Application of the 5E learning cycle model to overcome misconception and increase student learning activities in learning chemical bonding

Abstract

This research aims to determine the use of the 5E learning cycle (LC) model in reducing student misconceptions and increasing student learning activities in learning of chemical bonding. The research method used was experimental design with the research design was pretest-posttest control group design. The study population was high school class X students consisting of four classes, and the sample group was determined by purposive sampling technique in order to obtain two classes that became the study sample. The results showed the use of the LC 5E model can reduce student misconceptions, this is indicated from the initial analysis the average percentage of students in the experimental class was 50.66, after applying the LC 5E model to 18.30. Increased student activity in learning activities can also illustrate a decrease in misconceptions. Learning activities of students during the application of the LC 5E model in three meetings obtained by 88%, included in the excellent category. The conclusion in this study is the LC 5E model can reduce misconceptions and increase student learning activities because each stage in the learning process directs students actively and creatively.