PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MODEL LEARNING CYCLE 5E UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK PADA MATERI POKOK LAJU REAKSI

The aim of this research is to describe the feasibility of learning materials based on 5E learning cycle model to improve student concept mastery and critical thinking skills of grade XI even semester SMKN 2 Tarakan on rate of reaction topic. This research is development research using 4D models as instructional design. The test design of the implementation of the teaching materials use one group pretest-posttest design. The result of this research is Lesson Plan (RPP), Handout, and Student Worksheets (LKS) categorized good. Concept Mastery Test and Critical Thinking Skills Test categorized valid. Handouts and student worksheets have high legibility. Implementation of RPP is good. Prominent student activity in learning based on 5E learning cycle model are reading (looking for information, etc.) (15%), do an experiment to test the hypothesis in groups (13%), and express opinions or communicate information in discussion (13%). Students’ response to learning were very good. Classical completeness concept mastery is 91% with an average score 79.61 and improvement average score (gain) is 0.8 (high category). The average score of critical thinking skills is 82.44 and improvement average score (gain) is 0.8 (high category). Obstacles in the learning based 5E learning cycle model are the number of students are many and less effective of classroom management so there are students who are less attention; lack of lab tools; and obstacles in the learning time, because the number of students are many so it take a lot of time to divide lab tools, lab materials, handouts, worksheets, test questions, and questionnaires. Based on the result of the analysis data can be concluded that learning materials based on 5E learning cycle model produced is feasible so it can be used in learning to improve student concept mastery and critical thinking skills.Penelitian ini bertujuan untuk mendeskripsikan kelayakan perangkat pembelajaran berbasis model learning cycle 5E untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa kelas XI semester genap SMKN 2 Tarakan pada materi pokok laju reaksi. Jenis penelitian adalah penelitian pengembangan perangkat pembelajaran. Model pengembangan perangkat yang digunakan adalah model 4D, tetapi hanya sampai tahap pengembangan (develop). Uji coba perangkat pembelajaran di dalam kelas menggunakan rancangan one group pretest-postest design. Hasil penelitian menunjukkan bahwa RPP, Handout, dan LKS berkategori baik. Tes penguasaan konsep dan tes keterampilan berpikir kritis berkategori valid. Keterbacaan handout dan LKS tergolong baik. Keterlaksanaan RPP tergolong baik. Aktivitas siswa yang menonjol adalah membaca (mencari informasi dan sebagainya) (15%), melakukan percobaan untuk menguji hipotesis secara berkelompok (13%), dan menyampaikan pendapat atau mengkomunikasikan informasi kepada kelas dan guru dalam diskusi kelas (13%). Respon siswa terhadap pembelajaran sangat baik. Ketuntasan klasikal penguasaan konsep adalah 91% dengan skor rata-rata 79,61 dan skor rata-rata peningkatan (gain) 0,8 (kategori tinggi). Rata-rata skor keterampilan berpikir kritis sebesar 82,44 dengan skor peningkatan 0,8 (kategori tinggi). Kendala dalam pembelajaran berbasis learning cycle 5E adalah jumlah siswa yang cukup besar dan pengelolaan kelas kurang efektif sehingga masih ada siswa yang kurang terperhatikan, kurangnya alat-alat praktikum yang dibutuhkan, serta kendala dalam waktu pembelajaran, dengan cukup banyaknya siswa sehingga waktu yang diperlukan menjadi lebih banyak untuk membagi alat, bahan praktikum, handout, LKS, soal tes, serta angket. Berdasarkan temuan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran berbasis model learning cycle 5E yang dihasilkan telah layak dan dapat digunakan dalam pembelajaran untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa.

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IMPLEMENTASI MODEL LEARNING CYCLE 7E PADA PEMBELAJARAN KIMIA DENGAN MATERI POKOK KELARUTAN DAN HASIL KALI KELARUTAN UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v5n1.p788-794 ◽

2017 ◽

Vol 5 (1) ◽

pp. 788

Author(s):

Weny Indrawati ◽

Suyatno Suyatno ◽

Yuni Sri Yuanita

Keyword(s):

