5E Learning Model Research Articles

LEARNING CYCLE 5E MODEL EFFECT TO SENIOR HIGH SCHOOL STUDENT’S LEARNING COMPETENCIES

The problem at SMAN 5 Solok Selatan is the low level of student learning competencies which includes aspects of knowledge, attitudes, and skills. Efforts that can be done are applying the LC 5E learning model on ecological material at Solok Selatan 5 High School. This type of research is a semi-experimental research design, namely the Randomized Control-Group Posttest Only Design. The population in the study of all students of class X MIPA SMAN 5 Solok Selatan who were enrolled in the 2018/2019 Academic Year amounted to 111 people grouped in four classes. Sampling used purposive sampling technique, class X MIPA 2 as experimental class I and class X MIPA 1 as experimental class II (control). Instruments in the form of posttest questions for knowledge competencies, observation sheets for attitude competencies and product assessment for skills competencies. Based on the results of the study using the t-test on the competency of students' knowledge the value of tcount was 3.012>1.67 t table, and the competency skill was tcount 3.67>1.67 t table. In the attitude competence of the experimental class 83% are good categories while the control class is 72% with sufficient categories. This shows that the hypothesis is accepted in the competence of knowledge, attitudes and skills. The conclusion of the study is that the LC 5E learning model has a positive effect on students' learning competencies in ecological material at SMAN 5 Solok Selatan.

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

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.

Sikap Siswa dalam Belajar Matematika Melalui Model Pembelajaran Learning Cycle 5E

The purpose of this study was to determine students' attitudes towards the application of the 5E Learning Cycle learning model. Attitude indicators are used as benchmarks to determine mathematics learning attitudes, especially in the 5E Learning Cycle model. The method used is a qualitative approach. The instrument in this study is a non-test type in the form of a questionnaire (questionnaire). The questionnaire was arranged using a Likert scale, with the aim of knowing each indicator of student attitudes by using the 5E Learning Cycle. In processing the questionnaire data, there are two processing methods, namely data processing to determine the attitudes of students (respondents) and data processing for each statement item. Based on the results of the Likert Scalar calculation for each indicator, the students' confident attitude when learning mathematics has an average score of 3.93. Attitudes that show student interest in learning mathematics have an average score of 4.26. And for the indicator of student attitudes towards mathematics learning using the Learning Cycle 5E learning model, it has an average score of 3.87. Overall the average score on positive statements is 4.02 which is greater than the minimum limit of 3.00, this indicates a positive attitude. So it can be concluded that the attitude of students in learning using the 5E Learning Cycle model is going well. Keywords: 5E Learning Cycle Model, student attitudes,

Effect of 5E Learning Model on Academic Achievement in Teaching Mathematics: Meta-analysis Study

Active student involvement in the teaching and learning process is important in helping students strengthen their understanding of a concept better. Knowledge that is not related to existing knowledge will be easily forgotten. To strengthen understanding and knowledge, students need to build new knowledge on top of existing knowledge to ensure meaningful learning will take place. The 5E learning model is optically discerned to be able to have a positive impact on the development of student achievement. This study examines the benefits of the 5E learning model approach in teaching mathematics through a systematic review of research literature published from 2013–21 producing a total of 20 interventions (20 studies) that satisfy this study's criteria. The results show that conceptual knowledge, procedural knowledge and flexibility of procedures for the implementation of greater interventions, which can improve mathematical learning when used appropriately. This study suggests that teachers may need additional support to complete the course of mathematics using the five phases of learning in the 5E model, which in turn can assist in conducting teaching in an orderly and effective manner. In this way, it is important to implement the construction of learning modules for the fundamental topics of algebra based on the 5E model.

