The implementation of predict-observe-explain (POE) learning

model with demonstration method to increase the activity and

learning outcome of IPA-Physics subject matter heat class VII2
SMP Negeri 15 Kendari

Armin 1), Hunaidah M1), Suritno Fayanto 2)

1
Department of Physics Education Haluoleo University Kendari, Southeast Sulawesi.
Jl. HEA Mokodompit. 93231
2
Postgraduate of Physics education Ahmad Dahlan University Yogyakarta
Jl. Pramuka. No. 42 Sidikan Umbulharjo Yogyakarta

E-mail: Hunaidahfisuho@gmail.com

Abstract. This study purpose to describe the activity, learning and mastery learning outcomes IPA-
Physics class VII2 students of SMPN 15 Kendari in the subject matter is through the application of
heat after learning model Predict-Observe-Explain use the method of demonstration. In this study
consisted of two cycles, the first cycle consists of two meetings and the second cycle consists of one
session. From the results of data analysis can be concluded: 1) an overview of student learning
activities with learning model application Predict-Observe-Explain the demonstration method to
increase from the first cycle of 2.16 which is intended by the category of pretty and increased in the
second cycle to 3.13 that the said category good; 2) description of learning outcomes IPA-Physics
class VII2 students of SMPN 15 Kendari learning model application Predict-Observe-Explain the
method of demonstration addressing the distribution value: the first cycle obtained the lowest score
of 13.33 and 86.67 with a highest score average value average 60.83; in the second cycle was obtained
the lowest value and the highest value 94.12 41.18 with an average value of 76.23, which means the
average value of learning outcomes of students has increased by 15; and 3) the results of studying
science-physics class students VII2 SMP 15 Kendari in the subject matter of heat can be improved by
applying the learning model Predict-Observe-Explain uses the method of demonstration, this is
indicated by the value obtained by each individual of the first cycle and the second cycle tends
increased and presentation of students who have not completed those with complete (achieve a
minimum completeness criteria) in the first cycle of 50% and increased in the second cycle into
79.17%. So it is recommended that teachers implement instructional model Predict-Observe-Explain
the method of demonstration as an effort to increase the activity and student learning outcomes.

Keywords: Models Predict-Observe-Explain, demonstrations, activities, learning outcomes.

