The Effectiveness of Procces Oriented Guided Inquiry Learning (POGIL) Based Student Worksheets to Improve Metacognitive Skills in Chemical Equilibrium

Hidayatulloh Revandika Aji; Azizah Utiya

doi:10.62951/ijer.v2i4.453

Authors

Hidayatulloh Revandika Aji Universitas Negeri Surabaya
Azizah Utiya Universitas Negeri Surabaya

DOI:

https://doi.org/10.62951/ijer.v2i4.453

Keywords:

Chemical Equilibrium, Metacognition, POGIL, Students, Worksheets

Abstract

This experimental study investigated the effectiveness of Process Oriented Guided Inquiry Learning (POGIL) based Student Worksheets in enhancing metacognitive skills among eleventh grade students learning Chemical Equilibrium. Utilizing a one group pretest posttest design with 36 participants, the intervention implemented specially designed worksheets integrating POGIL's inquiry cycle with explicit metacognitive scaffolding. Metacognitive skills comprising planning, monitoring, and evaluating components were measured through validated essay instruments before and after four instructional sessions. Statistical analysis using the Wilcoxon Signed Rank Test revealed a significant improvement in overall metacognitive skills (Z = -5.197, p < 0.001, large effect size d = 2.47). Notably, 94.44% of students demonstrated measurable progress, with normalized gain scores indicating high improvement in planning (g = 0.82), moderate improvement in evaluating (g = 0.51), and moderate improvement in monitoring (g = 0.48). These findings substantiate that POGIL based worksheets, when designed with intentional metacognitive prompts, effectively foster the development of higher order regulatory skills essential for mastering complex chemical concepts. The study contributes to science education literature by demonstrating how inquiry based pedagogies can be optimized for metacognitive skill development.

References

Arami, M., & Wiyarsi, A. (2020). The student metacognitive skills and achievement in chemistry learning: Correlation study. Journal of Physics: Conference Series, 1567(4), 042005. https://doi.org/10.1088/1742-6596/1567/4/042005

Azizah, U., & Nasrudin, H. (2021). Metacognitive skills and self-regulated learning in prospective chemistry teachers: Role of metacognitive skill-based teaching materials. Journal of Turkish Science Education, 18(3), 461–476.

Campbell, D. T., Stanley, J. C., & Gage, N. L. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.

Dewi, C. A., Martini, & Mujakir. (2025). Trends and effectiveness of metacognitive strategies in chemistry learning: A systematic review. Multidisciplinary Reviews, 9(3), 1–10.

Divamita, A. N., & Azizah, U. (2022). Development of acid-base chemistry student activity sheet to improve metacognitive skills in senior high school. Jurnal Pijar MIPA, 17(5), 624–629. https://doi.org/10.29303/jpm.v17i5.3743

Dumanaw, V. A., Paembonan, T. L., & Rejeki, A. M. (2025). The application of problem based learning (PBL) model assisted by blended learning to enhance metacognitive awareness. Journal of Education, Language Teaching and Science, 7(2), 699–707.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911.

Hake, R. R. (1999). Analyzing normalized gain scores. American Educational Research Association Division D.

Hamnell-Pamment, Y. (2024). Making sense of chemical equilibrium: Productive teacher–student dialogues as a balancing act between sensemaking and managing tension. Chemistry Education Research and Practice, 25, 171–192. https://doi.org/10.1039/d3rp00249g

Hidayah, R., Fajaroh, F., & Dasna, I. W. (2022). Collaborative problem based learning to improve metacognitive of chemistry students: Systematic literature review. Al-Ishlah: Jurnal Pendidikan, 14(4), 6991–7000. https://doi.org/10.35445/alishlah.v14i4.1172

Jummaro, M. R., Mulyani, S., Widhiyanti, T., & Wiji. (2024). Review of chemistry learning strategy based on process oriented guided inquiry learning (POGIL). KnE Social Sciences, 9(13), 151–161. https://doi.org/10.18502/kss.v9i13.15915

Permatasari, M. B., Rahayu, S., & Dasna, I. W. (2022). Chemistry learning using multiple representations: A systematic literature review. Journal of Science Learning, 5(2), 334–341. https://doi.org/10.17509/jsl.v5i2.42656

Pulmones, R. (2008). Learning chemistry in a metacognitive environment. Asia Pacific Education Researcher, 6(2), 165–183.

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. In AIP Conference Proceedings (pp. 1–9).

Puspitasari, P. A., Hastuti, B., & Mulyni, B. (2024). Impacts of the POGIL learning model combined with a SETS approach on chemical literacy and science process skills in buffer solutions. Jurnal Kimia dan Pendidikan Kimia, 9(1), 171–184.

Rahmawati, Y., Zulhipri, Hartanto, O., Falani, I., & Iriyadi, D. (2022). Students’ conceptual understanding in chemistry learning using PhET interactive simulations. Journal of Technology and Science Education, 12(2), 303–326.

Renvaal, G., & Kurten, B. (2024). Talking chemistry in small groups: Challenges with macroscopic, submicroscopic and symbolic representations among students aged 14–15 years. FMSERA Journal, 6(2), 58–76.

Rizqiyah, D. Z., & Azizah, U. (2023). Development of student worksheets problem-solving oriented to train metacognitive skills of grade XI students on acid-base materials. Jurnal Kependidikan Kimia, 11(4), 553–564.

Sari, S. N., & Azizah, U. (2021). Implementation of the POGIL model on blended learning to improve metacognitive skills during the COVID-19 pandemic. Jurnal Ilmiah Kependidikan, 12(1), 66–75.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460–475.

Silviana, M., & Ritonga, P. S. (2025). The analysis of student misconceptions on essay questions based on chemical equilibrium lessons with depth interviews. Journal of Chemical Education Research, 14(3), 172–177.

Sormin, E., Habiddin, Muntholib, & Santoso, A. (2025). Revealing chemistry students’ metacognitive knowledge in chemical equilibrium using pictorial-based questions. Multidisciplinary Science Journal, 8(5).

Suryati, Adnyana, P. B., Ariawan, I. P. W., & Wesnawa, I. G. A. (2024). Integrating constructivist and inquiry-based learning in chemistry education: A systematic review. Jurnal Kependidikan Kimia, 12(5), 1166–1188.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wanti, S., Mawarnis, E. R., & Herman, M. (2024). Designing POGIL-based student worksheets for buffer solution learning at SMAN 2 Sawahlunto. Jurnal Kependidikan Kimia, 12(5), 948–959.

Zemene, A. B., Eticha, A. T., & Bekana, D. (2025). Process oriented guided inquiry learning: A possible solution to improve high school students’ conceptual understanding of electrochemistry and attitude. Chemistry Teacher International, 7(3), 515–531. https://doi.org/10.1515/cti-2025-0035