The Effect of POGIL Assisted by Sevima Edlink on Students’ Analytical Thinking Skills in Alternative Energy
DOI:
10.29303/jpft.v12i2.11361Published:
2026-07-30Downloads
Abstract
This study aims to examine the effect of the Process-Oriented Guided Inquiry Learning (POGIL) model assisted by Sevima Edlink on students’ analytical thinking skills in the context of alternative energy. The study employed a quasi-experimental method using a posttest-only control group design involving 65 tenth-grade students at SMAS YAB Sukaratu. Data were collected using an instrument consisting of five essay questions developed based on analytical thinking indicators. The results of the independent-samples t-test showed that the calculated t-value (tcalculated = 11.55) was greater than the critical t-value (ttable = 2.00) at α = 0.05, indicating a statistically significant difference in analytical thinking skills between the experimental and control groups. These findings indicate that the integration of the POGIL model with Sevima Edlink can support the development of students’ analytical thinking skills through interactive and technology-assisted learning. Therefore, POGIL assisted by Sevima Edlink can be considered an alternative instructional approach for developing higher-order thinking skills in physics education. Future research should involve larger samples, different educational levels, and other physics topics to further examine the effectiveness and long-term impact of this learning approach.
Keywords:
Alternative Energy Analytical Thinking Ability POGIL Model Sevima EdlinkReferences
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