The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

This research aimed at analyzing the influence of ‘Process Oriented Guided Inquiry Learning’ model assisted by realia media, in which it was to improve the scientific literacy and critical thinking skill of primary school students, especially for the material of energy. This quasi-experiment research used single factor independent groups design. The research sample of this research were fourth grade students of SD Inpres Oeba 2 Kupang City, East Nusa Tenggara Province, of which students were in the academic year of 2019/2020. The technique of sample collection was carried out purposive sampling for 2 classes. The IVA class was used as the experimental class (POGIL model assisted by the realia media), in which it consisted of 30 students and the IVB class was used as the control class (expository learning) that consisted of 28 students. The learning was carried out in four meetings. The data of scientific literacy and the results test of critical thinking were collected by means of objective test on the energy material. Multivariate Analysis of Variance (MANOVA) was used to analyze the data using significance level of 0.05. The results indicate that (1) There is a significant difference between the students’ scientific literacy who gain the POGIL learning assisted by the realia media and the students’ scientific literacy who get the expository learning; and (2) There is a significant difference between the critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. It can be concluded that there is a significant difference between the scientific literacy and the students’ critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Since there is a significant difference, it means that the POGIL learning assisted by realia media has an influence on the students' scientific literacy and critical thinking.


Introduction
Science is considered as one of important subject matters in education which necessary to be taught from the lowest level of education, namely primary school (Braund & Reiss, 2019;Curran & Kitchin, 2019;Darling-Hammond et al., 2020;Faisal & Martin, 2019). Primary school is assumed as the beginning of education processes (Ferraz & Neves, 2017;Jacob & Rockoff, 2011). Consequently, it is required a learning which able to prepare the students in gaining adequate understanding of science (known as scientific literacy) (Prasasti & Listiani, 2019;Rochman et al., 2019;Sujana et al., 2019;Vieira & Tenreiro-Vieira, 2016), and having skills to live in the 21 st century (Husamah et al., 2018;Yayuk & Husamah, 2020), i.e. critical thinking (Florea & Hurjui, 2015;Kettler, 2014;Vieira & Tenreiro-Vieira, 2016). The purpose of science learning in the primary schools is not to make the students for being expert in science, but rather to make the students understand and have scientific literacy (Fitzgerald & Smith, 2016;Laursen et al., 2007;Winarni et al., 2020).
Scientific literacy is very important to be possessed by the students (Calado, 2013;Joseph, 2012). An individual who has scientific literacy will use the owned skill in solving problems of life as well as creating scientific products that are useful (Labov, 2006;Rahayu, 2017;Turiman et al., 2012). The scientific literacy will be a provision for students in facing up complex global challenges (Hurd, 1998;Knain, 2015;Meldawati, 2017;Murnane et al., 2012). Meanwhile, In line with the demands about the urgency of developing aspects of scientific literacy and students' critical thinking abilities, it is required an implementation of learning model and learning media that in accordance with the purpose and characteristics of science learning. By using the model and learning media of subject matter delivered, it will ease the students in receiving and recognizing. Subsequently, Process Oriented Guided Inquiry Learning (POGIL) model is a potential model-in line with various previous studies which combined with the implementation of realia media.
POGIL is a research-based learning philosophy and methodology that is based on current understanding of how students learn in the best way (Hu & Shepherd, 2014;Moog & Spencer, 2008). The POGIL is based on constructivist principles that enable the students to learn through group interactions -consisting of 3-5 students (Kussmaul, 2014) and problem-solving activities (Hu & Kussmaul, 2012;Mitchell & Hiatt, 2010). Since POGIL method is different from other inquiry-based methods, the researchers decide to choose this model. Moreover, the learning activities are oriented to the process of gaining concepts, in which it is more constructive and interactive, and each student has a role and their respective contributions to catch on the concept, as confirmed by previous researchers, for example Irwanto et al (2018) and Moog et al (2006).
The POGIL model can be clustered into three elements i.e. "learning cycle based activities, use of self-managed class groups, and use of specific roles for group members" (Libby, 2008). Based on the Scopus database, POGIL has been implemented well in learning of college level and tends to give positive results (Hu & Kussmaul, 2012;Irwanto et al., 2018;Kussmaul et al., 2016;Moore et al., 2015;Roller & Zori, 2017;Vincent-Ruz et al., 2020;Williamson et al., 2013). The existence of POGIL implementation in the Senior High School level has been indicated in several researches (Devitri et al., 2019;Hu & Shepherd, 2014;Sen et al., 2016;Yuliastini et al., 2018). Yet there has not been any implementation of POGIL at the primary school level.
Furthermore, the realia media are all of real media existed in the nature or even "from the world outside the classroom that are used for teaching and learning" (Hadi, 2018), both used in a state of life or in accordance with the original or preserved, such as plants, rocks, animals, insectarium, herbarium, water, and so on (Y. D. Lestari, 2019). The use of realia media is deemed more effective due to the characteristics i.e. "memorable and enjoyable" for the students since they are facilitated to use their sense (Harmawan et al., 2019). The researchers decide to use Realia Media because this media can foster direct interaction between students and the existing objects. Realia media can assist in learning processes so that the students are more active when observing and it can generate motivation and stimulate the students to learn.
Hitherto, in the Scopus database, there are only three studies related to the use of realia media, in which it is to improve the science learning outcomes (Lalian et al., 2019), to improve the quality of learning process in the middle schools (Maramis et al., 2019), as well as improving the teacher's professional development (Artika & Saputri, 2018). A number of studies conducted in the primary schools published in the Indonesian local journal expose that realia media are effective to be used in science learning (Budiasih et al., 2016;Irman, 2020;N. Lestari & Mustika, 2014;Y. D. Lestari, 2019;Setyaningsih et al., 2019), and mathematics learning as well (Afifah, 2019;Maramis et al., 2019;Sugiharti, 2018;Trisnawati & Kamsiyati, 2019), and English (Irawan, 2017;Wijayanti, 2016). Those studies are only concerned on the improvement of learning outcomes and learning quality. No studies have been concerned yet on the aspect development of scientific literacy and critical thinking skill of primary school students.
The implementation of POGIL assisted by realia media in science learning is the first time done in Indonesia, and it is very uncommon for international level (as far as search results for international publications). Thus, this research is a pioneer which can be pursued and developed by other researchers who have interest in a research on the primary school level. Nonetheless, a research on scientific literacy in the primary school level is limited on instructional intervention (Lee et al., 2005), the use of robotics (Cejka, 2006), the use of integrated approach (Cervetti et al., 2012), STEM learning , Guided experiments book based on SETS (Prasasti & Listiani, 2019), and the water cycle theme (Sujana et al., 2019). Whereas, researches about critical thinking in science learning of primary school level are on the implementation of Evocation, Realization of meaning, and Reflection step (Florea & Hurjui, 2015), Science Writing Heuristic approach in fifth grade (Hand et al., 2018), the implementation of digital game-based learning in fifth grade (Hussein & Ow, 2019), RADEC model in fourth grade (Satria & Sopandi, 2019), topic of water cycle in fifth grade (Syaodih et al., 2019), problem-based learning (Zuryanty et al., 2019), Lectora Inspire media assisted guided inquiry method in fifth grade (Reffiane et al., 2019), as well as STEM in fifth grade (Elfrida et al., 2019). Those various researches also become a basic that the aspect of critical thinking can already be developed and investigated on the high classes of primary school (fourth to sixth grade). There is only one research which combines scientific literacy and critical thinking on the context of science learning in sixth grade in an urban public school (Vieira & Tenreiro-Vieira, 2016).

