Process Oriented Guided Inquiry Learning (POGIL) Model: Optimizing Student Learning Interest

Siti Rohimah Maspupah 1 Indonesia , Deden Makbuloh 1 Indonesia , M. Indra Saputra 1 Indonesia
1 Universitas Islam Negeri Raden Intan Lampung
Link Copied!
Published 2026-02-27
Vol. 5 No. 2 (2026) PAGES 1024-1038
DOI 10.51574/ijrer.v5i2.4677
Views / Downloads 165 177

Islamic boarding schools like MTS Walisongo, Central Lampung, succeed when students are interested in learning, especially Islamic law. Initial observations indicated that students showed little interest in learning, particularly in paying attention. This phenomenon was evident from the lack of student interaction, limited interest in the topic, and the prominence of conventional learning approaches. This study tests whether the POGIL (Process Oriented Guided Inquiry Learning) learning approach increases student interest in Islamic jurisprudence. This quantitative study was quasi-experimental and used a post-test-only control group design. Class VIII C was the experimental class, and VIII D was the control class in the research sample, obtained by simple random sampling. The POGIL model has five steps: orientation, exploration, concept invention, application, and closure. The non-test questionnaire had 16 statement items that measured student attention. The results of data analysis using the t-test showed a significant value of 0.001 (p < 0.05), indicating a significant difference between the experimental and control classes. Thus, the POGIL learning model has proven effective in increasing student interest in learning, particularly in the aspect of attention. This study concludes that the implementation of POGIL makes a positive contribution to creating an active, collaborative, and enjoyable learning atmosphere and can be used as an innovative learning alternative to improve the quality of education in madrasah environments.