Promoting health education through biology: The effectivity of a 5E-learning scenario on nutrition and digestive system topic towards high school students’ health literacy

As one of the sustainable development goals (SDGs), good health and wellbeing needs to be supported especially through science education program. Therefore, this research is aimed to examine the effect of a 5E learning scenario in biology instruction on nutrition and digestive system topic towards high school students’ health literacy. This was a quasi-experimental research that involved two groups of students from a public high school in Bantul region, Yogyakarta, Indonesia. One group played as a treatment group who learned the topic using 5E learning scenario, whilst another one as the control group who was taught by lecturing method. Pre-test and post-test instruments were employed to collect students’ health literacy data and analysed descriptively towards its indicators as well as statistically using Wilcoxon and Mann U Whitney. The findings show that the treatment group’s health literacy skill is significantly better than the control group (0.00; p:0.05). Therefore, it is concluded that the 5E-learning model implemented in this research evident more effective in fostering students’ health literacy.

5E öğrenme modeli ve bağlam temelli öğretim yönteminin ışık konusunda başarı ve bilgilerin kalıcılığına etkisi

Bu araştırmanın temel amacı, bağlam temelli, 5E öğrenme modeli ve 5E öğrenme modeli ile desteklenmiş bağlam temelli yaklaşımın 7. Sınıf öğrencilerinin fen bilimleri dersi ışık konusundaki başarılarına ve bilgilerinin kalıcılığına etkisini belirlemektir. Araştırmanın çalışma grubu Ankara ilinde bir devlet okulunda bulunan 7. sınıfta öğrenim görmekte olan toplam 100 öğrenciden oluşmaktadır. Çalışma, yarı deneysel desenin kullanıldığı nicel bir çalışmadır. Işık konusu dört farklı grupta dört farklı yöntemle işlenmiştir. Deney 1 grubunda bağlam temelli yaklaşımla, deney 2 grubunda 5E öğretim yöntemiyle, deney 3 grubunda 5E ile desteklenmiş bağlam temelli öğretim yöntemi ile 4. grupta ise kontrol grubu olarak fen bilimleri dersi öğretim programındaki mevcut yöntem ve tekniklerle işlenmiştir. Araştırma sürecinde 6 haftada toplam 24 ders saatlik bir uygulama gerçekleştirilmiştir. Araştırmanın verileri “Işık Başarı Testi (IBT)” nin uygulanması sonucu elde edilmiştir. IBT; ön test, son test ve kalıcılık testi olarak uygulanmıştır. Veriler spss paket programında analiz edilmiştir. Verilerin analizine göre öğrenci başarısını artırmada en etkili yöntem 5E öğrenme modeli ile desteklenen bağlam temelli öğretim yöntemi (5E+BT) olmuştur. Öğrenilen bilgilerin kalıcılığında ise en etkili yöntem 5E öğrenme modeli olmuştur.

ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS MELALUI MODEL LEARNING CYCLE 7E DI SEKOLAH MENENGAH

This research is a qualitative research that provides information about mathematics learning in junior and senior high schools with the 7e learning cycle learning model for critical thinking skills. The purpose of this research is to describe critical thinking skills through the 7e learning cycle model. Data analysis techniques use deductive techniques, inductive techniques, and interpretation techniques. The results showed that Learning Cycle 7E learning model at the junior high school level, the indicator determining action was the largest and the lowest indicator was focusing on questions. In the high school level the interpretation indicator was the largest while the lowest was analysis indicators.

The Effect of LC 5E Learning Model Combined with Make a Match on the Cognitive Learning Outcomes of High School Students on Acid Base Materials

Chemistry materials required that students must memorize and understand all of the concepts. Acid base is one of chemistry materials which is considered difficult. One solution to overcome the difficulty in learning acid base materials is change the learning method from one way to two ways that more focus on student (student centered) with reference to the constructivist approach LC 5E and cooperative learning Make a Match. Therefore, this research was conducted with the aim to: (1) describe the feasibility of students who learned acid-base materials use the LC 5E-Make a Match learning model,(2)determine differences in students cognitive learning outcomes that learned using the LC 5E-Make a Match learning model and that learned to use the LC 5E learning model in acid-base materials. This research used a quasi-experimental design with design models of two groups. The two classes were given same acid-base materials with different learning model. The average of student cognitive learning outcomes that learned using the LC 5E-Make a Match learning model (=84,06) was higher than students that using the LC 5E (79,89).

Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

This research aims to determine the effect of MAR′s integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, “Achievement Test with Open-Ended Questions”, “Attitude Scale towards Digital Technology” and “Semi-Structured Interview Form” were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.

The Effect of Learning Activities Based on 5E Learning Model on 4thGrade Science Teaching

This study aims to investigate the effects of the 5E learning model on students’ academic achievement, basic process skills, attitude towards science, and the overcoming of misconceptions. The study was carried out by means of semi-experimental research design. The participants consisted of 41 fourth grade students. They were randomly selected and assigned to the control and the experimental groups. The activities in the force and motion and the properties of matter topics in the fourth grade science curriculum were designed based on the 5E learning model. The implementation lasted six weeks and three hours per week. In order to collect data, four different questionnaires were used: academic achievement test, basic process skills questionnaire, attitude towards science questionnaire, and misconception identification test. The data were collected at the beginning and the end of the implementation from both groups. The results revealed that after the implementation, the experimental group had higher scores comparing with the control group in terms of academic achievement, attitude towards science, and misconceptions. However, these differences were not statistically significant. In terms of basic process skills, the experimental group had significantly higher score than the control group. Therefore, it is concluded that the 5E learning model has a positive effect on students’ academic achievement, basic process skills, attitude towards science, and misconceptions. The implications for future research and practice and the limitations of the study are discussed.

TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING

In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

Arduino-assisted robotics coding applications integrated into the 5E learning model in science teaching

The present study aimed to determine the effects of arduino-assisted robotics coding applications integrated into the 5E learning model used in science teaching on students' scientific creativity, robotics attitude and motivation toward science. For this aim, the study was planned according to the convergent parallel mixed research method and was conducted with the 6th grade students in a STEM (Science, Technology, Engineering and Mathematics) elective course in 2018–2019 academic year. Scientific creativity scale, robotics attitude scale and motivation scale toward science learning were used as quantitative data collection tools, and semi-structured interview form was used as a qualitative data collection tool. As a result of the study, it was found that the levels of students' creativity, attitude and motivation increased with the robotics coding activities integrated into 5E learning model applied in science subjects. In addition, it was determined that students produced many creative ideas in using robotics coding applications to solve various problems encountered in daily life, and that they were very eager for such applications being used in science classes. In this respect, it is suggested that arduino-assisted robotics coding applications should be implemented in the teaching of 6th grade science subjects.

Effectiveness of next generation science standards based 5e learning model by utilizing local potential

This study aims at revealing the effectiveness of the next generation science standards based 5E learning model by utilizing the local potential of environmental education centre Puntondo to enhance students’ data literacy and problem-solving abilities. This research can be categorized as an experimental study. The subjects of this study were the seventh grade students of State Junior High School 2 Takalar. Two classes were involved, totaling 64 students. The data collection technique was carried out by using the test instrument. The data analysis technique used the gain score test and t-test analysis. The results showed that the gain score for the two classes for both abilities was in the medium category, with a value indicating that the gain from the experimental class was greater than the control class. Meanwhile, the t-test value is Sig. (2.tailed) data literacy of 0.003 and problem solving of 0.008. The acquisition of the value of the two abilities shows that the Sig. (2.tailed) is less than 0.05. Based on the research results, it can be concluded that the NGSS-based 5E learning model by utilizing the local potential of EEC Puntondo is considered effective to enhance the data literacy and problem-solving abilities.

You make me sick!