Research Goal
In accordance to those background, this research aimed at analyzing the influence of POGIL model assisted by realia media to improve the scientific literacy and critical thinking of primary school students.

Type of research and design
This research was a quasi-experiment research. Single factor independent groups design was used as the design of research. The experimental class and control class had similar characteristics such as in terms of student ages ranging from 9-10 years. However, in terms of literacy and students' critical thinking aspects were different if it was seen from the evaluation test results.
The hypotheses of this research covered up: 1) there is a significant difference between science literacy of students who get POGIL learning assisted by realia media and the science literacy of students who get the expository learning. 2) there is a significant difference between critical thinking of students who get POGIL learning assisted by realia media and the students who get the expository learning. 3) there is a significant difference on science literacy and critical thinking of students who are implemented with the POGIL learning assisted by realia media and the students who implement the expository learning.

Research Sample
This research was implemented in SD Inpres Oeba 2 Kupang City, East Nusa Tenggara (NTT), Indonesia on the academic year of 2019/2020. This school was chosen due to the Education Office's recommendation of Kupang City and the inter-agency collaboration. The sample collection technique used purposive sampling from two classes of fourth grade, namely IVA and IVB classes. The IVA class was considered as experimental class which consisted of 30 students and the IVB class was used as the control class; moreover, it consisted of 28 students. Both of the classes had similar characteristics, of which characteristics were aged around 9-10 years old and came from the Timor ethnic.

