Pengaruh model predict-observe-explain (poe) melalui pendekatan pembelajaran diferensiasi terhadap critical thinking skill muatan ipa peserta didik sekolah dasar

Fajar Fitrianingrum, Idam Ragil Widianto Atmojo

Abstract

This study was motivated by the low critical thinking skills of elementary school students in science learning, caused by limited instructional variety and inadequate accommodation of diverse learning styles. The research aimed to examine the effect of the Predict-Observe-Explain (POE) model through differentiated instruction on students’ critical thinking skills. A quasi-experimental nonequivalent control group design was employed, involving an experimental class that implemented differentiated POE (content, process, and product) according to visual, auditory, and kinesthetic learning styles, while the control class used the Make a Match model. The sample was selected using cluster random sampling, and data were collected through a critical thinking test based on Facione’s indicators. Data analysis was conducted using t-tests and SmartPLS. The results indicated a significant difference between the two classes (p < 0.001), with the experimental class achieving a higher mean posttest score (87.18) than the control class (74.91). Further SmartPLS analysis showed that the predict syntax predominantly influenced interpretation, analysis, and explanation; the observe syntax influenced analysis, interpretation, and inference; and the explain syntax influenced explanation, evaluation, and self-regulation. These findings demonstrate that integrating the Predict-Observe-Explain (POE) model with differentiated instruction effectively enhances elementary students’ critical thinking skills in science learning.

Keywords

model Predict-Observe-Explain (POE), differentiated instruction, critical thinking skills, learning styles, and elementary school

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DOI: https://doi.org/10.20961/ddi.v14i4.108680

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