The influence of POGIL learning model by mind mapping and summary assignment of salt hydrolysis outcomes

Abstract

Salt hydrolysis is a difficult subject matter for some students, due to the characteristic aspects of chemical concepts and aspects of the learning model. Overcoming the difficulties of these students, one of them uses POGIL (Process Oriented Guided Inquiry Learning) learning. The POGIL learning model does not direct students in documenting material, so it is accompanied by mind mapping and summary. The purpose of this study was to determine the differences of students' cognitive learning outcomes in the POGIL learning model by mind-mapping assignment between the students taught using the POGIL learning model with a summary assignment on salt hydrolysis material. This study used a quasi-experimental model with posttest only control group design. The results of this study showed that there were differences in cognitive learning outcomes which shown on the average value of students taught with POGIL learning models accompanied by assignments mind mapping higher compared to students who were taught with the POGIL learning model along with summary assignments.