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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 1, No. 2, August 2020: 76-85 

©2020 Studies in Learning  
and Teaching 

 

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The Effectiveness of Predict Observe Explain (POE) Model with PhET to 
Improve Critical Thinking Skills of Senior High School Students 

*I F Alfiyanti1, B Jatmiko2, Wasis2 
1Science Education Study Program, Postgraduate Program, Universitas Negeri Surabaya, Surabaya 60231, Indonesia 

2Science Education Study Program, Doctoral Program, Universitas Negeri Surabaya, Surabaya 60231, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received July, 14 2020 
Revised August, 17 2020 
Accepted August, 24 2020 
Available Online August, 31 2020 

This study is aimed to determine the effectiveness of predict observe 
explain (POE) model with PhET to improve critical thinking skills of 
Senior High School students. The sample used was the grade eleven 
students of SMA N 18 Surabaya consist of 60 students. This type of 
research was pre-experimental with one group pre-test post-test 
design. Research data is obtained from the result of pre-test and post-
test of students' critical thinking skills and responses after learning 
activity. Data analysis techniques used N-gain and Wilcoxon test. 
The result of the study shows that the score of students' critical 
thinking skills in grade eleven of Group 1 and Group 2 increase after 
the implementation of predict observe explain (POE) learning model 
with PhET and both of them present positive responses to the 
learning component and show a good interest. Based on the data 
analysis result, it can be concluded that predict observe explain 
(POE) model with PhET is effective to use to improve the critical 
thinking skills of Senior High School students. 

 

Keywords: 

POE Model 
PhET 
Critical Thinking 
Student Responses  
Senior High School 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
Physics is considered important to be taught for students because it provides knowledge. 
Physics is also a mean or vehicle to grow thinking skills that are useful for solving problems in 
everyday life. The developed thinking skills are basic skills to higher level thinking skills. One 
of the high level thinking skills is critical thinking skill. Critical thinking is a skill to examine the 
knowledge or thing that is believed based on supporting evidence (Wahyuni, 2015). According 
to Fahim & Pezeshki (2012), critical thinking is a competency needed in student life. Slavin 
(2011) explains that critical thinking skill does not come alone but it needs to be familiarized 
and trained. This explanation is in accordance with the theory of constructivism. In 
constructivism, teachers do not only provide knowledge to students but also give opportunities 
for students to find their own ideas. But in fact, the lack of students’ critical thinking skills is 
found both in national and international education. Based on several studies in Indonesia, this 
evidence is found in a result of research by Saputri (2019) in Surakarta, Hairida (2016) in 
Pontianak, and Mahanal et al., (2016) in Malang. Whereas international research conducted by 
Teleb & Chadwick (2016) in Dubai and Changwong, Sukkamart, & Sisan (2018) in Thailand also 
shows that students’ critical thinking skills in countries all over the world is classified as low. 
The low critical thinking skill of students in Indonesia can also be seen on the result of the 
Program for international student assessment (PISA). 

PISA research to test scientific literacy that is closely related to higher order thinking skills 
shows that the results of PISA 2018, Indonesia is ranked 74 out of 79 countries. In the field of 

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science, Indonesia obtained a score of 396 from an OECD average score of 489 and around 40% 
of Indonesian students reached level 2, whereas the OECD average was 78%. As for level 2 in   

science ability, it means that students are still able to recognize the correct explanation for 
known scientific phenomena and can use that knowledge to identify in simple cases (OECD, 
2019). This shows that Indonesian students are still not fully trained to do critical thinking, 
resulting to the bottom position and is generally still below the average score for the 
Organization for Economic, Cooperation and Development (OECD) (Suprapto, 2016). 