Maspupah, S. R., Makbuloh, D., & Saputra, M. I. (2026). Process Oriented Guided Inquiry Learning (POGIL) Model: Optimizing Student Learning Interest. ETDC: Indonesian Journal of Research and Educational Review , 5(2), 1024–1038. https://doi.org/10.51574/ijrer.v5i2.4677
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Abdillah, N., Najib, M., & Maftuh, M. (2025). Philosophy of Education in Fiqh Studies on Ontology, Epistemology, Axiology and Methodology. Ikhlas: Jurnal Ilmiah Pendidikan Islam, 2(3), 174-190. https://doi.org/10.61132/ikhlas.v2i3.1132
  2. Ahmad, N., Alias, F. A., Hamat, M., & Mohamed, S. A. (2024). Reliability analysis: application of cronbach's alpha in research instruments. Pioneering the Future: Delving Into E‐Learning's Landscape, 114-119.
  3. Alam, A., & Mohanty, A. (2024). Framework of Self-Regulated cognitive engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students. Cogent Education, 11(1), 2363157. https://doi.org/10.1080/2331186X.2024.2363157
  4. Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352. https://doi.org/10.1080/15391523.2020.1728449
  5. Ananda, R. (2019). The Usage of POGIL Model in Improving Students' Active Participation. Journal of Education and Practice, 10(12), 125-131. https://doi.org/10.7176/JEP/10-12-15
  6. Ariyati, E., Susilo, H., Suwono, H., & Rohman, F. (2021). Pemberdayaan keterampilan berpikir kritis melalui pembelajaran process oriented guided inquiry learning (POGIL). Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(3), 208-215. https://ejournal.uksw.edu/scholaria/article/view/4637
  7. Asadpour, M., Bakhshi, M. H., Mirzapour, P., & Shahabi, M. (2025). The motivational role of teachers: A systematic review of key factors influencing students' academic motivation. European Journal of Psychology of Education, 40(4), 133. https://doi.org/10.1007/s10212-025-01039-0
  8. Barthlow, M. J., & Watson, S. B. (2014). The Effectiveness of Process-Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry. School Science and Mathematics, 114(5), 246-255. https://doi.org/10.1111/ssm.12076
  9. Belolutskaya, A., Bukhalenkova, D., Krasheninnikov-Khait, E., Shiyan, I., Shiyan, O., & Veraksa, A. (2022). Constructivism and social constructivism in the study of relationship between early childhood education quality and executive function at 5–6 years old. In Piaget and Vygotsky in XXI century: Discourse in early childhood education (pp. 145-164). Cham: Springer International Publishing.
  10. Bernacki, M. L., & Walkington, C. (2018). The role of situational interest in personalized learning. Journal of educational psychology, 110(6), 864. https://psycnet.apa.org/buy/2018-10599-001
  11. Canelas, D. A., Hill, J. L., & Carden, R. G. (2019). Cooperative learning in large sections of organic chemistry: Transitioning to POGIL. In Active learning in organic chemistry: Implementation and analysis (pp. 199-215). American Chemical Society. https://doi.org/10.1021/bk-2019-1336.ch012
  12. Chaudhuri, J. D. (2020). Stimulating intrinsic motivation in millennial students: A new generation, a new approach. Anatomical sciences education, 13(2), 250-271. https://doi.org/10.1002/ase.1884
  13. Damanik, F., Pasaribu, K. M. D., & Pardede, L. (2024). Pengaruh Model Pembelajaran Process Oriented Guided Inquiri Learning (POGIL) Terhadap Hasil Belajar Siswa Pada Materi Norma Dan Keadilan Kelas VII SMP Madya Utama Medan. Jurnal Kajian Ilmu Pendidikan (JKIP), 5(3), 507-515. https://doi.org/10.55583/jkip.v5i3.1061
  14. Emerson, R. W. (2024). Validity and reliability. Journal of Visual Impairment & Blindness, 118(4), 280-281. https://doi.org/10.1177/0145482X241278447
  15. Feng, Z., & Xiao, H. (2024). The impact of students' lack of learning motivation and teachers' teaching methods on innovation resistance in the context of big data. Learning and Motivation, 87, 102020. https://doi.org/10.1016/j.lmot.2024.102020
  16. Gao, Q., Tong, M., Sun, J., Zhang, C., Huang, Y., & Zhang, S. (2025). A Study of Process-Oriented Guided Inquiry Learning (POGIL) in the Blended Synchronous Science Classroom. Journal of Science Education and Technology, 34(1), 103-121. https://doi.org/10.1007/s10956-024-10155-3
  17. Harackiewicz, J. M., et al. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220-227. https://doi.org/10.1177/2372732216655542
  18. Haryati, S. (2018). The effectiveness of the process oriented guided inquiry learning (POGIL) model in educational psychology learning. International Journal of Pedagogy and Teacher Education, 2(2), 375-388. https://doi.org/10.20961/ijpte.v2i2.24094
  19. Idul, J. J. A., & Caro, V. B. (2022). Does process-oriented guided inquiry learning (POGIL) improve students’ science academic performance and process skills?. International Journal of Science Education, 44(12), 1994-2014. https://doi.org/10.1080/09500693.2022.2108553
