Abstract
Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learners’ conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving students’ understanding of temperature and heat concepts. The research design is quasi-experimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learners’ understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the students’ conceptual understanding.
Highlights
The outcome of the physics learning process, among others, is to enable students to comprehend the relevance of physics concepts to be applied in their daily life (Husein et al, 2017; Latifah et al, 2019; Pratiwi & Supardi, 2014)
The students’ inability to connect one concept to another is a common problem occurring in physics classes (Sagala et al, 2019b; Tanti et al, 2017) non-equivalent control group design with
This study investigates the structural influence of career guidance activities on university students’ employability in Nigeria
Summary
The outcome of the physics learning process, among others, is to enable students to comprehend the relevance of physics concepts to be applied in their daily life (Husein et al, 2017; Latifah et al, 2019; Pratiwi & Supardi, 2014). The students’ inability to connect one concept to another is a common problem occurring in physics classes (Sagala et al, 2019b; Tanti et al, 2017) non-equivalent control group design with. In this case, physics teachers should emphasize the students’ understanding of the concepts based on the knowledge acquired in the previous level to the (Widayanti et al, 2018; Yulianti & Gunawan, 2019; Lestari et al, 2017; Wahyuningsih, 2014). Data was collected from 600 final-year undergraduates from four universities in the South-West geopolitical zone, with the use of an adapted questionnaire. At the final stage, it is expected to increase the students’ mastery of the concepts (Saregar, 2016)
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