The Validity of Science Learning Devices Based on the 7E Learning Cycle Model to Improve Concept Mastery of Junior High School Students

Muliadi Rahman,Agus Ramdani,Jamaluddin Jamaluddin

doi:10.33394/j-ps.v9i1.3976

Abstract

This study aimed to develop a science learning tool based on the 7E learning cycle model that is valid to improve the mastery of concepts and science process skills for Junior high school students. The device development carried out refers to the Research and Development (R & D) development model based on the Thiagarajan 4D development model which includes the design, define, develop and disseminate stages. Based on the results of validation by 3 expert validators, it was obtained that the average value of the validity of the learning learning tools developed included the Syllabus 83.33%, lesson plan 81.48%, student worksheet 74.17%, Concept Mastery Assessment Instruments 77.78% and science process skills tests 80.00%. Based on the results of validation by 3 validators, In conclusion, the science learning device based on the 7E learning model developed is valid for use in learning.

Highlights

Learning tools wer learning activities that contain learning plans that describe the competencies to be achieved, the design of the learning process according to the learning model, and instruments to measure the achievement of student competencies (Majid, 2008; Jamil, 2014; Prasetyo, 2011)
The Validity of Science Learning Devices Based on the 7E Learning Cycle Model to Improve Concept Mastery of Junior High School Students
This study aim to develop a suitable science learning device based on the 7E learning cycle model to improve students' mastery of concepts

Summary

Introduction

Learning tools wer learning activities that contain learning plans that describe the competencies to be achieved, the design of the learning process according to the learning model, and instruments to measure the achievement of student competencies (Majid, 2008; Jamil, 2014; Prasetyo, 2011). Teachers are required to use appropriate, appropriate and more meaningful learning models for students so that students are actively involved in the learning process. The designed learning model can describe a process of learning activities and the creation of environmental situations in a systematic way that allows students to interact, so that changes or developments occur in students (Sugiana et al 2017). Direct learning models require teachers to provide information, demonstrate the skills being taught, and provide time for students to practice those skills and receive feedback on what they are doing. The 7E learning cycle model is an application of a constructivist learning model that is student centered and always

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