 Based on the Field Experience Program (PPL) conducted by researchers at SMA N 18 
Surabaya by applying student activity sheets critical thinking skills on dynamic material, it 
showed that the student's average score was still below 76. It means that students still have 
difficulties to interpret data, analyze, evaluate, and conclude experimental results. Moreover, 
the result of interview with students show that students have low interest in physics and are 
less active in the learning process in class. They think that physics is a difficult subject and 
identical to memorize systematic equations or formulas. This results in problems such as the 
high quantity of physics misconceptions and lack of students’ ability to criticize problems in 
physics. Therefore, necessary condition for an interactive learning environment where students 
are actively involved in learning process, so they are accustomed to and trained in critical 
thinking. One of them is by choosing the appropriate learning approach or model. 

 One learning model that can give opportunities for students to be actively involved and 
practice critical thinking is the predict observe explain (POE) learning model. This learning 
model involves students in predicting a phenomenon, observing through experiments, and 
explaining the suitability of prediction with the experiment result. So, POE model is effective 
for obtaining and increasing students' critical thinking in science. 

According to Ulfah, Asim, & Parno (2014), the learning model of POE (Predict Observe 
Explain) can improve critical thinking skills and students’ motivation because each step of the 
learning process contains learning activities that guide students actively in the learning process. 
Based on research conducted by Yulianti (2012), learning model of POE (Predict Observe 
Explain) can improve students’ critical thinking skills and mastery of student concepts. besides, 
according to Ayvaci (2013) by learning to use the POE model, students are more interested in 
learning concepts. 

The POE learning model has three stages: 1) Predict, 2) Observe, 3) Explain (Cinici & 
Demir, 2013). The beginning stage aims to reveal the conception profile of students. While the 
second and third stages, students go through an accommodation process where students have 
the opportunity to experience changes in concepts and strengthen new concepts obtained by 
students from the previous stage. 

Agustina, Yushardi, & Lesmono (2018) states that kinetic theory of gases is an abstract 
material and cannot be observed directly, where students cannot learn the properties of gases 
based on the behavior of the atoms of gases that move randomly. Moreover, there are no 
devices that support experiment activity related to the kinetic theory of gases. Therefore, using 
a virtual laboratory is very possible. A virtual laboratory is a laboratory used in the simulation 
to display the process of experimentation. One of the virtual laboratories that are usually used 
to understand abstract physics concepts is virtual laboratory Physic Education Technology 
(PhET). PhET simulation is a virtual learning media that displays natural phenomena and is 
equipped with a simple experiment that can help users understand concepts (Prima, Putri, & 
Rustaman, 2018). 

Based on research conducted by Taqwa & Putra (2017), they declared that the use of the 
POE model is able to stimulate students to understand existing concepts and with the PhET 
learning media, students can conduct research on abstract material. The research of Salame & 
Samson (2019), shows that learning with PhET media has positive impacts on student attitude, 
contributes to the learning experience, and increases students’ involvement in the learning 
process. And in the research conducted by Ferty, Wilujeng & Kuswanto (2019), the obtained 

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result shows that the scaffolding approach model with Physic Education Technology (PhET) 
can improve students’ critical thinking skills. 

In a previous study by Awalia, Sitompul, & Hamdani (2016) that POE was able to reduce 
student misconceptions by 46.8%. It was also found that student learning experiences are stored 
in long term memory. Therefore, stimulation is needed in overcoming the problem. To train 
students' critical thinking skills, researchers feel that we were needed to use approaches that 
can engage students actively in learning and motivate students more to learn so that the 
learning process feels fun. POE is assumed to fulfill these demands. This can be seen from the 
POE model that provides opportunities for students to predict, observe problems, and explain 
the problem. However, the POE Model that introduces virtual laboratory facilities does not yet 
exist. Whereas in this day and age, learning activities can take advantage of the availability of 
existing technology, using virtual laboratories that are assisted by PhET media, which allows 
students to connect real-life phenomena and the underlying science to facilitate students to 
understand abstract material such as kinetic gas theory. 

Learning physics with a virtual laboratory Physics Education Technology (PhET) does not 
require much time in implementation if it is compared to using a real laboratory, so teachers can 
still complete the material in time and students can do the experiment in accordance with the 
demand of the curriculum 2013. 

