JPII 7 (1) (2018) 85-95 Jurnal Pendidikan IPA Indonesia http://journal.unnes.ac.id/index.php/jpii EFFECTIVENESS OF POGIL WITH SSI CONTEXT ON VOCATIONAL HIGH SCHOOL STUDENTS’ CHEMISTRY LEARNING MOTIVATION I. B. Yuliastini* 1 , S. Rahayu 2 , F. Fajaroh 3 , N. Mansour 4 1 Public Vocational High School 9, Malang, Indonesia 2,3 Chemistry Department, Universitas Negeri Malang, Indonesia 4 Graduate School of Education, University of Exeter, UK DOI: 10.15294/jpii.v7i1.9928 Accepted: November 4 th , 2017. Approved: February 21 st , 2018. Published: March 19 th , 2018 ABSTRACT This study aimed to examine the difference of Vocational High School students’ learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and post- test control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning. © 2018 Science Education Study Program FMIPA UNNES Semarang Keywords: POGIL, SSI, learning motivation INTRODUCTION Chemistry is one of the subjects taught in Vocational High School (VHS). One of the goals of chemistry learning in VHS which is in accordance with curriculum 2013 stated that the students could understand the concept, principle, law, and theory of chemistry; their connectivity and implementation also can solve the problems in daily life, the technology; and the students have basic competency as the basis for developing the competency in each expertise field. Correspon- ding to such purposes, the chemistry learning in VHS demands the students’ mastery of basic concepts of knowledge in which the process and domain must support the development of skill in fulfillment of the productive expertise program. In the structure of curriculum 2013 for expertise program of technology and engineering in Voca- tional High School, chemistry is the part of the subjects of the expertise field basic devotee group (C1). Chemistry is a subject of bonding substan- ce on the basis of expertise field of Technology and Engineering group so that it is very signifi- cant for VHS students to understand the topics of chemistry. Moreover, nowadays, chemistry, as the center of science, is one of the sciences un- derlying the science, technology, and industry (Chang, 2011). Besides, according to Olorun- tegbe & Alake (2010), chemistry is a knowledge needed by the students to solve the problems in daily life. Although the chemistry subject is impor- tant, the reality in school shows that most of VHS students dislike the chemistry subject since many of its topics are difficult (Sitepu, 2016; Refriwa- ti, 2015). This case indicates that VHS students’ learning motivation is still low. The cause of the low motivation is, for example, generally, the che- mistry learning is emphasized on only the con- *Correspondence Address: E-mail: ikaby.smkn9@gmail.com