Innovation Learning with POE: Improve Understanding Student to Equality Square

  • Reki Fernande State High School 16 Makassar
  • Varadarajan Sridharan Nettur Technical Training Foundation
  • Watjanarat Kuandee Surindra Rajabhat University
Keywords: Equality Square, Learning, POE, Worksheets


Purpose of the study: This research aims to evaluate the effectiveness of using Predict, Observe, Explain (POE) worksheets in improving students' understanding of quadratic equations.

Methodology: The study employed a mixed-method approach, specifically the sequential explanatory type. It involved quantitative data collection through pre- and post-tests, as well as qualitative data from structured interviews with teachers and students. The data were analyzed using descriptive statistics and independent sample t-tests

Main Findings: This study presents several significant main findings. Firstly, the experimental group exhibited a notable improvement in cognitive function compared to the control group. Secondly, there was a positive correlation between the level of physical activity and cognitive performance. Lastly, regular physical exercise was associated with a lower risk of cognitive decline in older adults. These findings underscore the importance of physical activity in maintaining cognitive health and provide valuable insights for cognitive health maintenance among older adults.

Novelty/Originality of this study: This study introduces evidence supporting the link between physical activity and cognitive function in older adults, providing insights into effective strategies for mitigating cognitive decline through exercise interventions. The findings contribute to existing knowledge by emphasizing the importance of lifestyle factors in preserving cognitive health.


M. Turmuzi, I. G. P. Suharta, and I. N. Suparta, “Ethnomathematical research in mathematics education journals in Indonesia: A case study of data design and analysis,” Eurasia J. Math. Sci. Technol. Educ., vol. 19, no. 1, pp. 1–13, 2023, doi: 10.29333/ejmste/12836.

O. Alpindo and D. Dahnuss, “Pengembangan lembar kerja mahasiswa berbantuan games pada matakuliah fisika dasar di program studi pendidikan biologi,” J. Kiprah, vol. 7, no. 2, pp. 117–124, 2019, doi: 10.31629/kiprah.v7i2.1531.

F. P. Sinaga, Jurhana, Yusrita, and M. Hidayat, “Analisis penggunaan metode mengajar (metode demonstrasi, metode eksperimen, metode inquiry, dan metode discovery di SMA Negeri 11 Kota Jambi),” Relativ. J. Ris. Inov. Pembelajaran Fis., vol. 5, no. 2, pp. 103–110, 2022, doi:

L. Markauskaite et al., “Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?,” Comput. Educ. Artif. Intell., vol. 3, no. July, 2022, doi: 10.1016/j.caeai.2022.100056.

A. Sala, Y. Punie, V. Garkov, and M. Cabrera, LifeComp. 2020. doi: 10.2760/302967.

J. C. González‐salamanca, O. L. Agudelo, and J. Salinas, “Key competences, education for sustainable development and strategies for the development of 21st century skills. A systematic literature review,” Sustain., vol. 12, no. 24, pp. 1–17, 2020, doi: 10.3390/su122410366.

B. W. Pratolo and H. A. Solikhati, “Investigating teachers’ attitude toward digital literacy in EFL classroom,” J. Educ. Learn., vol. 15, no. 1, pp. 97–103, 2020, doi: 10.11591/edulearn.v15i1.15747.

L. I. González‐pérez and M. S. Ramírez‐montoya, “Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review,” Sustain., vol. 14, no. 3, pp. 1–31, 2022, doi: 10.3390/su14031493.

T. Neidorf, A. Arora, E. Erberber, Y. Tsokodayi, and T. Mai, Student Misconceptions and Errors in Physics and Mathematics, vol. 9. 2019.

M. J. Sá and S. Serpa, “The covid-19 pandemic as an opportunity to foster the sustainable development of teaching in higher education,” Sustain., vol. 12, no. 20, pp. 1–16, 2020, doi: 10.3390/su12208525.

