Predict-Observe-Explain (POE) Model and Self-Efficacy: A Study of Its Interaction Effect on the Elementary Students’ Understanding of Science Concepts

Abstract

This quasi-experimental design study with a 2x2 factorial design aimed to determine the simultaneous effect of the application of the POE (Predict, Observe, Explain) learning model and self-efficacy on students' ability to understand science concepts. The target population of this study were all elementary school students in Singkawang City. Samples were taken using cluster random sampling techniques. Five public elementary schools were selected as experimental groups and 5 schools as control groups totaling 235 students. There were 3 (three) main instruments in this study, namely; Lesson Implementation Plan (RPP), Concept Understanding Test, and Self-Efficacy Questionnaire. Based on data analysis, the following findings were obtained: (1) The POE learning model and self-efficacy simultaneously influenced students' ability to understand concepts on heat transfer material; (2) The understanding of science concepts among students involved in POE model learning was better than those involved in conventional learning on class heat transfer material; (3) self-efficacy influenced POE Model learning and did not influence conventional learning; and (4) There is an interaction effect between learning models and self-efficacy on understanding science concepts. In-depth analysis can be done by involving other factors; for example; learning independence, learning style, or the use of interactive media.