Enhancing Conceptual Understanding in Junior High School Science through the POE2WE Learning Model
Keywords:
Conceptual understanding, Constructivist learning, Junior high school students, POE2WE learning model, Science education
Abstract
Conceptual understanding remains a fundamental yet persistently challenging objective in junior high school science education, particularly in abstract topics such as cell structure and function. Traditional and minimally guided inquiry-based instruction has been shown to inadequately support deep conceptual processing and conceptual change. This study aimed to examine the effect of the Predict-Observe-Explain-Elaboration-Write-Evaluation (POE2WE) learning model on students’ conceptual understanding in science learning. A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest structure was employed, involving 64 eighth-grade students from a public junior high school in Indonesia, divided into an experimental group taught using POE2WE and a control group receiving conventional inquiry-based instruction. Students’ conceptual understanding was measured using a validated essay-based instrument aligned with Bloom’s revised taxonomy. The results revealed that students in the POE2WE group achieved significantly higher posttest scores and greater normalized learning gains than those in the control group, with the most pronounced improvements observed at higher cognitive levels (C4-C6). These findings indicate that the integration of prediction, elaboration, reflective writing, and evaluation within POE2WE effectively facilitates deeper conceptual processing and conceptual change. The study contributes theoretically by reinforcing constructivist perspectives on structured cognitive engagement and practically by suggesting that POE2WE provides a viable instructional framework for improving conceptual understanding and addressing misconceptions in secondary science classrooms.
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References
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Damayanti, S., Syefrinando, B., Basuki, F. R., Takiveikata, S. B., & Deporos, S. R. C. (2025). Implementation of Module Based on Predict-Observe-Explain (POE) Integrated with Ethnoscience: Analysis of Relationship with Students’ Concept Understanding. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 15(1), 27–37. https://doi.org/10.22437/teknopedagogi.v15i1.42200
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Nana. (2019). Model Pembelajaran Predict, Observe, Explanation, Elaboration, Write dan Evaluation (POE2WE). Penerbit Lakeisha.
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Panggabean, D. D., Naibaho, G. D. M., & Simangunsong, I. T. (2023). Improving Students’ Concept with POE2WE Learning Model Assisted by PhET Android Simulation. Jurnal Penelitian Pendidikan IPA, 9(5), 2619–2624. https://doi.org/10.29303/jppipa.v9i5.2892
Pitaloka, N. A., Inayah, N., Huda, M. N., Setyawati, M., & Indratno, D. (2024). Fostering Critical Thinking Skills and Scientific Epistemological Beliefs through Flipbook-Assisted POE2WE. Journal of Natural Science and Integration, 7(2), 325. https://doi.org/10.24014/jnsi.v7i2.32666
Schoute, E. C., Bailey, J. M., & Lombardi, D. (2024). Learning about science topics of social relevance using lower and higher autonomy-supportive scaffolds. Contemporary Educational Psychology, 78, 102284. https://doi.org/10.1016/j.cedpsych.2024.102284
Soesana, A., & dkk. (2023). Buku Metodologi Penelitian Kuantitatif. Yayasan Kita Menulis.
Syahri Ramdhani, S., Susanti, R., & Meilinda. (2024). Cognitive Level of Program for International Student Assessment (PISA) Questions Based on the Revised Bloom’s Taxonomy. European Journal of Education and Pedagogy, 5(2), 104–112. https://doi.org/10.24018/ejedu.2024.5.2.785
Valsecchi, W. M., Delfino, J. M., Santos, J., & Faraj, S. E. (2024). A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course. Chemistry Education Research and Practice, 25(2), 438–457. https://doi.org/10.1039/D3RP00053B
Anggraeni, P. D., Kurniawan, D., Mansyur, M. Z., & Yulianto, E. (2024). Pengaruh Model Pembelajaran POE2WE (Prediction, Observation, Explanation, Elaboration, Write, and Evaluation) terhadap Kemampuan Koneksi Matematis Peserta Didik. JP3M (Jurnal Penelitian Pendidikan Dan Pengajaran Matematika), 10(1), 28–32. https://doi.org/10.37058/jp3m.v10i1.9404
Chen, F., & Chen, G. (2025). Learning analytics in inquiry-based learning: a systematic review. Educational Technology Research and Development, 73(4), 2131–2161. https://doi.org/10.1007/s11423-025-10507-9
Chen, K.-F., Hwang, G.-J., & Chen, M.-R. A. (2025). Precision diagnosis in virtual learning contexts: a predict-observe-explain-diagnose-based approach to scientific inquiry. Educational Technology Research and Development, 73(6), 3569–3596. https://doi.org/10.1007/s11423-025-10527-5
Chen, X. (2025). Prediction-Observation-Explanation (POE): An Effective Approach to Science Education. Science Insights Education Frontiers, 28(1), 4549–4551. https://doi.org/10.15354/sief.25.co449
Damayanti, S., Syefrinando, B., Basuki, F. R., Takiveikata, S. B., & Deporos, S. R. C. (2025). Implementation of Module Based on Predict-Observe-Explain (POE) Integrated with Ethnoscience: Analysis of Relationship with Students’ Concept Understanding. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 15(1), 27–37. https://doi.org/10.22437/teknopedagogi.v15i1.42200
Diana, R., Aprilia, A. A., Curnitasari, A., & Nana, N. (2020). Correlation between Voltage Concepts and Daily Life Activities Using POE2WE Model as Character Education Reinforcement. Jurnal Pendidikan Fisika, 8(2), 155–162. https://doi.org/10.26618/jpf.v8i2.3301
Edres, B., Azizahwati, & Futra, D. (2025). Analysis of Learning Motivation Based on the POE (Predict-Observe-Explain) Learning Model in Science Education. Journal of Science Education Research, 9(2), 152–159. https://doi.org/10.21831/jser.v9i2.83831
Fajriyah, R. L., & Jatmiko, B. (2021). Penerapan Model POE2WE Berbasis Virtual Learning pada Materi Listrik Arus Bolak Balik (AC) untuk Melatihkan High Order Thinking Skills (HOTS) Peserta Didik SMA. PENDIPA Journal of Science Education, 5(1), 102–107. https://doi.org/10.33369/pendipa.5.1.102-107
Gürses, G. (2024). Evaluation of Studies Based on the ICAP Framework in Learning Environments. TOJET: The Turkish Online Journal of Educational Technology, 23(2), 21–35.