Critical Thinking ◽

Lesson Plan ◽

Thinking Skills ◽

High Gain ◽

Critical Thinking Skills ◽

Learning Cycle ◽

Cycle Model ◽

Model Learning ◽

Implementation Phase ◽

Concept Mastery

This research aimed to describe efectivity of 7E learning cycle model on improvement students’concept mastery and critical thinking skills. This research was conducted by three phases, namely: (1) prepation phase to develop teaching materials, (2) validation and revision phase, and (3) learning implementation phase on class using one group pretest-posttest design. The results of research showed that: (1) Realization of lesson plan with mean score of 4.68 as very good category; (2) Frequency of the dominant students’activity namely teamwork was 28% with mean reliability of 80%; (3) Students’ positively respond to the learning model with main score of 3.2; (4) The concepts classical mastery was 94% and the indicator mastery was 79%; (5) The critical thinking skills classical mastery was 97%, the indicator mastery was 88%, and supported by high gain scores to students’ concept mastery and critical thinking skills. Based on the results, it was concluded that the implementation of 7E learning cycle model on the solubility and solubility product topic was effective to improve students’ the concepts mastery and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran learning cycle 7E terhadap peningkatan penguasaan konsep dan keterampilan berpikir kritis siswa. Penelitian ini dilaksanakan dalam tiga tahap, yaitu: (1) tahap penyusunan perangkat pembelajaran, (2) tahap validasi dan revisi, dan (3) tahap implementasi pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Hasil penelitian menunjukkan bahwa: (1) Keterlaksanaan RPP dengan nilai rata-rata 4,68 dengan kategori sangat baik; (2) Frekuensi aktivitas siswa yang menonjol adalah bekerja sama dengan tim sekelompok sebesar 28% dengan reliabilitas rata-rata 80%; (3) Respon positif siswa terhadap model pembelajaran dengan nilai rata-rata 3,2; (4) Ketuntasan klasikal penguasaan konsep 94% dan ketuntasan indikator 79%; (5) Ketuntasan klasikal keterampilan berpikir kritis 97%, ketuntasan indikator 88%, dan didukung dengan skor peningkatan yang tinggi terhadap penguasaan konsep dan keterampilan berpikir kritis siswa. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa implementasi model pembelajaran learning cycle 7E pada materi pokok kelarutan dan hasil kali kelarutan efektif untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa.

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KEMAMPUAN BERPIKIR KRITIS MOMENTUM DAN IMPULS DITINJAU DARI GAYA BELAJAR PESERTA DIDIK DENGAN MODEL LEARNING CYCLE 5E

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v6i1.1515 ◽

2020 ◽

Vol 6 (1) ◽

pp. 181

Author(s):

Yuli Hartawati ◽

Ahmad Harjono ◽

Ni Nyoman Sri Putu Verawati

Keyword(s):

Critical Thinking ◽

Learning Style ◽

Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Cycle ◽

Cycle Model ◽

Model Learning ◽

Post Test ◽

Cluster Random Sampling

ABSTRAKPenelitian ini bertujuan untuk mengetahui (1) pengaruh model learning cycle 5E terhadap kemampuan berpikir kritis siswa fisika kelas X, (2) mengetahui pengaruh gaya belajar terhadap kemampuan berpikir kritis siswa fisika kelas X, (3) menentukan interaksi antara model learning cycle 5E dan gaya belajar pada kemampuan berpikir kritis fisika siswa kelas X. Jenis penelitian ini adalah quasi exsperiment dengan desain penelitian pre-test dan post-test control group design. Populasi penelitian ini adalah semua siswa kelas X, dan sampel dipilih dengan teknik cluster random sampling dan ditentukan kelas X MIA 1 sebagai eksperimen dan kelas X MIA 3 sebagai kontrol. Kelas eksperimen menggunakan model learning cycle 5E dan kelas kontrol menggunakan model konvensional. Data kemampuan berpikir kritis dikumpulkan dengan tes esai yang terdiri dari 10 pertanyaan dan data kemampuan gaya belajar dikumpulkan menggunakan kuesioner yang terdiri dari 30 pertanyaan. Data post-test diuji untuk abnormalitas dan homogenitas dan selanjutnya dengan pengujian hipotesis menggunakan analisis varian dua arah. Hasil uji hipotesis menunjukkan jika sig <0,05 Ha diterima. Sehingga dapat disimpulkan: (1) model learning cycle 5E berpengaruh terhadap keterampilan berpikir kritis siswa fisika kelas X, (2) gaya belajar tidak berpengaruh terhadap keterampilan berpikir kritis siswa fisika kelas X, (3) tidak ada interaksi antara model learning cycle 5E dan gaya belajar pada keterampilan berpikir kritis siswa fisika kelas X. Kata kunci : model learning cycle 5E, kemampuan berpikir kritis, gaya belajar. ABSTRACTThis study aims to determine (1) the effect of learning cycle model 5E on physic student’s critical thinking skills of class X, (2) determine the effect of learning styles on physic student’s critical thinking skills of class X, (3) determine the interaction between learning cycle model 5E and learning style on physic student’s critical thinking skills of class X. This research type is quasi exsperiment with research design pre-test and post-test group control design. The population this study is all student’s of class X, and the sampe was selected by cluster random sampling technique and obtained X MIA 1 class as exsperiment and X MIA 3 class as control. The exsperiment class using learning cycle 5E model and control class using conventional model. The critical thinking ability’s data collected by essay test that are 10 questions and the learning style ability’s data collected using questionnaires that are 30 questions. Post-test data tested for naormality and homogeneity and next with hypothesis testing using analysis of variance two ways. Hypothesis test results show if sig<0,05 Ha be accepted. So that it can be concluded: (1) learning cycle 5E model take effect on physic student’s critical thinking skills of class X, (2) learning style no effect on physic student’s critical thinking skills of class X, (3) nothing interaction between learning cycle 5E model and learning style on physic student’s critical thinking skills of class X. Keywords : learning cycle 5e model, critical thinking skills, leraning style.

