5E learning cycle combined with mind mapping in excretory system: effectiveness on curiosity

Dhani Nugrahaningtyas Utami,Bambang Subali

doi:10.21009/biosferjpb.v13n1.130-142

Abstract

Curiosity is one of the important characters developed in the 21st century. This study aimed to determine the effectiveness of the 5E (engage, explore, explain, elaborate, dan evaluate) learning cycle model combined with mind mapping on the curiosity of XI classes students in the excretion system material. This research was an experimental study with a non-equivalent pretest-posttest control group design. The study population included all students of XI science classes in Yogyakarta, Indonesia that amounted to 96 people. Samples were 32 for experimental as well as control group, with a total of 64 people. The instrument used was a non-test instrument in the form of a questionnaire consisting of 20 items. The validity of the instruments was good, and the reliability was very high, so the instruments were suitable to be used in data collection. Based on the results of data analysis using the Mann Whitney test, it was found that there were significant differences in the use of the 5E learning cycle model combined with effective mind mapping on student curiosity (p: 0.007 <0.05). It is recommended for Biology teachers to use the 5E learning cycle model with mind mapping to improve student curiosity in excretory material.

Highlights

Biology education is an effort to form individuals with character so that they are ready to face global challenges in the 21st century
The characteristics of the material on excretion system is real and the learning of this material could come from problems in daily life. These problems are very compatible with the characteristics of the 5E learning cycle model with mind mapping using constructivist paradigms that students are actively involved in building their knowledge based on their experiences (Cahyarini, et al, 2016)
The stages in the 5E learning cycle model support an increase in curiosity in all indicators, namely enthusiastic searching for answers, focus on the observed objects, enthusiastic about the science process, asking every step of the activity on the material (Goldston, et al, 2010; Kaynar et al, 2009)

Summary

Introduction

Biology education is an effort to form individuals with character so that they are ready to face global challenges in the 21st century. According to The North Central Regional Educational Laboratory, students in the 21st century need to have inventive thinking that consists of curiosity (curiosity), creativity, and risk-taking (Burkhardt et al, 2003). Education is needed to create qualify characters. The characters suitable for the 21st century are increasingly complex, including attention, curiosity, courage, resilience, ethics, and leadership (Agboola & Tsai, 2012; Giacalone, 2015). Curiosity is considered essential to be developed in the 21st century because, through curiosity, there arises a drive within to obtain new information that is useful to overcome problems arise in the 21st century. Curiosity is the basis of a desire within self to continue to find out to overcome the information gap between what is known and what someone wants to know (Harvey, Novicevic, & Breland, 2009; Narvaez & Lapsley, 2008)

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