The Influence of Implementing Process-Oriented Guided Inquiry Learning (POGIL) Model With Website Assistance To Improve Students' Logical Thinking
This study designed and evaluated the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model, supported by the XPOGIEDU website, on enhancing logical thinking skills in programming (branching, looping) among 37 students of 10th-grade vocational high school. Using the ADDIE framework,...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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The Institute of Research and Community Services, Universitas Terbuka
2025-05-01
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| Series: | International Journal of Research in STEM Education |
| Subjects: | |
| Online Access: | https://jurnal-fkip.ut.ac.id/index.php/ijrse/article/view/1804 |
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| Summary: | This study designed and evaluated the impact of the Process-Oriented Guided Inquiry Learning (POGIL) model, supported by the XPOGIEDU website, on enhancing logical thinking skills in programming (branching, looping) among 37 students of 10th-grade vocational high school. Using the ADDIE framework, the intervention integrated collaborative group work with rotating roles, guided inquiry via worksheets, and iterative problem-solving. Data from pre/post-tests, projects, and Technology Acceptance Model (TAM) surveys were analyzed using Excel and SPSS. Results revealed significant improvements in logical thinking, with an overall normalized gain of 0.71, particularly benefiting lower-ability students (e.g., 0.83 gain in logic tests vs. 0.61 for high performers). TAM evaluations reflected strong student acceptance, with perceived usefulness (87.75%), ease of use (85.59%), and positive attitudes (87.57%), validating the platform’s usability. However, limitations such as the short study restricted deeper trend analysis and engagement. Beyond programming, this study underscores POGIL’s potential as a scalable, equity-focused pedagogy for STEM disciplines requiring structured problem-solving (e.g., engineering, data science). The findings advocate for policy reforms prioritizing technology-enhanced inquiry models in vocational and general STEM curricula to bridge skill gaps. Educators should adopt flexible grouping strategies and digital tools to cater to diverse learner needs, while institutions must invest in teacher training for guided inquiry methods. Future research should extend intervention timelines, incorporate adaptive learning technologies, and explore cross-disciplinary applications to optimize long-term outcomes. By aligning pedagogical invention with stoner-centered design, this approach addresses global demands for critical intellects complete at navigating complex STEM challenges.
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| ISSN: | 2721-3242 2721-2904 |