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Kemampuan Berpikir Kritis Mahasiswa Pada Materi Optik Saat Proses Pembelajaran Dengan CCM-CCA Berbantuan Eksperimen Virtual

Kappa Journal ◽

10.29408/kpj.v4i2.2632 ◽

2020 ◽

Vol 4 (2) ◽

pp. 143-148

Author(s):

Muh. Makhrus ◽

◽

Syahrial Ayub ◽

Wahyudi Wahyudi ◽

NNSP Verawati ◽

...

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Physics Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Quantitative Approach ◽

Average Score ◽

Education Students ◽

Virtual Experiments ◽

High Category

This study aims to train students' critical thinking skills during the learning process using CCM-CCA assisted by virtual experiments. The material used for research in optics. This type of research uses a quantitative approach. The subjects in the research were 30 physics education students at a university in NTB. The ability to think critically during the learning process is trained with student worksheets equipped with instruments for critical thinking. Learning is carried out for 3 meetings. The results showed that there was an increase in students 'critical thinking skills from the low category with an average score of 38 to the high category with an average score of 75. This fact shows that CCM-CCA learning assisted with virtual experiments can train and even improve students' critical thinking skills in Optical material.

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PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE 7E TERHADAP HASIL BELAJAR KIMIA DITINJAU DARI KEMAMPUAN BERPIKIR KRITIS SISWA

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v3i2.94 ◽

2017 ◽

Vol 3 (2) ◽

Author(s):

Patmah ◽

Agus Abhi Purwoko ◽

Muntari

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Cycle ◽

Model Learning ◽

Moderator Variable ◽

Independent Variables ◽

Chemistry Learning

This study aimed to: (1) determine the effect of Learning Cycle 7E model and conventional model towards student’s learning outcomes of Chemistry, (2) determine the effect of the critical thinking skills towards student’s learning outcomes of Chemistry, and (3 ) determine the interaction between the learning model (learning Cycle 7E-Conventional) with the critical thinking skills (High - Low) towards student’s learning outcomes of Chemistry. This research is a Quasi Experiment with the 2 x 2 factorial design and variables in this research consists of independent variables, moderator variables and the dependent variable. Learning Cycle Model 7E and conventional learning models used as independent variables, critical thinking skills students used as the moderator variable, and the learning outcomes used as the dependent variable. Analysis of the research’s results using by Two Way ANACOVA at the level 5% of significance. According to the results of analysis, it was concluded that the critical thinking skills significantly influence on chemistry student learning outcomes, where the average of high group of critical thinking skills, significantly higher than lower group.Keywords: Learning cycle 7E model, critical thinking skills, chemistry learning outcomes

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PENGARUH MODEL LEARNING CYCLE 7E TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

JURNAL PIJAR MIPA ◽

10.29303/jpm.v13i2.741 ◽

2018 ◽

Vol 13 (2) ◽

pp. 124

Author(s):