Based on the description of the problems above, the problem formulation of this study is as 
follows: how is the effectiveness of the POE model with PhET to improve critical thinking skills 
of senior high school students? 

RESEARCH METHOD  
This study use the POE learning model with PhET to improve critical thinking skills of Senior 
High School students. This type of research is pre-experimental with one group pre-test post-test 
research design. The research design is shown in Figure 1. 
 
Group    Pre-test   Treatment   Post-test 

    1       U1           L          U2 

    2       U1           L          U2 
Figure 1. Research design 

          (Prabowo, 2011) 
Explanation: 
U1   = Pre-test, to determine the ability of students before being given the treatment 
L     = Treatment, learning process using the POE model with PhET 
U2    = Post-test, to determine the ability of students after being given the treatment 
 

The research sample was grade eleven of Group 1 and Group 2 in SMA Negeri 18 Surabaya 
consists of 60 students. The sample was determined by using the purposive sampling 
technique. The time of the implementation was in the 2019/2020 school year. Learning 
materials that support the learning process was Syllabus, Lesson Plan (RPP), Student’s 
Textbook, Student activity sheet, critical thinking skills test, and assessment rubric. To 
determine the students' responses, the response sheet is used. Meanwhile, to determine 
students' critical thinking skills, the test technique (pre-test and post-test) is performed. The test 
instrument used was 7 items description of the kinetic theory of gases and the question was 
validated by the experts. The result of students' critical thinking skills was analyzed using the 
N-gain test and Wilcoxon signed-rank test (Rostina, 2014). 

 
 
 

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RESULTS AND DISCUSSION  
Students’ Critical Thinking Skills   
Critical thinking skills tests  give to students before learning (pre-test) and after learning using 
POE model with PhET (post-test). The pre-test score in grade eleven of Group 1 shows that all 
students had not yet completed, while in the post-test score 13 students had not yet completed 
and 17 students had achieved the minimum completeness criteria. In grade eleven of Group 1, 
the pre-test score  of all students was not yet complete, while in the post-test score 11 students 
were not yet finished and 19 students had achieved the minimum completeness criteria. 

The average pre-test score of critical thinking skills achieved students of grade eleven of 
Group 2 is still low at 33 and for the post-test average score of 78 from the maximum 
completeness of 100. Likewise for the average pretest score achieved students grade eleven of 
Group 2 is still low at 27 and for the average post-test score is 79 from the maximum 
completeness 100. It shows difference in students' pre-test and post-test score. The post-test 
score was higher than the post-test. The difference of the score happened because learning 
using PhET media, the students can directly observe the gases movement and connect the 
experiment result with daily-life phenomena given by the teacher, so it can train students’ 
critical thinking skills (Kapelle et al., 2019). In the learning process, students were asked to 
explain the prediction congruence and the experiment result. It will make students easier to 
remember the concepts that have been learned. In line with the research conducted by Rini, 
Suryani, & Fadhilah (2018) shows the average score of students who use the POE model is 
higher than those who do not use it. Then to determine the indicator completeness of students' 
critical thinking skills is shown in Table 1. 

 
Table 1. Completeness of Students' Critical Thinking Skills 

Indicators of 
critical 

thinking skills 

Grade eleven of Group 1 Grade eleven of Group 2 

Pre-
test 

Category 
Post-
test 

Category 
Pre-
test 

Category 
Post-
test 

Category 

Explanation 31 Incomplete 78 Complete 30 Incomplete 78 Complete 
Analysis 52 Incomplete 83 Complete 43 Incomplete 81 Complete 
Interpretation 31 Incomplete 78 Complete 24 Incomplete 83 Complete 
Inference 33 Incomplete 76 Complete 23 Incomplete 76 Complete 
Evaluation 21 Incomplete 78 Complete 19 Incomplete 79 Complete 