A virus is a small, infectious particle that lives inside a host. Today, viruses have an important role in our daily life. The reason for this is that viruses, including coronavirus (COVID-19), are affecting many people in the world. The most important measure that can be taken to stop the spread of the disease will be self-taken measures along with increased the awareness of individuals. Schools, and especially teachers, play a vital role in this. Sharing accurate information and science-based facts about viruses will help reduce students’ fears and anxieties about the disease and support their ability to cope with its effects on their lives. The main purpose of this activity is to help students learn about viruses, how they spread and how to prevent them from spreading. The 5E (Engagement, Exploration, Explanation, Elaboration, and Evaluation) learning model is used. The organization of these activities leads to provide research and constructivist learning rather than a traditional laboratory activity series. Also, students have fun during these activities.

Model Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika

This study aimed to determine whether there is an effect of the Learning Cycle 5E learning model on the mathematical problem-solving ability of class XI students of senior high school in Lubuklinggau. Type of research was true experimental design, which is an experiment that is considered to be good because it meets the requirements in the experiment, namely the presence of other groups that have not experienced the experiment observed so that changes that occur between before the research and after the research are really visible. As the population is all students of class XI of senior high school in Lubuklinggau consisting of 131 students and the sample of the experimental class is class XI.MIA.2, and as the control class is class XI.MIA.1, both classes are selected at random. Data collection was carried out using test techniques, namely pre-test and post-test. Then the data collected was analyzed using a t-test. Based on the results of the study it can be concluded that there is an effect of the 5E Learning Cycle model on the mathematical problem-solving ability of class XI students of senior high school in Lubuklinggau.

THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES

Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.

The effects of guided inquiry-based learning implementations on 4th grades students and elementary teacher; a case study

This study aimed to examine the effects of guided inquiry-based learning (GIBL) implementations applied to fourth-grade students in a Turkish rural school on both students and an elementary teacher. It was designed as a case study using qualitative data in the form of structured students’ views journaled by the teacher, used video recordings, and observations by the researcher. 15 GIBL experiments with 5E learning model in a structured classroom rather than laboratory were conducted with 42 students. The results of student’s views showed positive effects of GIBL implementations on the learning of concepts, interest to science, group work and the attitude of their teacher. GIBL implementations helped the teacher to realize her role regarding the students, awareness of the required competencies, skills, and self-confidence.

The Improvement of Students’ Problem-Solving Skills Through 5E Learning Model

This research aimed to describe the effect of the 5E learning model on students’ problem-solving skills in the topic of static fluid. The type of this research is pre-experimental study with One Group Pretest-Posttest Design. The population in this research were all eighth grade students of SMP Torsina Singkawang. The sampling technique used in this study was purposive sampling with a total sample of 23 students. Because it is not normally distributed, the data were analyzed using non-parametric statistical tests, which is Mc Nemar Test. From the calculation was obtained the value of χ2obtained > χ2critical or 15.059 > 3.841, then H0 was rejected amd Ha accepted at the level of significance α = 0.05. So it can be concluded that the 5E learning model has a positive effect on students’ problem-solving skills in the topic of static fluid.

Learning cycle 7E model to improve studying result and activity of IV grade students on natural science learning in SD Muhammadiyah Danunegaran of Yogyakarta

This study aims to improve the activity and student learning outcomes after applying the Learning Cycle 7E learning model. This study uses classroom action research concerning the Kemmis and Taggart models, namely planning, implementation, observation, and reflection, which are carried out in three cycles. Data collection methods and instruments use the guidelines for observing student activities, guidance for observing teacher activities, tests of learning outcomes, and documentation. Data analysis techniques were carried out qualitatively (display, reduction, drawing/conclusion) and quantitatively (descriptive statistics). The results showed that student activity increased from cycle I by 93%, cycle II by 96%, and cycle III by 98.5%. Student's achievement increased from 74.16% to 91.67% (cycle I to cycle III). Classically, learning is said to be complete if ≥ 80% of students have reached the minimum completeness criteria, which is 75. This research shows that the stages in the Learning Cycle 7E can significantly increase student learning activities and outcomes.

A Study on The Efficiency of Using 5e Learning Model in Social Studies Teaching

A Study on The Efficiency of Using 5e Learning Model in Social Studies Teaching