PENINGKATAN MOTIVASI DAN HASIL BELAJAR KIMIA SENYAWA HIDROKARBON MELALUI MODEL PEMBELAJARAN LEARNING CYCLE 5 FASE (LC5F)

Abstract

Based on observations during teaching in class XI MIPA 2 SMA Negeri 5 Malang, students tend to experience difficulties in learning hydrocarbons. During learning, students are less motivated to do questions from the teacher, and are often confused in naming alkanes, alkenes, and alkynes if the structural formula is known. A learning model that can involve students to be active in learning and able to construct knowledge properly and correctly is needed in this case. Leraning Cycle learning model to increase students' motivation and learning outcomes. Because in learning using the Learning Cycle learning model, students can be actively involved in the learning process and students must construct their own knowledge. So in this case students are required to find their own concepts. The impact of the application of this learning model has been able to improve the learning outcomes of students in studying hydrocarbon compound material from 44% before the application of the model to 96% in cycle I and 100% in cycle II. The significant increase in cognitive learning outcomes is because in learning using the Learning Cycle learning model, students are required to find their own concepts with the guidance of LKPD, handouts, and guidance from the teacher. This is what makes the concept of hydrocarbons obtained by students really stick in the brain (good retention). The application of the Learning Cycle 5 Phase learning model in this study also increases the learning motivation of XI MIPA 2 class students in learning the material of hydrocarbon compounds. In cycle I there were 48% of students had motivated criteria and 52% of students had very motivated criteria. In cycle 2 there were 35% of students who had motivated criteria, and 65% of students had very motivated criteria. This shows an increase in the number of learners who are highly motivated. The increase in the number of motivated learners in the study was due to the use of interesting media (mollymood), interesting LKPD and handouts, providing contextual apperception, giving points to active learners, and giving exploration and elaboration time to learners.