Indicators of critical thinking skills measured are interpretation, evaluation, explanation, 
inference, and analysis  (Facione, 2011). Table 1 shows the average indicators of students' critical 
thinking skills in the pre-test scores are incomplete categories for each indicator, while in the 
post-test scores are obtained complete categories for each indicator. It has happened because by 
using the POE model, students must be actively involved in the learning process by having 
discussions with friends and teachers so that students will better understand the material being 
taught. This is in line with the research conducted by  (Banawi et al., 2019; Teo, Yan, & Goh, 
2016; Adibayo & Olufunke, 2015; Akpinar, 2014; Chang et al., 2013; Hsu, Tsai, & Liang, 2011) 
which shows that the POE learning model can improve student comprehension, in addition 
according to the research  (Karamustafaoglu & Mamlok-Naaman, 2015), using the POE learning 
model obtained post-score tests that experience significant changes, have fewer 
misunderstandings and the average of the post-test scores learning with the POE model is 
better than teacher-centered learning  (Kibirige, Osodo, & Tlala, 2014; Hilario, 2015). In 
addition, the experiment using PhET media is more fun, because PhET media is equipped with 
simple experiments that make it easier for students to learn and play in the simulation. PhET 
learning media can also educate students to have a constructivist mindset, where students can 
combine initial knowledge with virtual findings from PhET simulation that is run. This is in 
accordance with the expression of Ramadan & Astuti (2020) that students think more critically 
in learning using PhET media. 

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The enhancement of students' critical thinking skills from the results of pre-test and post-
test that has been done in two groups then measured by using the n-gain score analysis. N-gain 
of students’ pre-test and post-test of critical thinking skills in grade eleven of Group 1 obtained 
an average score which is 0.67 with medium category and the N-gain results of grade eleven of 
Group 2 is 0.71 with high category. There is a difference of N-gain in grade eleven of Group 1 
and grade eleven of Group 2, because in grade eleven of Group 1 some students have less 
attention to the explanation from the teacher during the learning process. The guideline to 
determine the N-gain results categorized as medium or high, according to the opinion of  
(Hake, 2004) which states that the value of N-gain is categorized as high if obtaining an N-gain 
result > 0.70, medium category if obtaining 0.30 ≤ N-gain ≤ 0.70, and categorized as low if N-
gain results < 0.30. The number of students who get  N-gain groups with high, medium, and 
low categories in both groups are presented in Figure 2. 

 
Figure 2. Graph of N-gain Accomplishment Criteria 

Figure 2 shows that in grade eleven of Group 1 there are 14 high category students, 14 
medium category students, and 2 low category students. Furthermore, grade eleven of Group 2 
consisted of 18 students with high category, 11 students with medium category, and 1 student 
with low category. The difference in the average results of students’ N-gain score is influenced 
by several factors including the student’s comprehension of the kinetic theory of gases, the 
difficulty level of the questions, and the question forms. The test used in this study is essay 
question, because it is usually used in physics subjects. This is in line with the opinion of 
Widoyoko (2015) who said that the form of essay question was used on subjects with clear 
boundaries, such as physics, mathematics, chemistry, and biology. The questions in this test 
only have one answer, which is started by choosing the right formula, inputting numbers in the 
formula, then calculating, and interpreting the results. Besides, the essay question is also widely 
used to measure higher abilities in the area of knowledge, such as using, analyzing, assessing, 
and thinking creatively because through this type of test students are invited to explain, 
compare, create and assess an evaluation object (Muri, 2015). 

The normality test is then performed using SPSS version 22.  The normality test results of 
N-gain data in grade eleven of Group 1 and grade eleven of Group 2 can be seen in Table 2. 

 

Table 2. The Normality Test Results of N-gain Data 

Group 
Kolmogorov-Smirnova Shapiro-wilk 

Analysis Conclusion 
statictic df p statictic df p 

Grade eleven of 
Group 1 

.127 30 .200 .866 30 .001 0.001> 0.05 Not normally 
distributed 

Grade eleven of 
Group 2 

.133 30 .187 .874 30 .002 0.002> 0.05 Not normally 
distributed 

 

Table 2 shows that the N-gain score of grades eleven of Group 1 and grade eleven of Group 
2 obtains p-values < 0.05. This can be said that H0 is rejected, which means it is not normally 

0

5

10

15

20

HIGH MEDIUM LOW

Grade eleven of Group 1 14 14 2

Grade eleven of Group 2 18 11 1

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distributed. Because the data obtained are not normally distributed, the statistical test used is 
the Wilcoxon signed-rank test. The results of the Wilcoxon signed-rank test are shown in Table 
3. 