Variable and Research Procedure
This research covered up three variables including of learning by means of POGIL model assisted by realia media as the independent variable, while scientific literacy and critical thinking were considered as the dependent variables. The energy material was chosen for the learning. The learning implementation of POGIL model was adopted form the syntax that was generally accepted (Chase et al., 2013;De Gale & Boisselle, 2015;Moog et al., 2006), whereas the control class was given the expository learning. Furthermore, this learning was conducted in 4 meetings. In the experimental class, the researchers implemented the POGIL model using learning stages, namely exploration, concept discovery, and application. After those stages were implemented, then it was continued with self-evaluation where the students evaluated their learning processes.

Instruments and Data Analysis
The instruments used in this study were learning devices such as lesson plans (RPP), student worksheets (lKS), and test questions which were validated by the experts or validators. Overall, the results of the validation of learning devices carried out by the validator showed that the learning devices that had been prepared got an assessment that was generally said to be valid. Based on the results of the validation, the researcher applied the learning devices in this research. The learning implementation observation sheet instrument was used to ensure the learning that carried out was in accordance with the syntax. Scientific literacy and critical thinking tests used objective tests (multiple choice), then it was validated using five criteria, namely test validation using two expert test tabulation matrices, item validation using the Biseral Point correlation formula, reliability using KR-20, difficulty level, and test difference power.
In the last meeting, the experimental class (POGIL method assisted by realia media) was compared with the control class (expository learning) to discover which one had a significant influence on scientific literacy and critical thinking. The research data concerned on the scientific literacy and the test results of critical thinking collected through the objective test instrument on the energy material. Then, the obtained data were analyzed using Multivariate Analysis of Variance (MANOVA), in which the significance level was 0.05 assisted by SPSS 22 for windows.
Before examining the hypothesis, it was required to conduct prerequisite test such as normality test of the data distribution, homogeneity test for variance, and correlation test between dependent variables using the SPSS 22.0 for Windows. Normality test results from all four groups exhibited significant scores on the data Kolmogorov Smirnov> 0.05; thus, the data were normally distributed. So, the homogeneity test could be conducted. This test used two approach i.e. Box'M and Levene tests.
The value of Hypothesis 1 was 0.385, which meant that there was a significant difference between the scientific literacy of students who got the POGIL learning assisted by realia media and the scientific literacy of students who got the expository learning. The value of Hypothesis 2 was 6,037, which meant that there was a significant difference between the critical thinking of students who got the POGIL learning assisted by realia media and students who got the expository learning. The value of Hypothesis 3 was 3,037, which meant that there was a significant difference in students' scientific literacy and critical thinking between students who were applied to POGIL assisted by realistic media compared to expository learning. Meanwhile, the correlation value between scientific literacy and critical thinking was 0.118.

