The Elementary Students' Skills in Predicting and Understanding Concepts Using Predict-Observe-Explain (POE) Strategy In Zoom-Meeting Learnings

As an impact of the Covid-19 pandemic, learning is now carried out online. The purpose of this study was to describe the effectiveness of the Predict-observe-explain (POE) strategy in improving elementary students' skills in predicting and understanding the science concept assisted by zoom meeting. This study used a pre-experimental method with a one-group interpretation-posttest design. The subjects of this study consisted of 20 students of grade V (five) odd semester of a private elementary school in the city of Bandung. Research instruments in the form of pretest, posttest, and predicting skills were given to students using a two-level diagnostic test. Data collection is done using google forms. The results showed that the predict-observe-explain (POE) strategy, through demonstration video-assisted by zoom meeting could help students improve their predicting skills and conceptual understanding.


PENDAHULUAN
Since the issuance of Circular Letter Number 4 of 2020 concerning the Implementation of Education Policies in an Emergency for the Spread of COVID, the learning process is carried out at home through online / distance learning / SFH (School from Home) (Kemendikbud, 2020) even abroad this learning has been done for a long time (Thorne, 2003).Face-to-face teaching is ready to turn into learning from home by optimizing a wide variety of applications.
In Indonesia, the situation of online / distance learning / SFH (School from Home) is still not optimal.Lots of problems have arisen, including in teaching science.The teacher more often provides ready-made information in the form of concepts that are already in books using the lecture method, question and answer, and exercises on doing questions.In addition, there is also a lack of frequency in conducting experiments on science learning.This is based on the phenomenon of online learning due to the COVID-19 pandemic (Radar, 2020), complaints of junior high school teachers in Depok that science subjects are not suitable for online because science learning requires practice and direct explanation with a lot of time in understanding the subject matter provided, while online is very limited.The essence of science learning itself is the process of systematically investigating the natural surroundings, either directly or indirectly.Indirectly it can be done by using demonstration videos.The benefits of the demonstration video are; 1) clarifying the presentation of the message so that it is not to verbalize (knowing the words, but not knowing the meaning); 2) the meaning of the learning material will become clearer so that it can be understood by students and allows mastery and achievement of learning objectives; 3) teaching methods will be more varied, not solely based on verbal communication through words (Harjanto, 2003).For this reason, it is not impossible which online learning can be applied in learning that requires a practicum.
One of the popular applications used by online learning is the zoom meeting application.Zoom meeting provides remote conferencing services by combining video conferencing which users can record and save videos during the meeting, schedule online meetings, support presenting material files to students, and both students and teachers can scribble on the presentation.So that it will make it easier to deepen the material.
Learning using the zoom meeting application in science learning should provide opportunities for students to be involved in predicting what patterns might be observed, observation or observation activities, and activities that can train students' rhetoric, namely communicating or explaining the relationship between predictions and observation results, so that learning activities will be more meaningful for students (Restami, Suma, & Pujani, 2013).To realize these goals, it is necessary to apply effective learning strategies to obtain and improve students' scientific concepts and to efficiently create student discussions about scientific concepts (White & Gunstone, Graficraft Typosetters Ltd).One of the learning strategies which can improve the concept and involve students in predicting activities is using the Prediction, Observation, and Explanation strategy.POE activities include predicting, observing, and explaining which can form the cognitive structure of students to be better because the activities in this strategy provide opportunities for students to learn concretely (Hariyanto, 2014).POE emphasizes investigating concepts that are not yet understood.The ability of POE (Prediction, Observation, Explanation) can investigate students' ideas and their way of applying knowledge to the actual situation (practicum), and investigate it, questions are needed that can explore these three abilities, namely questions of prediction, observation, and explanation (Nurjanah, 2011).
Numerous studies are using POE strategies to improve students' predicting skills and conceptual understanding at various levels of education ( (Fuadi, 2020); (Pamungkas, 2017); (Karamustafaoglu, 2015); (Rosdianto, 2017); (Purwanto, 2019) (Berek, 2016)) however, based on those research shows which there have been no studies on POE in-home or online learning situations.So, this study aims to determine the improvement of students' predicting skills and conceptual understanding in learning situations from home or online.Learning from home with an online system is an unavoidable condition today.Therefore, this study was conducted to answer the question of whether there was an increase in students' predicting skills and understanding of concepts in-home learning situations with an online system.