 
Table 3. The Wilcoxon Signed-Rank Test Result of Pre-Test and Post-Test Score 

Group Mean Std. Deviation Z P(2-tailed) Conclusion 

Grade eleven of Group 1 .00 
15.50 

.00 
465.00 

-4.788b 0.000 H0 is rejected 

Grade eleven of Group 2 .00 
15.50 

.00 
465.00 

-4.793b 0.000 H0 is rejected 

The Wilcoxon signed-rank test is used to find out the improvement of students’ critical 
thinking skills by using pre-test and post-test scores of each group. The improvement of 
students' critical thinking skills showed in Table 3 using pre-test and post-test scores in grade 
eleven of Group 1 and grade eleven of Group 2 obtained p-values <0.05. It can be said that H0 is 
rejected, so there is a significant increase after the learning process with the POE model with 
PhET. This is in accordance with the research conducted by Furqani, Feranie, & Winarno (2018) 
which shows that by using the POE learning model, the students' comprehension and critical 
thinking skills have increased. The improvement in student test scores is supported by the 
opinion of Vygotsky that cognitive changes in students occur if concepts that have been 
previously understood are processed through an imbalance stage to learn new information. 
Besides that, using PhET learning media can make student performance better and increase 
student involvement (Ganasen & Shamuganathan, 2017). 

Students’ Response 
The effectiveness of learning process using POE model with PhET media can also be viewed 
from student responses. The data of student response result is obtained through a questionnaire 
filled out by students after all learning activities. The response questionnaire consisted of 16 
assessment aspects. The results of student responses are presented in Table 4. 

 
Table 4. Results of student responses 

Aspects 

Student Responses  

Grade eleven 
of Group 1 

Grade eleven of 
Group 2 

Yes No Yes No 

The POE learning model with PhET is interesting and fun 100.00 0.00 100.00 0.00 

I am more active in POE learning model with PhET 96.67 3.33 96.67 3.33 

I am more motivated in POE learning model with PhET to 
improve critical thinking skills 

93.33 6.67 93.33 6.67 

The POE learning model with PhET takes place very 
systematically and clearly 

90.00 10.00 93.33 6.67 

The POE learning model with PhET is new to me 80.00 20.00 53.33 46.67 

The instructions given by teacher during the learning process 
and doing the worksheet are very clear and useful 

9.33 6.67 100.00 0.00 

By working in groups, I can more easily study and discuss with 

my friends while doing the student activity sheet and more 
easily understand when formulating problems, making 
hypotheses, collecting data, analyzing and making conclusions. 

96.67 3.33 100.00 0.00 

The learning process triggers my curiosity 100.00 0.00 96.67 3.33 

The learning materials (student’s textbook), The learning 
atmosphere, the way the teacher teaches and the stages directed 
at learning process are very new and interesting to me 

86.67 13.33 96.67 3.33 

The learning process that has been done makes me better 100.00 0.00 96.67 3.33 

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Aspects 

Student Responses  

Grade eleven 
of Group 1 

Grade eleven of 
Group 2 

Yes No Yes No 

understand the kinetic theory of gases 

Learning physics using the POE learning model with PhET 
allows me to improve my critical thinking skills 

93.33 6.67 96.67 3.33 

I am happy to implement the POE learning model that are 
equipped with practical activities using the PhET media 

100.00 0.00 93.33 6.67 

The teacher gives explanations that are easily to be understood 
during the learning process 

96.67 3.33 100.00 0.00 

Learning material associated with daily life so that makes me 
happy and better understand the application of the kinetic 
theory of gases in daily life 