Ahmad Ibnu Rusydi ◽

Hikmawati Hikmawati ◽

Kosim Kosim

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Cycle ◽

Control Group ◽

Cycle Model ◽

Model Learning ◽

Test Technique ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Post Test

This study aims to determine the effect of learning cycle model 7E on critical thinking skills of students of SMAN 1 Gerung. The research type is quasi experimental with post-test only control group design. Population is all class X MIPA SMAN 1 Gerung, with sampling technique using purposive sampling and obtained class X MIPA 3 as experiment class and class X MIPA 4 as control class. Data collection of critical thinking ability using the test technique in the form of a description of 5 questions that have been validated and reliable. Based on the result of research, it is found that the average post-test of critical thinking ability of experimental class is 66,02 and control class is 52,80. The obtained data were first tested for normality and homogeneity. Both classes were normally distributed and homogeneous, followed by hypothesis testing using statistical test (t-test polled variance). Test the hypothesis of critical thinking ability obtained t count value of 4,0928 and t table of 1.99656 at a significant level of 0.05, because t count is greater than t table, then H0 rejected and Ha accepted. The conclusion of this research is there is influence of learning cycle model 7E to critical thinking ability of students of SMAN 1 Gerung.

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PENGARUH MODEL LEARNING CYCLE 5E (ENGAGE, EXPLORE, EXPLAIN, ELABORATION, & EVALUATE) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X MAN 1 MATARAM

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v3i1.325 ◽

2017 ◽

Vol 3 (1) ◽

pp. 61

Author(s):

Baiq Rizkia Ayu Latifa ◽

Ni Nyoman Sri Putu Verawati ◽

Ahmad Harjono

Keyword(s):

Critical Thinking ◽

Hypothesis Test ◽

Sampling Technique ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Cycle ◽

Difficulty Level ◽

Control Group ◽

Homogeneity Test ◽

Model Learning

This study aims to determine the effect of learning cycle 5E model (Engage, Explore, Explain, Elaboration, & Evaluate) on student’s critical thinking skills of class X in MAN 1 Mataram. This research type is quasi experiment with research design untreated control group with pretest and posttest design. The sample was selected by cluster random sampling technique and obtained X MIA 1 class as experiment class using learning cycle 5E model and X MIA 2 class as control class using cooperative learning type STAD model. The critical thinking ability’s data collected by essay test that are 5 questions that have been tested for validation, reliability, difficulty level, and index of discrimination. Researchers used homogeneity test, normality test, t-test polled variance, and N-Gain test as statistical test. N-Gain test are used to determine the improvement of critical thinking skills in each indicator. The experimental class get improvement result in medium category for all indicators, while the control class get improvement in medium category on three indicators and two other indicators in low category. Based on result of hypothesis test can be concluded that there is effect of learning cycle 5E model to critical thinking ability of students.

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

Symmetry Pasundan Journal of Research in Mathematics Learning and Education ◽

10.23969/symmetry.v5i2.3263 ◽

2020 ◽

Author(s):

Sri Agustini Dalimunthe ◽

Darta Darta ◽

Thesa Kandaga ◽

Vevi Hermawan

Keyword(s):

High School ◽

Critical Thinking ◽

Mathematics Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

School Level ◽

Learning Cycle ◽

High School Level ◽

Model Learning

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.

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Critical thinking skills, 7e learning cycle model, science of elementary school

Didaktika Dwija Indria ◽

10.20961/ddi.v7i8.34168 ◽

2019 ◽

Vol 7 (8) ◽

Author(s):

Inggit Septianingrum

Keyword(s):

Critical Thinking ◽

Water Cycle ◽

Initial Conditions ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Cycle ◽

Analysis Model ◽

Research Subjects ◽

Cycle Model ◽

The Third

This study aimed to improve student’s critical thinking skills in water cycle material and human activities that influence it by applying the learning cycle model 7e. This research is a Classroom Action Research (CAR) conducted for two cycles. The research subjects were fifth grade students of SD N Pajang II Surakarta in 2018/2019 which amounted to 24 students. Data collection techniques consist of observation, interviews, tests and documentation. The validity test using triangulation. While the analysis of this research data uses an interactive data analysis model by Miles-Huberman. The initial conditions indicate that students' critical thinking skills are 8.34% classically. The results obtained from the first cycle of action in the first learning were 21.74% classically, the second learning increased to 30.44% classically, and the third lesson increased to 40.91% classically. The study continued to the second cycle in the first learning increased to 56.53%, the second learning increased to 77.27% classically, and the third learning had reached 86.96% classically.

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