guided-Inquiry Learning (POGIL) Terhadap Kemampuan Problem Solving Siswa. Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan, 8(1), 337–352. https://doi.org/10.36052/andragogi.v8i1.133
Chong, S. H., Goolamally, N., & Leong, K. E. (2019). Students’ understanding on mole concept. Universal Journal of Educational Research, 7(4), 986–1000.
Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative. Sage Publications.
Dewi, R. (2020). Penerapan Model Pembelajaran Project Based Learning (Pjbl) Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa. Cakrawala Pedagogik, 4(1), 112–120. https://doi.org/10.51499/cp.v4i1.147
Diaz, B., & Aizman, A. (2024). Stoichiometry voluntary online course. Chemistry Education Research and Practice, 25(1), 11–24.
Firdaus, M. R., Irawan, R. R., Mahardika, C. H. Y., Gaol, P. L., & Prinaryanto, B. A. (2024). Tantangan Teknologi Artificial Intelligence pada Kegiatan Pembelajaran Mahasiswa. IJEDR: Indonesian Journal of Education and Development Research, 2(1), 379–384. https://doi.org/10.57235/ijedr.v2i1.1781
Hanifa, E., Hairida, H., Rasmawan, R., Masriani, M., & Lestari, I. (2024). Kesiapan Guru Kimia dalam Mengimplementasikan Kurikulum Merdeka di SMA. Edukatif : Jurnal Ilmu Pendidikan, 6(1), 956–963. https://doi.org/10.31004/edukatif.v6i1.5913
Herro, D., Quigley, C., Andrews, J., & Delacruz, G. (2017). Co-Measure: developing an assessment for student collaboration in STEAM activities. International Journal of STEM Education, 4(1), 26. https://doi.org/10.1186/s40594-017-0094-z
Indah, N. I. S., & Ahmad, F. (2025). Exploring the Wilcoxon Test in Science Education : A Literature Review of Empirical Research. In Indonesian Journal of Educational Science (Vol. 7, Number 2, pp. 158–169).
Liyanage, D., Lo, S. M., & Hunnicutt, S. S. (2021). Student discourse networks in POGIL. Chemistry Education Research and Practice, 22(1), 93–109. https://doi.org/10.1039/d0rp00031k
Mamombe, C., Mathabathe, K. C., & Gaigher, E. (2022). From the Familiar to the Abstract: Exploring Grade 11 Learners’ Development in Stoichiometry Problem Solving Competency with Exposure to POGIL. African Journal of Research in Mathematics, Science and Technology Education, 26(2), 166–180. https://doi.org/10.1080/18117295.2022.2115652
Muhamedov, L. P., & Kirievskii, D. A. (2023). An Approximate Determination of the Characteristic Velocity Losses of the Last Stages of Launch Vehicles. AIP Conference Proceedings, 2549(1), 2569. https://doi.org/10.1063/5.0123456
Purnama, R. G., & Rahayu, S. (2023). The role of process oriented guided inquiry learning (POGIL) and its potential to improve students’ metacognitive ability: A systematic review. 030009. https://doi.org/10.1063/5.0113476
Putri, V. W., & Gazali, F. (2021). Studi Literatur Model Pembelajaran POGIL untuk Meningkatkan Hasil Belajar Peserta Didik pada Pembelajaran Kimia. Ranah Research : Journal of Multidisciplinary Research and Development, 3(2), 61–66. https://doi.org/10.38035/rrj.v3i2.363
Ramadhani, M. H., . K., & Haryani, S. (2023). The Effect of Using Discovery Learning-Based Mathematics Learning Modules on Students’ Interest in Learning Mathematics. International Journal of Research and Review, 10(4), 476–480. https://doi.org/10.52403/ijrr.20230458
Rosa, V., Corrales, A., Nguyen, Y., & Atkinson, M. B. (2022). Should stoichiometry be the foundation of chemistry courses? Chemistry Education Research and Practice, 23(3), 662–685.
Samosir, B. (2022). Implementation of Process Oriented Guided Inquiry Learning Model Learning (Pogil) on Understanding of Science Concepts, Skills Science Process and Student’s Critical Thinking Ability. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1673–1682. https://doi.org/10.11594/ijmaber.03.09.08
Simonson, S. R. (2023). POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners. In POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners (pp. 1–321). https://doi.org/10.4324/9781003446330
Wannomai, M., Nuangchalerm, P., & Ahmad Zaky El Islami, R. (2024). Stoichiometry understanding of upper secondary students through active science learning. Journal of Education and Learning, 18(4), 1405–1411. https://doi.org/10.11591/edulearn.v18i4.20962
Yi, S., Kondolf, G. M., Sandoval-Solis, S., & Dale, L. (2022). Application of Machine Learning-based Energy Use Forecasting for Inter-basin Water Transfer Project. Water Resources Management, 36(14), 5675–5694. https://doi.org/10.1007/s11269-022-03326-7
Zhou, Y., Zhu, Y., & Wong, W. K. (2023). Statistical tests for homogeneity of variance for clinical trials and recommendations. Contemporary Clinical Trials Communications, 33, 101119. https://doi.org/10.1016/j.conctc.2023.101119
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Fandi Ahmad, Nur Indah Sari
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