Results
The whole data summary of students' scientific literacy and critical thinking for the experimental and control classes were elucidated on the Table 1. The calculation results of average scores for scientific literacy in the experimental class were revealed on the Table 2, in which it was 76.07 which tended to be higher than the control class that obtained the scores of 72.86. While the average scores of critical thinking in experimental class were 82.43 and it was categorized as higher than the control class that gained the scores of 72.36. Based on the Box'M test, the significant value of α was 0.476 > 0.05, while the results of Levene test of literacy data was 5.586 as well as the critical thinking was 3.979. Thus, it could be alleged that the data were homogeneous and there was no multicollinearity.
The Table 2 displayed the data processing results of statistical analysis using the SPSS 22.00 for windows program. Departing from the Table 2, it was obtained the results of Fvalue of 0.385, df =1 and sig < 0.05. Hence, the testing of H0 was rejected and Ha was received; moreover, there was a significant difference between the students' scientific literacy who gained the POGIL learning assisted by the realia media and the students' scientific literacy who got an expository learning. Based on the Table 2, the Fvalue results were 6.037, df = 1 and sig <0.05. Then, the H0 test was rejected and Ha was accepted. There was a significant difference between the critical thinking of students who got POGIL learning assisted by realia media and the students who got expository learning.
Here were the results of multivariate test that elucidated in the Table 3. .037 with a level of sig <0.05. As a result, the H0 test was rejected and Ha was accepted. The conclusion revealed that there was significant difference in scientific literacy and critical thinking between the students who applied POGIL assisted by realia media and the students who applied the expository learning.
Accordingly, the use of realia media in learning to support the POGIL made the students felt happy in the learning processes. This was because the students got an opportunity to directly investigated the real objects related to the material so that the learning felt fun (Budiasih et al., 2016;Puspaardini et al., 2019). The realia media used in learning processes could emerge the students' enthusiasm for learning (Budiasih et al., 2016;Habibah & Wardhani, 2019;Irman, 2020;Ismiyanti, 2015;Y. D. Lestari, 2019;Muslikah, 2017;Wijayanti, 2016), the learning processes became fun since the students directly established the objects in their environment (Habibah & Wardhani, 2019;Ismiyanti, 2015;N. Lestari & Mustika, 2014;Y. D. Lestari, 2019;Ramdani, 2017;Setyaningsih et al., 2019;Sugiharti, 2018;Sunarko & Hafsah, 2018). Whereas on the expository learning, the students were not given an opportunity to work in group. The students fully gained the knowledge from the teacher and could not find out on their own based on their abilities.
The POGIL was a learning model that referred to the theory of constructivism. The POGIL had various objectives, i.e. (1) to develop the mastery of concepts/contents, (2) to develop the processing skills such as problem-solving, critical thinking and analysis. The POGIL model activities were organized in three stages, namely exploration, concept discovery and application (Cole & Bauer, 2008;Roller & Zori, 2017;Schroeder & Greenbowe, 2008;Yuliani et al., 2017).
In the exploring stage, the students were guided and motivated to know all their initial knowledge related to the material discussed in the learning process. Then, in the learning process, the teacher used realia media to explain the material to be learned. With the realia media, the students would better understand the concepts learned. According to Budiasih et al (2016) and Wijayanti (2016), the realia media illustrated a learning concretely so that more stored longer in the students' memory.
The next stage was that the students were faced up with a problem given by the teacher. The students tried to answer the problem based on the initial knowledge that they had. Each problem could be arranged in a question. Based on Kim (2018), the question would encourage the students to explore the answer independently. Then, according to Straumanis and Simons (2008) and Vincent-Ruz et al (2020) who postulated that the students discussed in group that had been divided randomly.
Before conducting a simple experiment, the students tried to discover the information with their groups by discussing and reading the textbooks related to the material being studied. The learning activities at this stage provided challenges for students to actively learn and think critically. This finding was in line with Sulasmi (2018) that in the exploration stage, the students were asked to generate the whole initial knowledge regarding to the material that would be discussed.
At the concept discovery stage, the students (in groups) conducted a simple experiment. Then, they discussed and worked together to solve the problem. The teacher would motivate the students who tried to find out the concepts from the material being studied. In this phase, the students were also guided to make conclusions and then reported the findings in experiments in front of the class. Vincent-Ruz et al (2020) asserted that these activities were very good to train the students' abilities in communicating.
Group activities would make the students for being more active individually and even in group in order to solve the problems (Bailey et al., 2012;Bunce et al., 2008;Kussmaul et al., 2016;Tawil & Liliasari, 2013). The existence of collaboration activity could construct their knowledge and abilities to work in team and then it could train the students' critical thinking (Kim, 2018;Williamson et al., 2013). Thus, the experiment conducted by the students provided a meaningful learning experience, and the concept of science could be well received, and stored longer in the students' memories. In its development, if this continued, it would develop the aspects of scientific literacy and students' critical thinking (Devitri et al., 2019;Schroeder & Greenbowe, 2008;Walker & Warfa, 2017).
At the application stage, the students applied the concepts they had found by answering/completing the questions given by the teacher which aimed at testing and at the same time improving the students' understanding of the material being studied. This was in line with the statement of Umam (2016) who proposed that the concept implementation encouraged deeper understanding of students. Different from the case in the learning using expository method, it was only concerned on the teacher (teacher centered). As seen in the learning processes, the teacher dominated more than the students. The submission of material still used conventional methods, discussions, and assignments. This caused the students tended to be active in the learning processes and made the students felt bored quickly.

Conclusion
Departing from the research results and discussion above, it can be concluded that there is a significant difference between scientific literacy and students' critical thinking taught by the POGIL learning that assisted by realia media to the students who use expository learning. Due to the existence of a significant difference, it means that POGIL learning assisted by realia media has an effect on the students' scientific literacy and critical thinking.

Suggestions
It is expected that the next researches can be carried out in state schools in various regions, various cultures, in the private schools, and also various other science learning materials. Further researches can be conducted on the 5 th and 6 th grades. For education practitioners, it is suggested that in learning they should apply appropriate learning models and media in accordance with the characteristics of the material, students' abilities, and build good communication and interaction so that the whole learning processes can be maximally accepted by the students.

Limitations
This research is centralized on the 4 th grade students and it is only for the energy material. Therefore, only one state primary school in the provincial capital is chosen to do this research.