P. Kwangmuang, S. Jarutkamolpong, W. Sangboonraung, and S. Daungtod, “The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools,” Heliyon, vol. 7, no. 6, p. e07309, 2021, doi: 10.1016/j.heliyon.2021.e07309.

A. Doyan, S. Susilawati, and H. Hardiyansyah, “Development of natural science learning tools with guided inquiry model assisted by geal media to improve students’ scientific creativity and science process skills,” J. Penelit. Pendidik. IPA, vol. 7, no. 1, p. 15, 2020, doi: 10.29303/jppipa.v7i1.485.

G. Reynders, J. Lantz, S. M. Ruder, C. L. Stanford, and R. S. Cole, “Rubrics to assess critical thinking and information processing in undergraduate STEM courses,” Int. J. STEM Educ., vol. 7, no. 1, 2020, doi: 10.1186/s40594-020-00208-5.

C. Y. Chou and N. B. Zou, “An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models,” Int. J. Educ. Technol. High. Educ., vol. 17, no. 1, 2020, doi: 10.1186/s41239-020-00233-y.

A. S. Munna and M. A. Kalam, “Teaching and learning process to enhance teaching effectiveness: literature review,” Int. J. Humanit. Innov., vol. 4, no. 1, pp. 1–4, 2021, doi: 10.33750/ijhi.v4i1.102.

H. Alamri, V. Lowell, W. Watson, and S. L. Watson, “Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation,” J. Res. Technol. Educ., vol. 52, no. 3, pp. 322–352, 2020, doi: 10.1080/15391523.2020.1728449.

A. Pregowska, K. Masztalerz, M. Garlińska, and M. Osial, “A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the covid-19 pandemic,” Educ. Sci., vol. 11, no. 3, 2021, doi: 10.3390/educsci11030118.

M. Baginda, “Nilai-Nilai Pendidikan Berbasis Karakter pada Pendidikan Dasar dan Menengah,” J. Ilm. Iqra’, vol. 10, no. 2, pp. 1–12, 2018, doi: 10.30984/jii.v10i2.593.

N. R. H. Meduri, R. Firdaus, and H. Fitriawan, “Efektifitas Aplikasi Website Dalam Pembelajaran Untuk Meningkatkan Minat Belajar Peserta Didik,” J. Teknol. Pendidik., vol. 11, no. 2, pp. 283–294, 2022, doi:

M. Weiss, M. Barth, and H. von Wehrden, “The patterns of curriculum change processes that embed sustainability in higher education institutions,” Sustain. Sci., vol. 16, no. 5, pp. 1579–1593, 2021, doi: 10.1007/s11625-021-00984-1.

H. J. Vollmer, “Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries,” J. Curric. Stud., vol. 53, no. 2, pp. 229–246, 2021, doi: 10.1080/00220272.2021.1887363.

M. Aristidou, “Is mathematical logic really necessary in teaching mathematical proofs?,” Athens J. Educ., vol. 7, no. 1, pp. 99–122, 2020, doi: 10.30958/aje.7-1-5.

D. Kollosche, “Styles of reasoning for mathematics education,” Educ. Stud. Math., vol. 107, no. 3, pp. 471–486, 2021, doi: 10.1007/s10649-021-10046-z.

R. Cassibba, D. Ferrarello, M. F. Mammana, P. Musso, M. Pennisi, and E. Taranto, “Teaching mathematics at distance: A challenge for universities,” Educ. Sci., vol. 11, no. 1, pp. 1–20, 2021, doi: 10.3390/EDUCSCI11010001.

Z. K. Szabo, P. Körtesi, J. Guncaga, D. Szabo, and R. Neag, “Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills,” Sustain., vol. 12, no. 23, pp. 1–28, 2020, doi: 10.3390/su122310113.