A. INTRODUCTIONS
Junior High School 15 Kendari is one of
the schools that still apply the kurikulum Tingkat
Satuan Pendidikan (KTSP). One of the lessons
taught junior high school SMPN 15 referred to in
Kendari is a lesson in Sciences (IPA). The result
of observation and intensive interviews on 28
October 2016, with teachers teaching science-
Physics in Secondary Schools 15 Kendari,
especially in classes with one teacher VII2
Sciences, obtained a description that students
have the level of activity and learning outcomes
are not yet optimal. This is because at the time of
learning the teacher merely presenting the
material without conducting experiments or
investigations so that teachers tend to dominate
the learning activities in class, where the
implementation of teacher learning more active
role and less activity involves students directly so
that students tend to be passive in to accept the
information, knowledge, and skills of teachers.
Sub matter Heat is used as material in this
study because the results of studying science-
physics of matter Principal heat is lower than in
material science-Physics others, based on
observations on September 28, the information
obtained low average learning outcomes IPA-
Physics class VII2 school year 2015/2016
semester is 55% or about 16 students who are not
able to reach KKM and 45% the number of
students, or about 14 students who achieve KKM.
Minimum Standards Criteria completeness
(MSC) as determined by a school that is 69 to the
subject matter of the class heat VII2 the
2015/2016 school year.
From the observations made in SMPN 15
Kendari in class VII showed some parallel class
that VII2 lower class learning results. Where the
calorific study results are 56% or 15 students who
are not able to reach KKM and 44% the number
of students, or about 11 students who are capable
of reaching the KKM. Complete Standard
minimal (KKM), which has been obtained by the
school 69 to the subject matter of substance and
class Wujudnya VII2 2016/2017 school year.
The low activity and learning outcomes
Sciences VII2 class students of SMPN 15 Kendari
is a problem that must be resolved. to overcome
the problem of classroom learning VII2
particularly on the subject of Heat researcher and
teacher Discussing Sciences. Where we agreed to
use a model of learning that involve students
actively in learning queried through
experimentation and observation of the real
problems faced by students in daily life associated
with the Heat. The application of learning by
engaging students in exploratory activities can
help students build their own knowledge. One
model of learning can help students build
knowledge through investigation activities is a
model Predict-Observe-Explain.
Models Predict-Observe-Explain the
learning model that encourages students to be
active in acquiring knowledge and a learning
model that focuses not on the teacher but focuses
on the students. other than that Predict-Observe-
Explain as one of the alternative learning models
and effective as support so that students are more
interested to learn science in particular physics.
.Advantages of learning model Predict-Observe-
Explain (POE) which stimulate the learners to be
more creative, especially in the filed of
prediction, can reduce wordiness, the learning
process becomes more interesting, because the
students are not only listen to but also observe
events occurring through experimentation,
students will have the opportunity to compare
between theory (alleged) with reality (Joyce,
2006)
Demonstration method is a method of
teaching by way of demonstrating goods, events,
rules, and the order to do an activity, either
directly or through the use of teaching aids
relevant to the subject or the material being
presented (Muhibbin Shah, 2003). Excess
demonstration methods are: 1) The attention of
students can be more focused; 2) The process of
student learning is more focused on the material
being studied; 3) The experience and the
impression of being more attached to the learning
outcomes in students; 4) some of the issues that
raises questions or doubts can be clarified when
the demonstration; 5) can reduce errors compared
to just reading or listening.
 Based on the description of the
background, it is necessary to do a study entitled
"Application of Learning Model POE (Predict-
Observe-Explain) Method of Improving
Demonstration Activities and Learning Outcomes
Subject Matter Heat Physics IPA-Class VII2 SMP
15 Kendari"
B. RESEARCH METHODS
This type of research is the Classroom
Action Research (CAR). the Classroom Action
Research is done by applying the learning model
Predict-Observe-Explain (POE) with the
demonstration as an alternative method of action
to improve the activity and learning outcomes-
Physical Science learning subject matter Heat
VII2 SMP 15 Kendari semester 2016/2017
academic year.
Procedure classroom action research is
planned to consist of two (2) cycles. Each cycle is
implemented in accordance with the change to be
achieved, such as what was designed in the
investigated factors. To see the extent of students'
understanding on the calorific material carried in
accordance with the change to be achieved, such
as what was designed in the investigated factors.
Data collection techniques are as follows:
1) observations, made during the learning process
to determine the activities undertaken by the
students and teachers; 2) The written test, carried
out during the test cycle.
C. RESULTS And DISCUSSION
a. Research results
Data on activity VII2 class students of
SMPN 15 Kendari for learning by using learning
model is observed-explain predict taken using
observation sheet by providing a score on every
aspect of the activities undertaken by the students
according to predetermined criteria. Each cycle
consists of two meetings. Average score data
activity of students in the teaching-learning
process in each cycle can be seen in Table 1
below.

Table 1 Data Average Student Activities at Each Cycle

The average score of Student Activities
No. Aspects Observed First Cycle
Category Category
Cycle II
1 Listen to the teacher's explanations 2.5 Enough 3.5 Very good
2 Asking question 2 Enough 3 Good
3 Answering questions from teachers and students 2 Enough 3 Good
Predict or forecast about the problem given by the
4 2 Enough 3 Good
teacher through the demonstration

5 Students conduct experiments 2.25 Enough 3.5 Very good

6 Discuss in groups 2 Enough 3 Good

7 Presentation of the results of discussions 2.25 Enough 3 Good
8 Summing up the matter 2.25 Enough 3 Good
Average Student Activities 2.16 Enough 3.13 Good

From Table 1 it is shown that in the first
cycle and the second cycle an average score of
student activity increased from 2.16 to 3.13 with
enough categories to both categories. Where the
lowest student activity unit first cycle increased in
the second cycle is found in the aspect of students
to ask questions of 2.0 to 3.0 with the category
enough good categories, answered questions from
teachers and students from 2.0 to 3.0 category
enough, students predict or forecast about the
problem given by the teacher through the
demonstration of 2.0 to 3.0 with the category
enough good category, student experiment from
2.25 to enough categories to be, discuss in groups
with an average score of 2.0 by category quite to
3.5 category very well. And the highest value in
the first cycle are the aspects of students listen to
explanations from the teacher 2.5 category rose
considerably in the second cycle to 3.5 with a very
good category
Overview teacher activity in the manage
learning by using contextual learning model in the
subject matter of pressure obtained using
observation sheet by providing a score on every
aspect of the activities undertaken by teachers in
accordance with predetermined criteria. The
average score of the teacher during a lecture
lasting activity can be seen in Table 4.2.

