5E Learning Cycle Research Articles

Effectiveness Discovery Learning and Learning Cycle 5E Integrated Virtual Lab on Learning Outcomes in Acid-Base

This study was conducted to determine the effectiveness of the Discovery learning and Learning Cycle 5E learning models and to see the differences in academic performance from the two models. The method used is experimental. The population in this study were students of class XI Science at SMAN 17 Medan and the samples were class XI Science 4 as experimental class 1 and XI Science 3 as experimental class 2. The research results show that the Discovery Learning model is effective in improving academic performance as evidenced by the average N-gain value of 0.759 in the high category, the Learning Cycle 5E model is effective in academic performance as evidenced by the average N-gain value of 0.751 with high category and there is a significant difference in the academic performance of students who are taught using the Discovery Learning and Learning Cycle 5E models integrated with virtual labs on acid-base material as proven by carrying out by Independent Sample T-test so the output can obtained value of sig is 0.011<0.05.

The Effect of Learning Cycle 5E with Animation Media at Student Activities and Learning Outcomes

This study aims to determine the effect of application of Cycle 5E learning model with animation media at learner activities and learning results. The sample was taken by random sampling of 32 learners at experiment and control room. The research was carried out by providing pre-check, after which learning material by nonelectrolyte and electrolyte solutions were applied with the Cycle 5E learning model with animation media at experiment room and the Conventional model at control class, then the posttest. From statistic processing, the following results were obtained: the average activity of learners at the experiment room was 89.76 and the control room was 80.55 with > or 4.59>1.67. The average learning outcome of learners at the experiment room was 81.71 and the control room was 72.96 with > or 5.57>1.67. Correlation between learner activities and learning results of experiment room learners at the calculation rcount Retrieved rcount=0.583 While rtableat α=0.05 (N = 32) is 0.349. With an index determination of 0.33 with a percentage of 33%. This means that there is a correlation between learner activities and learner learning results learned by the Cycle 5E learning model with animation media at material by nonelectrolyte and electrolyte solutions.

Development of E-LKPD Based on 7E Learning Cycle to Stimulus Students’ Complex Problem-Solving and Self-Efficacy

The research conducted aims to describe e-LKPD based on the 7E learning cycle that is valid, practical, and effective in stimulating complex problem-solving (CPS) and student self-efficacy (SE). The research method used is Design and Development Research (DDR) consisting of analysis, design, development, and evaluation. After the e-LKPD was designed based on the results of an analysis of teacher and student needs, a product feasibility test was carried out with three experts and obtained valid results in aspects of media and design, content, and construction. Furthermore, the e-LKPD was tested for practicality with aspects of learning implementation, readability tests, and student responses which obtained very practical results. Furthermore, the effectiveness test using the N-Gain test, difference test, and paired test showed that there was a significant difference in the increase in CPS and SE in the experimental class and the control class and there was a significant increase in CPS and SE in the experimental class which was categorized as quite effective. Therefore, the e-LKPD based on the 7E learning cycle that has been developed has obtained valid, practical, and effective results for stimulating students' CPS and SE.

Investigation on the Implementation of the Learning Cycle 5E to Improve Student Activeness

An Investigation on the Implementation of the Learning Cycle 5E to Improve Student Activeness. This research aims to investigate the implementation of the learning Cycle 5E model in improving student activeness. The objects of this research are scientific works in the form of journal articles and research results. The research method employed is a literature review through analyzed journals. The technique used involves analyzing three pieces of literature on the Learning Cycle 5E to assess the impact of this model on student activeness in the learning process. The analysis results indicate that each phase of the Learning Cycle 5E model can improve student activeness during the learning process. Based on the three studies, from Cycle I to Cycle II, there is a noted increase in the average student activeness: Researcher 1 experienced a 3.35% increase, Researcher 2 saw an 8.17% increase, and Researcher 3 had a 15.84% increase. Future research should consider comparative studies of the Learning Cycle 5E model with other pedagogical approaches, longitudinal assessments of its long-term effects, and investigations into its application across diverse educational settings and technology integration.

