Similar to findings at the college

Similar to findings at the college level, secondary students who were taught in POGIL classrooms performed better on chemistry assessments than their peers who were taught using traditional pedagogy in this study. Several studies report an upward shift in student test scores corresponding to one letter grade for students taught using POGIL instead of traditional pedagogy in college chemistry courses (P. Brown, 2010a; S. Brown, 2010b; Farrell et al., 1999; Rudder & Hunnicutt, 2008). The similarities in those studies to this present study are presented in the following paragraphs. Farrell et al. (1999) reported their study of undergraduate chemistry achievement at Franklin and Marshall College.They compared the grade searned by undergraduate students in general chemistry taught using POGIL pedagogy (fall 1994–spring 1997) to students enrolled in previous years (fall 1990 spring 1994) who were taught using traditional pedagogy.The instructors remained constant throughout the study. During this time period, the percentage of students earning scores of D, W, and F decreased, while the percentage of students who completed the course with grades of A or B increased in response to POGIL. These findings are similar to the current study. Students taught using POGIL methods are more successful than students taught using traditional lecture pedagogy. Hinde and Kovac (2001) applied POGIL strategies in physical chemistry course satalar geregional university. They found, as does this study, that students learned the material “more thoroughly” (p. 93).
P. Brown (2010a) utilized POGIL methods to teach an undergraduate anatomy and physiology course at a small liberal arts college. He reported an increase in students’ scores on chapter exams, the comprehensive final and over all course grades. Three semester safter implementing POGIL,theme an course average rose 23%. The results of This present study are less dramatic butare consistent with the positive findings reported by P. Brown. Of particular interestis that P. Brown describes the institution where his study was conducted as a diverse student population. Like the secondary school study presented here, he reported achievement gains for students of all races.

Results (Indonesian) 1:

Similar to findings at the college level, secondary students who were taught in POGIL classrooms performed better on chemistry assessments than their peers who were taught using traditional pedagogy in this study. Several studies report an upward shift in student test scores corresponding to one letter grade for students taught using POGIL instead of traditional pedagogy in college chemistry courses (P. Brown, 2010a; S. Brown, 2010b; Farrell et al., 1999; Rudder & Hunnicutt, 2008). The similarities in those studies to this present study are presented in the following paragraphs. Farrell et al. (1999) reported their study of undergraduate chemistry achievement at Franklin and Marshall College.They compared the grade searned by undergraduate students in general chemistry taught using POGIL pedagogy (fall 1994–spring 1997) to students enrolled in previous years (fall 1990 spring 1994) who were taught using traditional pedagogy.The instructors remained constant throughout the study. During this time period, the percentage of students earning scores of D, W, and F decreased, while the percentage of students who completed the course with grades of A or B increased in response to POGIL. These findings are similar to the current study. Students taught using POGIL methods are more successful than students taught using traditional lecture pedagogy. Hinde and Kovac (2001) applied POGIL strategies in physical chemistry course satalar geregional university. They found, as does this study, that students learned the material “more thoroughly” (p. 93).P. Brown (2010a) digunakan POGIL metode untuk mengajarkan program studi tingkat sarjana anatomi dan fisiologi di sebuah perguruan tinggi seni liberal yang kecil. Ia melaporkan peningkatan nilai siswa pada bab ujian, final komprehensif dan di atas semua nilai lapangan. Safter tiga semester mengimplementasikan POGIL, tema Lapangan rata-rata mawar 23%. Hasil studi ini hadir yang kurang dramatis butare konsisten dengan temuan positif dilaporkan oleh P. Brown. Dari interestis tertentu Brown P. itu menjelaskan tentang lembaga pendidikan mana studi ini dilakukan sebagai populasi beragam siswa. Seperti studi sekolah menengah yang disajikan di sini, ia melaporkan pencapaian keuntungan bagi siswa dari semua ras.

Results (Indonesian) 2:

Serupa dengan temuan di tingkat perguruan tinggi, pelajar sekolah menengah yang diajarkan di kelas POGIL dilakukan lebih baik pada penilaian kimia daripada rekan-rekan mereka yang diajar menggunakan pedagogi tradisional dalam penelitian ini. Beberapa penelitian melaporkan pergeseran ke atas nilai tes siswa sesuai dengan satu huruf kelas bagi siswa yang diajar menggunakan POGIL bukan pedagogi tradisional dalam kursus kimia perguruan tinggi (P. Brown, 2010a; S. Brown, 2010b;. Farrell et al, 1999; Rudder & Hunnicutt, 2008). Kesamaan dalam penelitian-penelitian untuk studi ini disajikan dalam paragraf berikut. Farrell et al. (1999) melaporkan penelitian mereka prestasi kimia sarjana di Franklin dan Marshall College.They dibandingkan kelas searned oleh mahasiswa dalam kimia umum diajarkan menggunakan POGIL pedagogi (jatuh 1994-musim semi 1997) untuk mahasiswa yang terdaftar di tahun-tahun sebelumnya (1990 jatuh musim semi 1994) yang diajarkan menggunakan instruktur pedagogy.The tradisional tetap konstan selama penelitian. Selama periode ini, persentase siswa mendapatkan nilai D, W, dan F menurun, sedangkan persentase siswa yang menyelesaikan kursus dengan nilai A atau B meningkat sebagai respons terhadap POGIL. Temuan ini serupa dengan penelitian ini. Siswa diajarkan menggunakan metode POGIL lebih berhasil daripada siswa diajarkan menggunakan pedagogi kuliah tradisional. Hinde dan Kovac (2001) menerapkan strategi POGIL dalam kursus kimia fisik satalar universitas geregional. Mereka menemukan, seperti halnya penelitian ini, siswa belajar materi "lebih teliti" (hal. 93).
P. Brown (2010a) digunakan metode POGIL untuk mengajar anatomi sarjana dan kursus fisiologi di sebuah perguruan tinggi seni liberal kecil. Dia melaporkan peningkatan nilai siswa pada ujian bab, komprehensif akhir dan atas semua tentu saja nilai. Tiga semester safter menerapkan POGIL, tema rata-rata saja naik 23%. Hasil penelitian ini adalah Butare ini kurang dramatis konsisten dengan temuan positif yang dilaporkan oleh P. Brown. Dari interestis tertentu yang P. Brown menjelaskan lembaga mana studi ini dilakukan sebagai populasi mahasiswa yang beragam. Seperti studi sekolah menengah yang disajikan di sini, ia melaporkan pencapaian keuntungan bagi siswa dari semua ras.