7E Learning Cycle Model Implementation: Students' Activities and Critical Thinking Skills towards Online Learning

Abstract

The spread of the COVID-19 epidemic has changed the education system. Teachers are encouraged to continue the online teaching process through certain platforms including Skype, Zoom, and Google Meet. Therefore, this study used Zoom application to look at the 7E learning cycle model's (7E LC) effect on student activities and critical thinking skills in chemistry teaching. This study is a quasi-experiment and only has a post-test design. The sample for this study is 11th-grade students from Yogyakarta 4 High School in Indonesia selected by random sampling technique. Two classes were selected as the samples, one as an experimental class where the 7E LC was implemented and another one as the control class where the learning used direct instruction model. The student's learning activity data were collected through questionnaire and the student's critical thinking skills data were obtained through an open-ended hydrolysis problem test. According to the MANOVA model, the difference between students' learning activities and students' critical thinking ability is analyzed. The result of this study is that there are significant differences in student activities and critical thinking skills between the experimental class and the control class.