Improvıng Scıence Lıteracy Usıng The Learnıng Cycle 7e Learnıng Model

The purpose of this study was to improve scientific literacy by using the learning cycle 7e learning model at SDN 148 Palembang because based on the initial test results showed that 70% of 22 students' scientific literacy levels were in the low category, while based on the results of initial observations showed that learning applied in class only used discussion and assignment learning methods. This study uses a type of Collaborative PTK research with the subjects of this study being 22 students in grade 5 (five). This study collaborated with grade V teachers. This study was carried out in 2 cycles with stages, namely planning, action, observation, and reflection. The results of this study show an increase in the average results of participants' scientific literacy in the three indicators of scientific literacy, namely identifying scientific issues, explaining scientific phenomena, and using scientific evidence. The average results of scientific literacy scores on the three indicators in the pre-cycle reached 39%, in cycle I increased to 74.5%, and in cycle II reaching 88%. In cycle II, the results of students' scientific literacy scores met the research performance indicators, namely reaching >75% so the research was stopped in cycle II. So this study shows an increase in Scientific Literacy using the 7E learning cycle model at SDN 148 Palembang.

Investigation of Effective Teaching According to Pre-Service Teachers’ Views and Their Teaching Methods

The study examined how prospective teachers defined effective teaching; the methods and techniques used by pre-service teachers during their teaching practicum and their reasons to use; and how these instructional techniques fit specific teaching principles. The participants in this study were 18 university seniors registered in the Elementary Education Department at a state-university. The data were obtained from an Information Form completed by participating pre-service teachers, their prepared lesson plans, video recordings of practicum teaching experiences, and observation notes. Collected data were analysed through descriptive analysis. Findings showed that pre-service teachers often mentioned following a student-centred approach. They emphasized the roles of an effective teacher as using different teaching methods, techniques and materials as well as guiding students, making learners more active and paying attention to students’ individual differences. In terms of students’ roles in effective teaching, they mentioned students should actively participate in class, take responsibility for learning, think critically, and transfer their learning to new situations. It was determined that pre-service teachers had sufficient knowledge in the selection of methods and techniques. Pre-service teachers frequently included the 5E learning cycle model, question-answer and drama methods in their lessons. Suggestions were provided based on research findings.

The Effect of Learning Cycle 5E Model on the Scientific Literacy of 10th Grade Students

This study aims to determine the effect of the Learning Cycle 5E model on the scientific literacy of tenth-grade students at SMA Negeri 2 Labuapi in 2024. This research employs a quasi-experimental design with Pre-Test and Post-Test Non-Equivalent Control-Group. The study population comprises 92 students divided into four classes (XA, XB, XC, XD). Random sampling was used to select two classes as the sample, totaling 44 students, with class XC as the experimental group and class XB as the control group. The instrument used was essay-type questions. Data on students’ scientific literacy were collected from the Pre-Test and Post-Test results in both classes and analyzed using the Mann-Whitney test at a 5% significance level with SPSS 16.0. The test results indicated a p value of <0.05 (0.024<0.05), suggesting that the Learning Cycle 5E model has a significant effect on students’ scientific literacy.

The Effectiveness of Scientific Literacy Based Learning Device to Improve Junior High School Students Scientific Literacy

The researcher's goal in this study is to investigate the efficiency of the scientific literacy-based learning device model learning cycle 7E in improving student scientific literacy skills. This research used Research and development, with one group pretest-posttest design and two replications. The research sample was VII-grade junior high school students. To gather data about students’ scientific literacy, the researcher used a scientific literacy-based test. The data on students' scientific literacy will be evaluated to determine their level and skills before and after treatment with the development product. Based on research analysis and findings after using a scientific literacy-based learning device, the students’ scientific literacy increased. It can be seen from the n-gain value average obtained in junior high school 2, which has a value of 0.72 and is categorized as high. Meanwhile, the trial class of junior high school 2, was also categorized as high, with a value of 0.71. The results of a statistical test using two independent t-tests showed no significant difference between the n-gain values of the two trial classes. Based on these findings, it can be stated that the scientific literacy-based learning device model learning cycle 7E, helps increase students' scientific literacy.

Mathematical Disposition and The Impact of Learning Cycle 7E on Problem-Solving Skills in Mathematics

The ability of Indonesian students to solve mathematical problems remains moderately low, according to PISA 2022 results. Even the desire and interest to learn mathematics are still relatively low. Hence, this study will determine the impact of the Learning Cycle 7E acquiring model on problem-solving abilities in relation to understudies' mathematical disposition. The procedure used in this assessment is quantitative. A quasi-experimental design was used for this study. The order picked in this experiment is the One Group Pretest-Posttest. The testing design in this review was a cluster random sampling method and got 31 students of 10th class SMAN 3 Kota Kediri. The data assortment process utilized a mathematical disposition survey and a trial of problem-solving abilities. In testing the hypothesis, the Wilcoxon Test result is 0.000 < 0.05 which shows that the Learning Cycle 7E learning model has an effect on students' mathematical problem-solving ability, and the Kruskal-Wallis Test result is 0.972 > 0.05 which shows that there is no difference in mathematical problem-solving ability between students with high, medium, and low mathematical disposition. So, the result of this study is that the 7E Learning Cycle learning model altogether influences problem-solving abilities and is powerful for all understudies' mathematical disposition levels.

