Integrated thinking ability and activities on eleventh grader students through learning cycle 7E

Abstract

The study were aimed to compare the integrated thinking in the form of science process skills and analytical thinking ability; and student learning activities toward chemistry learning of eleventh grade who learned using the 7E learning cycle and expository model. The quasi experimental model with post-test only design was used as an research design. To achieve this goal, sixty students were randomly selected from one public senior high school in Bantul regency, Yogyakarta Province, Indonesia then divided into two groups- there are 28 students of the experimental group which was taught by using the 7E learning cycle and 32 students of the control group which was taught by the expository model. Data were collected using the following two instruments: 5-item integrated thinking ability test, and 29 questionnaire statements of students activity. To answer the questions, Multivariate Analysis of Variance (MANOVA) was used. The results showed that students who learned using 7E learning cycle and the expository model had statistical differences in integrated thinking ability and activities towards chemistry learning at 0.05 level of significance; the students who learned using the 7E learning cycle showed more integrated thinking ability than did the students who learned using the expository model; also the result and indicated than student activities higher than did the students who learned using the expository model. It can be concluded that 7E learning cycle model can be used to improve integrated thinking ability and students’ activities. The researcher recommends that more studies should be conducted about the effect of this model on other instructional variables.