  20. Johnson, M. A. (2016). Implementation of POGIL in an Organic Chemistry Course. Education Sciences, 6(2), 11. https://doi.org/10.3390/educsci6020011
  21. Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher education research & development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197
  22. Kahu, E., Nelson, K., & Picton, C. (2017). Student interest as a key driver of engagement for first year students. Student Success, 8(2), 55-66. https://doi.org/10.3316/informit.593404254286347
  23. Munandar, A. (2020). Implementing POGIL in Islamic Boarding Schools: Opportunities and Challenges. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 5(2), 211-224. https://doi.org/10.24042/tadr.v5i2.6543
  24. Romine, W., Tsai, C. L., Miller, M., Tang, N. E., & Folk, W. (2020). Evaluation of a process by which individual interest supports learning within a formal middle school classroom context. International Journal of Science and Mathematics Education, 18(7), 1419-1439. https://doi.org/10.1007/s10763-019-10032-1
  25. Rotgans, J. I., & Schmidt, H. G. (2017). The Relation Between Individual Interest and Knowledge Acquisition. British Journal of Educational Psychology, 87(1), 27-42. https://doi.org/10.1111/bjep.12133
  26. Rumain, B., & Geliebter, A. (2020). A process-oriented guided-inquiry learning (POGIL)-based curriculum for the experimental psychology laboratory. Psychology Learning & Teaching, 19(2), 194-206. https://doi.org/10.1177/1475725720905973
  27. Shehata, B., Tlili, A., Huang, R., Adarkwah, M. A., Liu, M., & Chang, T. (2024). How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews. Education and Information Technologies, 29(7), 7813-7854. https://doi.org/10.1007/s10639-023-12112-w
  28. Treagust, D. F., Qureshi, S. S., Vishnumolakala, V. R., Ojeil, J., Mocerino, M., & Southam, D. C. (2020). Process-oriented guided inquiry learning (POGIL) as a culturally relevant pedagogy (CRP) in Qatar: A perspective from grade 10 chemistry classes. Research in Science Education, 50(3), 813-831. https://doi.org/10.1007/s11165-018-9712-0
  29. Ufer, S., Rach, S., & Kosiol, T. (2017). Interest in mathematics= interest in mathematics? What general measures of interest reflect when the object of interest changes. ZDM, 49(3), 397-409. https://doi.org/10.1007/s11858-016-0828-2
  30. Wahyuni, I. G. A. W. D., Wibawa, I. M. C., & Margunayasa, I. G. (2025). The Process Oriented Guided Inquiry Learning (POGIL) Model and Self-Efficacy on the Science Learning Outcomes of Grade V Students. Jurnal Ilmiah Pendidikan dan Pembelajaran, 9(2), 258-268. https://doi.org/10.23887/jipp.v9i2.92887
  31. Wahyuningsih, S. (2021). Process-Oriented Guided Inquiry Learning (POGIL) in Religious Education: A Case Study. Journal of Education and Learning, 15(3), 402-410. https://doi.org/10.11591/edulearn.v15i3.20123
  32. Walker, L., & Warfa, A. R. M. (2017). Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course. PLoS One, 12(10), e0186203. https://doi.org/10.1371/journal.pone.0186203
  33. Wilujeng, I., Wibowo, H. A. C., & Haris, A. (2024). The Effect of the POGIL Learning Model on High School Students’ Problem Solving Abilities in Thermodynamics. Phi: Jurnal Pendidikan Fisika dan Terapan, 10(2), 67-73. https://doi.org/10.22373/p-jpft.v10i2.25018
  34. Xu, Z., Shamsulariffin, S., Azhar, Y., & Xi, M. (2025). Does self‐determination theory associate with physical activity? A systematic review of systematic review. International Journal of Psychology, 60(3), e70044. https://doi.org/10.1002/ijop.70044
  35. Yuliastini, I. B., Rahayu, S., Fajaroh, F., & Mansour, N. (2018). Effectiveness of POGIL with ssi context on vocational high school students’ chemistry learning motivation. Jurnal Pendidikan IPA Indonesia, 7(1), 85-95. https://doi.org/10.15294/jpii.v7i1.9928
  36. Zaenal, R. M., & Hermawan, H. (2022). Efektivitas Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Pemecahan Masalah Matematik pada Siswa yang Memiliki Kemampuan Awal Matematika (KAM) Tinggi dan Rendah. Social, Humanities, and Educational Studies (SHEs): Conference Series (Vol. 5, No. 2, pp. 198-203). https://doi.org/10.20961/shes.v5i2.58334
  37. Zul, Z., Najihul Huda, M., Fuad, Z., & Abdullah, M. (2026). Integration of Islamic ethics in modern education curriculum: challenges and opportunities-a systematic literature review. British Journal of Religious Education, 1-24. https://doi.org/10.1080/01416200.2026.2621177

Copyright (c) 2026 Siti Rohimah Maspupah, Deden Makbuloh, M. Indra Saputra

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 17 18 19 20 21 22 23 24 25 26 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Fiqh Learning Learning Interest Innovative Learning Model POGIL