7E Learning Cycle Based Interactive Learning Media as Alternative Teaching Material in Vocational High Schools

A high-quality learning process is crucial for enhancing the competitiveness of graduates in the professional world. Teaching materials such as Interactive Learning Media have an important role in enabling students to gain knowledge and be actively involved in learning activities. The objective of this study is to develop, evaluate the feasibility, and determine the impact of implementing 7E Learning Cycle Based Interactive Learning Media. This research followed the R&D approach using the ADDIE model. The research subjects included 2 material experts, 2 media experts, 2 language experts, 36 XI TITL students, and 2 subject teachers determined by purposive sampling. The research instrument uses interview guidelines, questionnaire sheets and test questions. Data collection was conducted through interviews, questionnaires and tests. The research findings indicate that 7E Learning Cycle Based Interactive Learning Media is very valid, with a validity level of 85% according to media experts, 79% according to subject matter experts, and 79% according to language experts. The practicality test yielded results of 82% for students and 87% for teachers, falling under the category of "very practical." The evaluation results demonstrated an average score increase of 6.29. It is recommended that students utilize the 7E Learning Cycle Based Interactive Learning Media to facilitate meaningful learning experiences, foster critical thinking skills, promote independence, and enhance conceptual understanding of the subject matter. Furthermore, subject teachers are encouraged to utilize the outcomes of this Interactive Learning Media Development as a framework for developing teaching materials on other topics.

The Effect of Connected Mathematics Project Model and Learning Cycle 5e Model on Mathematics Learning Outcomes

The Effect of Connected Mathematics Project Model and Learning Cycle 5e Model on Mathematics Learning Outcomes

Development of Interactive Multimedia Based on Learning Cycle 5E in IPAS Learning for Fourth Grade Elementary School

This research aims to develop interactive multimedia based on the 5E learning cycle called MIKBI in science and social learning for grade IV elementary schools. The method in this research uses R&D by adapting the ADDIE development model with stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation.. The research was carried out at SDN Tanjung Barat 07 with 28 test subjects. Product validity is measured through the assessment of material experts obtained an average score of 92.00% with very decent criteria, media experts gain value 91.76% with very feasible criteria, and linguists gain marks 92.00% with very feasible criteria.Product validity results shows an average value of 91.92% with very feasible criteria. Product testing is carried out in 3 stages, namely one-to-one evaluationan average score of 85.13% with a very decent category, small group evaluation obtained a score of 85.85% in the very feasible category, and the field test evaluation trial obtained a score of 87.08% in the very feasible category so that the average feasibility percentage score obtained at the student trial stage was 86.02% with very feasible criteria. The results of the research show that MIKBI is very suitable for use as science learning media for Indonesian Cultural Wealth material for class IV elementary schools.

Improving Concept Understanding and Learning Outcomes of Elementary School Students through Science Textbooks Based on Learning Cycle 7E Model

This research aims to develop textbooks based on the Learning Cycle 7E approach for learning Science of Nature and Environment (IPAS) in grade IV Elementary School. The textbook development process includes needs analysis, design, validation, revision, and implementation. The validity of the coursebook was evaluated by experts in the aspects of material, media, and language. Practicality was assessed by teachers and students, while the effectiveness was tested using paired t-test. The results showed that the developed coursebooks were highly valid in terms of material, media, and language, based on expert validation. Teachers and students rated the textbook as very practical to use. The effectiveness test indicated a significant increase in students' understanding and learning outcomes after using the textbook. In conclusion, this Learning Cycle 7E-based textbook is effective and relevant in improving the quality of IPAS learning in grade IV SD.

Pengaruh Model Learning Cycle 5E Terhadap Kemampuan Menulis Resensi Pada Siswa Kelas XI SMA Negeri 8 Medan Tahun Ajaran 2023/2024

This research aims to, (1) To determine the ability to write reviews in class XI students of SMA Negeri 8 Medan using the Conventional model, (2) To determine the ability to write reviews in class ) To determine the effect of the 5E Learning Cycle model on the ability to write reviews in class XI students at SMA Negeri 8 Medan. The population in this study were all class XI students, totaling 309 people. The sample consisted of 65 people who were divided into two classes, namely the control class with 32 people and the experimental class with 33 people. The instruments used in this research are the title, book identity, outline of the book's contents, book advantages, book weaknesses, closing review, spelling and punctuation, and neatness of writing. This research uses a two group test design experimental method using a quantitative approach. The data analysis techniques used are analysis requirements tests, normality tests, and hypothesis tests. The research results in writing reviews using the conventional model are in the fair category with an average value of 62. Meanwhile, the research results in writing reviews using the Learning Cycle 5E model are in the good category with an average value of 74. Through hypothesis testing, a t count of 18 is obtained. .05 > t table 1.66, this proves that there is a significant influence from the use of the Learning Cycle 5E model on the ability to write reviews in class XI students at SMA Negeri 8 Medan for the 2023/2024 academic year.

