scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MENGGUNAKAN MODEL LEARNING CYCLE 7E UNTUK MENINGKATKAN KETERAMPILAN PENYELESAIAN MASALAH

2017 ◽  
Vol 5 (2) ◽  
pp. 1032
Author(s):  
Nia Erlina ◽  
Budi Jatmiko ◽  
Raharjo Raharjo
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Learning Activity ◽  
Difficulty Level ◽  
Learning Material ◽  
Cycle Model ◽  
Model Learning ◽  
Problem Solving Skills ◽  
Physics Learning ◽  
Before And After

This study aims to develop physics learning material based on 7E learning cycle model veable to use improving problem solving skills. Implementation of the research has done in class X of SMAN 16 Surabaya academic year 2014/2015. Methods of data collection are validity, tests, observations, and questionnaires. The materials was developed using the modified 4D model of the design testing one group pretest-posttest design. Analysis of the significance of the increase in problem-solving skills using a paired t test while to see the consistency of learning outcomes using analysis of variance. Results from this research showed: 1) the validity of learning material give results of the validation consisted of RPP value of 3.47 is valid categorized, BAS value of 3.50 is valid categorized, LKS is 3.64 categorized very valid, problem solving skills test value of 3 is valid categorized, legibility BAS is 73.90% being categorized, legibility LKS is 77.46 % higher category, the level of difficulty BAS  is 26.52 % low categorized, the difficulty level of LKS is 26.32% low categorized; 2) the practicality of the learning material consist of a feasibility study learning of 93.25% is very well categorized and learning implementation constraints that arise when students understand the steps the experiment; 3) the effectiveness of learning, in terms of problem-solving skills increase significantly between before and after the learning with a high degree of improvement category; Average student activity categorized in three classes, as well as students respond positively to the learning activities, and positive student’s response of learning activity. The results showed that physics learning material based on 7E learning cycle model veable to use improving problem solving skills. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran fisika model learning cycle 7E yang layak digunakan untuk meningkatkan keterampilan penyelesaian masalah. Penelitian pada kelas X SMAN 16 Surabaya tahun ajaran 2014/2015. Metode pengumpulan data menggunakan validasi, tes, observasi, dan angket. Perangkat pembelajaran dikembangkan menggunakan model 4-D dengan rancangan ujicoba one group pretest-posttest design. Analisis signifikansi peningkatan keterampilan penyelesaian masalah menggunakan uji t berpasangan sedangkan untuk melihat konsistensi hasil pembelajaran menggunakan analisis varians. Hasil penelitian: 1) validitas perangkat pembelajaran dengan hasil nilai validasi terdiri dari RPP sebesar 3.47 berkategori valid, BAS sebesar 3.50 berkategori valid, LKS sebesar 3.64 berkategori sangat valid, tes keterampilan penyelesaian masalah sebesar 3 berkategori valid, keterbacaan BAS sebesar 73.90% berkategori sedang, keterbacaan LKS sebesar 77.46% berkategori tinggi, tingkat kesulitan BAS sebesar 26.52% berkategori rendah, tingkat kesulitan LKS sebesar 26.32% berkategori rendah; 2) kepraktisan perangkat pembelajaran ditinjau dari keterlaksanaan pembelajaran sebesar 93.25% berkategori sangat baik dan kendala pelaksanaan pembelajaran yang muncul saat siswa memahami langkah-langkah percobaan; 3) keefektifan perangkat pembelajaran, ditinjau dari peningkatan keterampilan penyelesaian masalah secara signifikan antara sebelum dan sesudah pembelajaran dengan derajat peningkatan berkategori tinggi; rata-rata aktivitas siswa di tiga kelas berkategori baik, serta respons siswa positif terhadap aktivitas pembelajaran. Hasil penelitian menunjukkan bahwa perangkat pembelajaran fisika model learning cycle 7E layak digunakan untuk meningkatkan keterampilan penyelesaian masalah.

scholarly journals PENERAPAN MODEL LEARNING CYCLE KARPLUS UNTUK MENINGKATKAN PROBLEM SOLVING SKILLS DAN HASIL BELAJAR IPA KELAS V SD NEGERI 2 PADOKAN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Muhamad Wahyu Adinugroho ◽  
Sigit Sujatmika ◽  
Shanta Rezkita
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Cycle ◽  
Test Results ◽  
Cycle Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Analysis Techniques

This study aims to improve problem-solving skills and learning achievement by applying the Karplus Learning Cycle Model on students of class VC of SD N 2 Padokan Bantul, totaling 20 students. This research was a classroom action research and was carried out in two cycles.  Data collection techniques were test and non-test. Students’ problem-solving skills data were collected using pretest and posttest as well as observation sheets, while science learning achievement of students was taken using pretest and posttest. The data were analyzed using descriptive analysis techniques. The results showed that problem-solving skills and learning achievements of the students in class VC SD N 2 Padokan can be improved through learning with the Karplus Learning Cycle Model. Each stage of the Karplus Learning Cycle Model can improve aspects of problem-solving skills and student learning achievement. The Exploration stage increases the aspect of understanding the problem. The Explanation phase enhances the aspects of planning a solution. The concept application stage improves aspects of solving problems and evaluating problem-solving. Improved problem-solving skills are proven through test results, where the average N gain of class in the first cycle was 0.37 with the moderate category, up to 0.70 with the high category in the second cycle.  This is also strengthened from the results of observations, where the average scores of the class increase from the first cycle of 67.61% with a pretty good category to 91.66% with a very good category in the second cycle.  The increase in student learning achievements is evidenced through the results of the test, where an increase in the number of students who reached KKM 75 from the first cycle as much as 90% to 100% in the second cycle.

