5E LC-TPS vs 5E LC learning models; the differences in cognitive learning outcomes on electrolyte and non electrolyte solutions and redox reactions topics

Abstract

5E Learning Cycle (5E LC) learning model combined with Think Pair Share (TPS) is used to improve students’ cognitive learning outcomes on electrolyte and non-electrolyte solutions and redox reactions topics. The objectives of this research is to determine (1) the feasibility of the 5E LC-TPS and 5E LC learning process, (2) the differences in students’ cognitive learning outcomes between students taught using the 5E LC-TPS and 5E LC learning models. The research design used in this research is a quasi experimental design with a posttest only control group design. The result of this research showed that: (1) the feasibility of the learning process of the two classes is included in the excellent category, which is 90.28% in the experimental class and 88.06% in the control class, (2) there are differences in students’ cognitive learning outcomes between students taught using 5E LC-TPS and 5E LC on electrolyte and non electrolyte solutions and redox reactions topics, (3) the average score of students’ cognitive learning outcomes in the 5E LC-TPS class is 81.81 and higher than 5E LC class with an average score of 76.89.