Table 2. Data Activity Score Average Teacher in Every Cycle

The average score
No. Aspects observed first
Category I Cycle II Category II
cycle
1 Opening the learning activities 3 Good 3 Good
2 Delivering apersepsi and motivation 2.5 Enough 3 Good
3 Delivering the learning objectives 3.5 Very good 4 Very good
Directing students to predict the
4 2.5 Enough 3 Good
answer through demonstration
5 Guiding students in the experiment 3 Good 4 Very good
Engage students in making decisions
6 relating to problem-solving 3 Good 3 Good
in LKS
7 Summing up the learning material 2.5 Enough 3 Good
8 Teachers end the learning process 3.5 Very good 4 Very good
Average Teacher Activity 2,94 Good 3.38 Very good

From Table 2 can be seen that in the first both categories 3.5 to 4.0 with a very good
cycle and the second cycle an average score of category.
student activity increased from 2.94 to 3.38 with Data on the results of physics students
good category with a very good category. Where learn science-drawn using achievement test is a
the unit of highest activity forthwith teacher test at the end of the first cycle and the second
learning goals with both categories 3.5 to 4.0 with meeting of the second cycle test at the end of the
a very good category, ending the learning process fourth meeting.
Based on descriptive analysis of science-physics learning outcomes in the subject matter heat VII2
class students at SMP 15 Kendari are presented in Table 3.
Table 3 Data Analysis Student Results
No. Score first cycle cycle II
1460 1829.42
1 amount

2 Average value 60.83 76.23

3 the cap 86.67 94.12
4 Minimum value 13.33 41.18
5 number of T 12 19
 6 number BT
7 % Completed
8 % Incomplete
From Table 3 it is shown that the results
of learning physics VII2 class students in the
subject matter Calorific after being taught by
using model Predict-Observe-Explain (POE)
showed an increase from the first cycle to the
second cycle.
b. Discussion
Analysis deskripstif on learning outcomes of
students in the second cycle which shows that
student learning outcomes in the sub heat transfer
material with a minimum score of 41.18
maximum score 94.12: average results of student
learning at 76.23. The number of students who
study results under KKM or which scored <69
sebanya 5 people or 20.83% and there are 19
people or 79.17% were obtained ≥ 69. From these
data, showing an increase towards the better,
although there are 5 people students who have not
achieved mastery learning or the value <69. this
is possible due to the lack of ability of the students
to remember the subject matter that has been
studied.
Based on the analysis deskripstik above,
the answer to perrmasalahan studies have
revealed that learning with application of models
predict is observed-explain the method of
demonstration managed to increase the activity
and student learning outcomes as well as to
achieve the criteria for completeness Minimum in
science teaching physics in particular on the
subject matter of heat in the classroom VII2 SMP
15 Kendari make students more active in their
learning and increase student learning outcomes
in which 79.17% of students or as many as 19 out
of 24 students have achieved a minimum
completeness criteria set out in schools, ≥ 69
D. CONCLUSION
Based on formulation of the problem and
analysis data results research may be concluded
as consequent::
12 5
50 79.17
50 20.83
1. Activities students with the application of
POE in each cycle tends to increase with an
average score of student activity in the first
cycle at 2.16 which is intended by category
sufficiently increased in the second cycle to
3.13 which is intended by both categories;
2. Physical science learning outcomes VII2 class
students of SMPN 15 Kendari taught by
applying POE learning model obtained by the
distribution value in the first cycle values
obtained from 13.33 to 86.67, in the second
cycle values obtained from 41.18 to 94.12
with the average value of student learning
outcomes in the first cycle of 60.83 and the
second cycle average student learning
outcomes increased to 76.23;
3. Physical science class learning completeness
VII2 SMP 15 Kendari diajarak by applying
POE model study showed that an increased
presentation of an increase in mastery
learning of the first cycle and the second
cycle of 29.17%, in the first cycle of learning
completeness percentage of 50% or 12 people
students have reached KKM and the second
cycle of completeness percentage increased
to 79.17% or 19 students have reached KKM.
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