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.
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