IMPROVING FIFTH-GRADE STUDENTS’ SCIENCE LEARNING OUTCOMES ON THE TOPIC OF ECOSYSTEMS THROUGH THE PREDICT–OBSERVE–EXPLAIN (POE) MODEL AT MI NW PESENG

Abstract

This study aimed to improve fifth-grade students’ Science learning outcomes on the topic of ecosystems through the implementation of the Predict–Observe–Explain (POE) learning model at MI NW Peseng, Kopang District. The study was motivated by students’ low achievement in Science, with several students obtaining scores below the Minimum Mastery Criterion (KKM) of 65. This study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of two meetings and four stages: planning, action, observation, and reflection. The participants were 18 fifth-grade students. Data were collected through learning achievement tests, observations, and documentation and analyzed descriptively by comparing students’ mean scores and classical mastery percentages across the pre-cycle, Cycle I, and Cycle II. The results showed a gradual improvement in students’ learning outcomes. In the pre-cycle, the mean score was 59.88, with 44% classical mastery. Following the implementation of the POE model, the mean score increased to 67.72 with 67% mastery in Cycle I and further increased to 78.77 with 89% mastery in Cycle II. The Cycle II achievement exceeded the predetermined success criterion of 85%. During the POE activities, students were encouraged to predict outcomes, observe phenomena, discuss their findings, and explain their understanding of ecosystem concepts. These findings indicate that the POE model contributed to improved Science learning outcomes and student engagement within the context of this classroom action research. Therefore, POE shows potential as an alternative approach for teaching ecosystem concepts at the elementary-school level