L. Verschaffel, S. Schukajlow, J. Star, and W. Van Dooren, “Word problems in mathematics education: a survey,” ZDM - Math. Educ., vol. 52, no. 1, pp. 1–16, 2020, doi: 10.1007/s11858-020-01130-4.

M. G. Didiş Kabar, “A thematic review of quadratic equation studies in the field of mathematics education,” Particip. Educ. Res., vol. 10, no. 4, pp. 29–48, 2023, doi: 10.17275/per.

B. Reid O’Connor and S. Norton, “Exploring the challenges of learning quadratic equations and reflecting upon curriculum structure and implementation,” Math. Educ. Res. J., vol. 36, no. 1, pp. 151–176, 2024, doi: 10.1007/s13394-022-00434-w.

Q. Hu, J. W. Son, and L. Hodge, “Algebra teachers’ interpretation and responses to student errors in solving quadratic equations,” Int. J. Sci. Math. Educ., vol. 20, no. 3, pp. 637–657, 2022, doi: 10.1007/s10763-021-10166-1.

C. Foster, T. Francome, D. Hewitt, and C. Shore, “Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum,” J. Curric. Stud., vol. 53, no. 5, pp. 621–641, 2021, doi: 10.1080/00220272.2021.1902569.

I. F. Alfiyanti, B. Jatmiko, and Wasis, “The Effectiveness of Predict Observe Explain ( POE ) Model with PhET to Improve Critical Thinking Skills of Senior High School Students,” Stud. Learn. Teach., vol. 1, no. 2, pp. 76–85, 2020, doi: 10.46627/silet.v1i2.34.

F. Nisa, U. Fatimah, J. Siswanto, H. Nuroso, and M. S. Hayat, “Implementation of the education for sustainable development ( ESD ) based predict , observe , and explain ( POE ) learning module to improve critical thinking skills,” Pract. Sci. Teach. J. J. Prakt. Pendidik., vol. 2, no. 2, pp. 52–63, 2023, doi: 10.58362/hafecspost.v2i2.32.

N. Çırakoğlu, S. E. Toksoy, and İ. Reisoğlu, “Designing, developing, and evaluating an interactive e-book based on the Predict-Observe-Explain (POE) Method,” J. Form. Des. Learn., vol. 6, no. 2, pp. 95–112, 2022, doi: 10.1007/s41686-022-00071-3.

C. Granberg, T. Palm, and B. Palmberg, “A case study of a formative assessment practice and the effects on students’ self-regulated learning,” Stud. Educ. Eval., vol. 68, no. November 2020, 2021, doi: 10.1016/j.stueduc.2020.100955.

A. T. Tredennick, G. Hooker, S. P. Ellner, and P. B. Adler, “A practical guide to selecting models for exploration, inference, and prediction in ecology,” Ecology, vol. 102, no. 6, 2021, doi: 10.1002/ecy.3336.

I. Sarifah and E. M. Kurnianti, “Developing geometry students worksheet based on realistic mathematics for learning in elementary school,” in 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019), 2020, pp. 495–503. doi: 10.2991/assehr.k.200129.062.

S. Ilma, M. H. I. Al-Muhdhar, F. Rohman, and M. S. Sari, “Promoting students’ metacognitive awareness and cognitive learning outcomes in science education,” Int. J. Eval. Res. Educ., vol. 11, no. 1, pp. 20–30, 2022, doi: 10.11591/ijere.v11i1.22083.

F. Coştu and H. Bayram, “The effectiveness of Predict-Explain-Observe-Discuss-Explain (PEODE) based laboratory work activities on pre-service science teachers’ science process skills,” Mimb. Sekol. Dasar, vol. 8, no. 1, pp. 21–40, 2021, doi: 10.53400/mimbar-sd.v8i1.30897.

D. A. Nugroho and R. R. N. Setyowati, “The development of learning documents based on predict, observe, explain (POE) models in improving understanding concepts,” J. Educ. …, vol. 10, no. 2, pp. 674–680, 2020, doi: 10.29303/jppipa.v10i2.6093.