METHODS
This study used an experimental method with one group pretest-posttest design.The research participants consisted of 20 fifth graders at an elementary school located in Bandung, consisting of 8 boys and 12 girls.The test instrument was used to measure the conceptual understanding and predicting ability of students through video learning experimental demonstrations using zoom meetings in the form of a two-level diagnostic test.The first level is the answer choices, the second level is the explanation of the answer choices at the first level.For example, ''What will happen to three candles of different sizes (6 cm, 4 cm, and 2 cm) that are not covered with cups?'' as a first, and giving the reason for the question is the second level.This test was chosen to produce a detailed explanation of what students really think about the concepts learned both before and after being given treatment (Anam, 2019).In addition, this research instrument uses worksheets, lesson plans, and observation sheets.The test instrument is validated by an expert who is a lecturer in the Environmental Education-Oriented Science Education Practicum course.Validity is carried out concerning the adequacy, structure, language, and relevance of the instrument.The expert validation process is not based on scores but rather on direct advice on what to improve on the test instrument.
Researchers deliberately devised a POE strategy based on experimental video demonstrations using zoom meetings in the teaching process about the nature of fire.The learning process lasts for 90 minutes with 3 different experiments.The study begins with a pre-test on 20 students.Furthermore, the core learning with the POE strategy.Finally, a posttest is given to all students who participate in this teaching.
Research data to get an overview of the improvement of students' predicting skills and conceptual understanding were obtained from several tests, including the pretest, predictive test, and posttest.In the first stage of POE, students learn to predict a situation that will occur related to the application of certain concepts, and students are also expected to provide explanations or reasons related to the assumptions given.The results of the analysis regarding the predictive ability of students are shown in Table 1.
Table 1 shows that the students' ability to predict the video demonstration experiments of oxygen required in combustion increased after the presence of the treatment.In the first prediction, where students have not received treatment, get an average of 64%, the second prediction after students receive treatment gets an average of 65%, and the third prediction gets an average of 75%.Students who answered the first level test could also answer correctly on the second level test, likewise, students who answered incorrectly on the first level test were also wrong on the second level test.
Based on data obtained from this research and the analysis after the learning took place, it showed that the POE learning strategy on the material properties of fire, namely oxygen demonstration videos, was needed in effective combustion in improving predictive skills and concept mastery.POE learning strategies when learning from home or with online settings still provide direct experience for students.Students are required to focus on the demonstration video that is presented, be directly involved in learning by having to make predictions then make observations to prove the answers to the predictions that have been made, and explain the suitability between predictions and observations.It also stimulates discussion in online learning.Where text discussion becomes an obstacle in online teaching and learning (Meech & Richardson, 2020).The justification at the predictive stage allows students to classify and justify their pre-conceptions (Hsu, Tsal, & Liang, 2011).From the involvement of students in these learning activities, predicting skills and understanding of concepts can indirectly increase.
In addition, several factors cause students to experience only a 1% increase from experiment 1 to experiment 2. Among them are 6 out of 20 students who do not read the introductory material given by the teacher one day before the implementation of learning through zoom meetings, the time given by the teacher to read the introductory material is only one day so that the students are less likely to be maximal and less serious about reading and understanding the introductory material provided by the teacher, and based on observations during the zoom meeting, some students complain that the time given in filling out the worksheet predicts too fast.Whereas in experiments 2 to 3 students experienced an increase of 10%, this was because students had begun to understand the concept of the material displayed in the demonstration video based on experiment 1. Table 2 shows, the students' pretest mean score was 56% and the students' post-test average score was 64%.This proves that after the treatment, students' conceptual understanding increased by 10%.The POE process even though it is not a direct experience, through demonstration videos still makes learning more interesting, because students' activities not only listening to but also observing events which occur through experimental demonstration videos, by observing students will have the opportunity to compare their expectations with the results of their observations.Thus, students will have more confidence in the truth of the learning material.
Even though it only experienced a 10% increase, doing science learning with demonstration videos assisted by zoom meetings provides a different learning experience, where this learning experience is very important.(Hamid, 2013).The pre-test can also be said to be a process (assimilation) of material that has been mastered by students with the material that has just been taught which can make student development better or adjust (accommodation) the material that has been mastered by students with the material to be

Table 1 .
Predicting Skills Profile

Table 2 .
Conceptual Understanding Profile