96.67 3.33 100.00 0.00 

The questions given is appropriate with the theory that has been 
taught 

100.00 0.00 100.00 0.00 

I am interested to participate in learning process as has been 
done now in the next learning activities 

96.67 3.33 86.67 13.33 

The Percentage of Average 95.00 5.00 94.00 6.04 

Category Positive Positive 

From Table 4, it is known that grade eleven of Group 1 obtained a percentage of 95% and 
grade eleven of Group 2 amounted to 94% which means students gave a positive response to 
the POE learning model with PhET. This is in line with a research by Nana, Akhyar, & 
Rochsantiningsih (2014) which states that students have a positive attitude towards learning, 
besides the POE learning model will make students more interested in learning science concepts 
and with PhET provides a unique tool that makes learning more effective and more fun 
(Wieman et al., 2010). 

Both groups gave a response that the learning process by using POE model with PhET 
media can train students to think critically. This is because at the beginning of learning students 
are asked to predict a phenomenon related to daily life so that it can stimulate students to think 
critically (Hermita et al, 2019). In the experimental activities, students conducted experiments 
with PhET media. PhET media can help students to observe direct experiments on abstract 
subject matter such as the kinetic theory of gases. Conducting experiments with PhET can 
increase student involvement in learning activities. This can be observed from the enthusiasm 
of students to ask questions if they have difficulty conducting experiments. Then students 
discuss the results of the experiment and match the predicted results. Through discussion 
activities students not only receive information from others but students must build their own 
knowledge by linking the information obtained through experimental activities. 

According to Panjaitan, Nur, & Jatmiko (2015), another factor influencing student responses 
to classroom learning is the relationship between teachers and students. Students who feel close 
to the teacher will tend to play an active role in classroom learning activities. To build a good 
relationship with students, the teacher's way of speaking and acting must reflect as a teacher 
who respects and accepts the situation of students. The teacher must also ensure that each 
student gets the same treatment. So that students during the learning process give a positive 
response to the activities and updating the learning model carried out in class. 

CONCLUSION  
Based on the research results, it shows that POE model with PhET effective to improve critical 
thinking skills of Senior High School students. It is showed from the result of the completeness 
five indicators of critical thinking skills after learning and the post-test scores are higher than 
the pre-test scores, which means there is increase in students' critical thinking skills. Besides, 
both groups give positive responses to the learning process. The research implication is that 

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POE model with PhET is successful to improve critical thinking skills. POE learning model with 
PhET can involve students actively in learning so it will be easier to understand the material 
taught. Further research should conduct research about critical thinking skills on different 
subject matter and subjects. 

ACKNOWLEDGEMENTS  
The author would like to thank SMA Negeri 18 Surabaya students, especially grade eleven of 
Group 1 and Group 2 who are willing to be the sample in my research. 

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Author (s): 

* Ilfi Fatimah Alfiyanti (Corresponding Author) 
Science Education Study Progam, Postgraduate Program 
Universitas Negeri Surabaya, 
Jl. Raya Kampus Unesa, Lidah Wetan, Lakarsantri, Surabaya 60213, Indonesia 
Email: ilfifatimah04@gmail.com 

 

Budi Jatmiko 
Science Education Study Progam, Doctoral Program 
Universitas Negeri Surabaya, 
Jl. Raya Kampus Unesa, Lidah Wetan, Lakarsantri, Surabaya 60213, Indonesia 
Email: budijatmiko@unesa.ac.id 

 

Wasis 
Science Education Study Progam, Doctoral Program 
Universitas Negeri Surabaya, 
Jl. Raya Kampus Unesa, Lidah Wetan, Lakarsantri, Surabaya 60213, Indonesia 
Email: wasis@unesa.ac.id 

 

https://doi.org/10.46627/silet.v1i2.34
https://scie-journal.com/index.php/SiLeT
mailto:ilfifatimah04@gmail.com
mailto:budijatmiko@unesa.ac.id
mailto:wasis@unesa.ac.id