Gustina, R., Hastuti, I. D., Nizaar, M., & Syaharuddin, S. (2023). Predict Observe Explain Learning Model : Implementation and Its Influence on Students’ Critical Thinking Ability and Learning Outcomes (A Meta-Analysis Study). Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 9(2), 706. https://doi.org/10.33394/jk.v9i2.7388
Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback. Routledge. https://doi.org/10.4324/9780429485480
Heppt, B., Henschel, S., Hardy, I., & Gabler, K. (2023). Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency? European Journal of Psychology of Education, 38(4), 1377–1401. https://doi.org/10.1007/s10212-022-00653-6
Hong, J.-C., Hsiao, H.-S., Chen, P.-H., Lu, C.-C., Tai, K.-H., & Tsai, C.-R. (2021). Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning. Computers & Education, 166, 104172. https://doi.org/10.1016/j.compedu.2021.104172
Lara-Alecio, R., Irby, B. J., Tong, F., Guerrero, C., Koch, J., & Sutton-Jones, K. L. (2018). Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students. Education Sciences, 8(1), 27. https://doi.org/10.3390/educsci8010027
Mousavipour, S. P., & Bavi, S. (2024). Effectiveness of Self-compassion Therapy for Distress Tolerance and Rumination in Women with Multiple Sclerosis. Journal of Health Reports and Technology, 10(3). https://doi.org/10.5812/jhrt-146666
Mu, J., Bayrak, A., & Ufer, S. (2022). Conceptualizing and measuring instructional quality in mathematics education: A systematic literature review. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.994739
Muin, A. (2023). METODE PENELITIAN KUANTITATI. Literasi Nusantara Abadi.
Nana. (2019). Model Pembelajaran Predict, Observe, Explanation, Elaboration, Write dan Evaluation (POE2WE). Penerbit Lakeisha.
Nana, N. (2020). Pengembangan Inovasi Modul Digital dengan Model POE2WE Sebagai Salah Satu Alternatif Pembelajaran Daring di Masa New Normal. Prosiding SNFA (Seminar Nasional Fisika Dan Aplikasinya), 5(0). https://doi.org/10.20961/PROSIDINGSNFA.V5I0.46607
Nana, N., Nugroho, K. A., & Ahmad, J. (2023). The Effectiveness of The POE2WE Learning Model in Supporting Distance Learning in The Era of The Industrial Revolution 4.0. Jurnal Inovasi Pendidikan IPA, 9(1), 23–37. https://doi.org/10.21831/jipi.v8i1.55767
Nurmaya, E., Rusilowati, A., & Astuti, B. (2022). Development of Cognitive Ability Test Instrument Based on Revision Bloom Taxonomy on Dynamic Electricity Materials For Students of Senior High School. Physics Communication, 6(2), 50–60. https://doi.org/10.15294/physcomm.v6i2.37028
OECD. (2019). PISA 2018 Results (Volume I). OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2023). PISA 2022 Results (Volume I). OECD Publishing. https://doi.org/10.1787/53f23881-en
Panggabean, D. D., Naibaho, G. D. M., & Simangunsong, I. T. (2023). Improving Students’ Concept with POE2WE Learning Model Assisted by PhET Android Simulation. Jurnal Penelitian Pendidikan IPA, 9(5), 2619–2624. https://doi.org/10.29303/jppipa.v9i5.2892
Pitaloka, N. A., Inayah, N., Huda, M. N., Setyawati, M., & Indratno, D. (2024). Fostering Critical Thinking Skills and Scientific Epistemological Beliefs through Flipbook-Assisted POE2WE. Journal of Natural Science and Integration, 7(2), 325. https://doi.org/10.24014/jnsi.v7i2.32666
Schoute, E. C., Bailey, J. M., & Lombardi, D. (2024). Learning about science topics of social relevance using lower and higher autonomy-supportive scaffolds. Contemporary Educational Psychology, 78, 102284. https://doi.org/10.1016/j.cedpsych.2024.102284
Soesana, A., & dkk. (2023). Buku Metodologi Penelitian Kuantitatif. Yayasan Kita Menulis.
Syahri Ramdhani, S., Susanti, R., & Meilinda. (2024). Cognitive Level of Program for International Student Assessment (PISA) Questions Based on the Revised Bloom’s Taxonomy. European Journal of Education and Pedagogy, 5(2), 104–112. https://doi.org/10.24018/ejedu.2024.5.2.785
Valsecchi, W. M., Delfino, J. M., Santos, J., & Faraj, S. E. (2024). A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course. Chemistry Education Research and Practice, 25(2), 438–457. https://doi.org/10.1039/D3RP00053B
Published
2025-10-10
How to Cite
Barkah, F. N., Novitasari, A., & Dewi, R. (2025). Enhancing Conceptual Understanding in Junior High School Science through the POE2WE Learning Model. ISEJ : Indonesian Science Education Journal, 6(3), 15-23. https://doi.org/10.62159/isej.v6i3.2072
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Copyright (c) 2025 Faridha Noer Barkah, Aulia Novitasari, Rismala Dewi
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