The effectiveness of POGIL approach toward mathematical communication and self-efficacy

Abstract

This study aimed to describe the effectiveness of the POGIL (Process Oriented Guided Inquiry Learning) approach on students' mathematical communication skills and self-efficacy, compare its effectiveness with the scientific approach, and analyze the relationship between self-efficacy and mathematical communication in the POGIL and scientific approaches. This research was a quasi-experiment with a nonequivalent control group design. The study population was all seventh-grade students at an Islamic junior high school in Lamongan district. The research instrument consisted of a mathematical communication test and a student self-efficacy questionnaire. The effectiveness of the POGIL approach was analyzed using the Manova test and continued with the one-sample test. The difference in the effectiveness of the two approaches was analyzed by using the Manova test of two independent populations. The relationship between self-efficacy and mathematical communication skills was known using Pearson bivariate correlation analysis. The results showed that students' mathematical communication skills and self-efficacy increased after learning with the POGIL approach, but the POGIL approach was not effective on students' mathematical communication and self-efficacy. There was no difference in effectiveness between POGIL and scientific approaches in terms of mathematical communication skills and students' self-efficacy. Self-efficacy has a positive relationship with mathematical communication on the POGIL and scientific approach.