The effect of POGIL instruction on students’ chemical literacy in electrolyte and nonelectrolyte solution

This study aims to investigate the effect of POGIL on students’ chemical literacy. The research applies a quasi- experimental design with a pretest-posttest control group design. The research subjects were two groups of 10th-grade students, the experimental group was taught using POGIL and the contr...

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Bibliographic Details
Main Authors: Muntholib, Muntholib, Anggraeni, Desy Putri, Zaroh, Ismiatul, Utomo, Yudhi, Yahmin, Yahmin
Format: Conference Proceeding
Language:English
Subjects:
Design of experiments
Electrolytes
Literacy
Nonelectrolytes
Reliability analysis
Students
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Summary:This study aims to investigate the effect of POGIL on students’ chemical literacy. The research applies a quasi- experimental design with a pretest-posttest control group design. The research subjects were two groups of 10th-grade students, the experimental group was taught using POGIL and the control class was taught using a conventional scientific approach. Students’ chemical literacy was measured using a chemical literacy test on the electrolyte and nonelectrolyte solution consisting of 25 valid multiple-choice questions with a Cronbach Alpha reliability of .75. The ANCOVA analysis shows that POGIL instruction has a significant effect on students’ chemical literacy (sig.=0.001
ISSN:0094-243X
1551-7616
DOI:10.1063/5.0112761