T. Nalkiran and S. Karamustafaoglu, ““Prediction-observation-explanation (POE) method and its efficiency in teaching ‘work, energy, power’ concepts,” Int. J. Assess. Tools Educ., vol. 7, no. 3, pp. 497–521, 2020, doi: 10.21449/ijate.727399.

D. H. Mansur, E. Surahman, and Y. S. Makiyah, “Pengaruh E-LKS berbasis model POE2WE terhadap hasil belajar siswa pada materi gerak lurus,” J. Penelit. Pembelajaran Fis., vol. 14, no. 2, pp. 209–221, 2023, doi: 10.26877/jp2f.v14i2.16675.

S. Arif and C. A. Sahara, “Development of student worksheet based on POE (predict, observe, and explain) with science literature approach,” Edu Sains J. Pendidik. Sains Mat., vol. 10, no. 1, pp. 44–60, 2022, doi: 10.23971/eds.v10i1.3098.

D. P. Nengsih, I. Koto, A. Defianti, Nirwana, and H. Johan, “The Effect of Static Fluid Pressure Learning with Predict- Observe-Explain (POE)-Oriented Student Worksheets on Science Process Skills,” J. Pendidik. Fis., vol. 11, no. 3, pp. 297–312, 2023, doi: 10.26618/jpf.v11i3.11842.

E. N. Setiyani, Z. Hazmi, Z. Baharin, and S. N. Jesse, “The effectiveness of predict observe explain ( POE ) model with phet to improve critical thinking skills of senior high school students,” J. Educ. Technol. Learn. Creat., vol. 1, no. 2, pp. 78–87, 2023, doi: 10.37251/jetlc.v1i2.792.

R. Vebrianto, M. Thahir, Z. Putriani, I. Mahartika, A. Ilhami, and Diniya, “Mixed methods research: trends and issues in research methodology,” Bedelau J. Educ. Learn., vol. 1, no. 2, pp. 63–73, 2020, doi: 10.55748/bjel.v1i2.35.

D. Darmaji, A. Astalini, D. A. Kurniawan, and E. Triani, “The effect of science process skills of students argumentation skills,” J. Inov. Pendidik. IPA, vol. 8, no. 1, pp. 78–88, 2022, doi: 10.21831/jipi.v8i1.49224.

N. Gericke, P. Högström, and J. Wallin, “A systematic review of research on laboratory work in secondary school,” Stud. Sci. Educ., vol. 59, no. 2, pp. 245–285, 2023, doi: 10.1080/03057267.2022.2090125.

S. Marzuki and B. M. Sabillah, “The implementation of POE (Predict, Observe, Explain) learning model to improve students’ achievement at class XI students of SMA Negeri 10 Makassar,” ELS J. Interdiscip. Stud. Humanit., vol. 3, no. 4, pp. 552–559, 2020, doi: 10.34050/elsjish.v3i4.11891.

A. F. Noor, R. Yunus, S. Suyidno, and F. Fahmi, “Development of Predict-Observe-Explain (Poe) Based Authentic Problems’ Instructional Package To Improve Students’ Critical Thinking Skills,” J. Pendidik. Mat. dan IPA, vol. 14, no. 1, p. 69, 2023, doi: 10.26418/jpmipa.v14i1.53932.

D. T. Astiti, M. Ibrahim, and E. Hariyono, “Application of POE (Predict-Observe-Explain) learning strategies to reduce students’ misconceptions in science subjects in elementary school,” Int. J. Innov. Sci. Res. Technol., vol. 5, no. 7, pp. 437–445, 2020, doi: 10.38124/ijisrt20jul478.

How to Cite
Fernande, R., Sridharan, V., & Kuandee , W. (2024). Innovation Learning with POE: Improve Understanding Student to Equality Square. Journal of Educational Technology and Learning Creativity, 2(1), 20-28.