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E Integrated with Phet

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E Integrated with Phet

The Effect of Learning Cycle 5e Learning Model on Students' Motivation and Learning Outcome

This research aims to determine the influence of the 5E Learning Cycle Learning Model on the Motivation and Learning Outcomes of Class The research population was all grade three consisting of 3 classes with a total of 84 students. The research instrument is a motivation questionnaire and a learning outcomes test in the form of multiple-choice questions. Data was obtained through learning motivation questionnaires and learning outcomes tests. Data analysis techniques are descriptive statistics and inferential statistics with the help of the SPSS 20 application through the One Way Anova test with an error rate of 5% (α = 0.05). The results of the research show that there is an influence of the 5E Learning cycle learning model on learning motivation and learning outcomes of class.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Effect of the 7E Learning Cycle Model on Students’ Achievement in the Subject of Science at the Elementary School Level

Innovative teaching strategies help students get an opportunity to think critically and reflect. This study aimed to investigate effectiveness of 7E learning model to teach the science subject to grade VIII students. This quantitative study was carried out at Govt. Girls High School 90 SB Sargodha using intact group sampling. Control group students were taught science subject by traditional instruction method, while experimental group students were taught with respect to sequence of 7E (Elicit, engagement, explore, explain, elaborate, & evaluation) learning cycle model for twelve weeks. Science Achievement Test (SAT) was used as pre-test and post-test. SAT was pilot tested and validated by the science teachers before administration to experimental group. Reliability of test was .92, measured by split-half method. Performance of both groups was compared using t-test. Students taught through 7E instructional strategy scored higher in posttest as compared to students of control group. Findings of this study are useful for developing curriculum material, lesson plans and improving classroom practices. Incorporation of 7E learning cycle model in science curriculum is necessary, so students can construct their knowledge themselves by actively participating in class and create ideas to solve everyday problems.

Model Pembelajaran Learning Cycle 7E: Suatu Eksperimentasi Pada Pembelajaran Matematika Materi Aritmetika Sosial di Kelas VII

The mathematics learning outcomes of students at SMPN 3 Tondano are still meagre due to students' lack of basic mathematics skills, motivation and interest in students' mathematics learning in the learning process, so the presentation of completeness is only 40%. An alternative to overcome this problem is to use the 7E learning cycle learning model. This research examines the influence of the Learning Cycle 7E learning model on students' mathematics learning outcomes in class VII social arithmetic material at SMPN 3 Tondano for the 2023/2024 academic year. The subjects in the research were 43 students consisting of 2 classes, namely class VII-A with a total of 23 students and class VII-B with a total of 22 students. This type of research is a quasi-experiment with a quantitative approach. The data analysis used was the normality, homogeneity, and hypothesis tests. The instrument in this research is a written test in the form of a description. The results of the research showed that the average learning outcomes of experimental class students were 81.90 and control class 74.08, while the t-test calculation results obtained tcount = 3.843318 and compared with the ttable value = 2.01669 with a significance level of 5%. These results show that tcount > ttable, so that H0 is rejected. So, the 7E learning cycle model influences the mathematics learning outcomes of class VII students at SMPN 3 Tondano.

The Effect of Implementing Learning Models Cycle 7e on Mathematical Problems-Solving Ability

This research was motivated by the low mathematical problem-solving abilities of students at Batanghari 15 State Junior High School, Jambi. This research aims to determine the effect of the Learning Cycle 7e learning model on students' mathematical problem abilities at Batanghari 15 State Junior High School. This research uses the quasi-experimental method, using a post-test-only control design. There are two groups, each of which is chosen randomly. The population of this research is all students in class VIII of Batanghari 15 State Junior High School for the 2023/2024 academic year, totalling 90 students and divided into four classes. In this research, the sample used was 50 students divided into two classes (experimental and control classes). The sample was determined using the Random Sampling technique. The data collection techniques used in this research were observation and mathematical problem-solving tests. This research indicates that the Learning Cycle 7e learning model is more effective in influencing problem-solving abilities than the direct learning model.