scholarly journals UPAYA MENINGKATKAN MINAT BELAJAR FISIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN SIKLUS (LEARNING CYCLE ”5E”) DI SMP NEGERI 1PANYABUNGAN

PeTeKa ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 138
Author(s):  
Darwis Darwis ◽  
Rizky Ariaji
Keyword(s):  
Student Learning ◽  
Learning Activities ◽  
Learning Cycle ◽  
Cycle Model ◽  
Model Learning ◽  
Applied Learning ◽  
Physics Learning ◽  
Student Activity ◽  
Class Viii ◽  
Learning Interest

The problem in this research is the low interest of physics student learning influence to the success of a process of physics learning. To overcome this problem, this research applied learning cycle model (Learning Cycle "5E"). This study aims to improve students' learning creativity, student learning activities, teachers' ability to manage learning and students' interest in physical learning through learning cycle model (Learning Cycle "5E") on Cubes and Balok subjects in class VIII-2 SMP Negeri 4 Angkola Timur. Data analysis shows that for the cycle I there is increase cycle II. The result of observation of student activity on cycle I obtained by cycle II increase. Observation on the ability of teachers to manage to learn in cycle I am in the category of "good," and for cycle II there is an increase that is in the category of "very good". The above conclusions suggest that the implementation of the learning cycle model (Learning Cycle "5E") can be used in an effort to increase the students' learning interest in physics and to the teacher, it is expected to implement the learning cycle model (Learning Cycle "5E") on other subjects on physics lessons or appropriate subjects. Keywords: Student Learning Interest, Learning Cycle Model "5e". 

scholarly journals Pengaruh Model Pembelajaran Learning Cycle 5E terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau dari Adversity Quotient Siswa

2020 ◽  
Vol 7 (1) ◽  
pp. 32-44
Author(s):  
Abdul Ma'arif ◽  
Syaiful Syaiful ◽  
Muhammad Haris Effendi Hasibuan
Keyword(s):  
Problem Solving ◽  
Learning Cycle ◽  
Cycle Model ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
8Th Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Mathematics Problem

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E.  This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

scholarly journals PENERAPAN PEMBELAJARAN MODELLEARNING CYCLE DALAM MENINGKATKAN MINAT DAN HASIL BELAJAR AKUNTANSI POKOK BAHASAN JURNAL PENYESUAIAN PADA KELAS XI IPS 3 DI SMAN 4 BARABAI

Jurnal Socius ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Ita Sari
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Student Response ◽  
Learning Cycle ◽  
Main Topic ◽  
Learning Activity ◽  
Cycle Model ◽  
Important Lesson ◽  
Model Learning ◽  
The Subject

The subject of Economy, specially Accountancy major was the most important lesson in life and for the students it can raise curiosity, fairness, hard work, dicipline and creative and innovative interpreneurship. The problem which is faced nowadays is that economy/accountancy with the main topic Journal of Adaptation is percepived as the difficult lesson for some students. In addition, the teachers do not implement learning model maximally, as the consequence of this condition causes students have less interest in studying it and the result of studying is low. In this research the aspects studied were student learning activity, student’s interest, studying result and student response by using Learning Cycle Model in Accountancy lesson with main topic Journal of Adaptation. This research is a classroom action research with quatitaive approach. The result of this reseach shows that student learning activity increased; in cycle I was 3,20 (not good ) and in cycle II became 4 (good );  students’ interest  in learning at cycle II was 49,74 % (enough)  in second II became 98,05 (very good). The result of studying in cycle II was 78,96 and in cycle II increased became 85,45. The completeness in cycle I was 21 % and in cycle II was 100%. From response using questionnaire it is stated 75,8% of students agreed and liked Learning Cycle Model for accountancy with main topic Journal of Adaptation. In the teaching and learning accountancy the teachers are expected to be able to use various models in learning process in order that it can raise the interest of studying and the result of studying becomes higher.Key Word: Studying of Learning Cycle Model, interest, the result of studying, accountancy Mata pelajaran Ekonomi/Akuntansi adalah mata pelajaran yang sangat penting dalam kehidupan dan bagi siswa dapat menunbuhkan rasa ingin tahu, jujur, kerja keras,disiplin dan dapat menumbuhkan rasa kewirausahaan yaitu kreatif dan inovatif. Masalah yang dihadapi sekarang ini mata pelajaran Ekonomi/Akuntansi pokok bahasan Jurnal penyesuaian dipersepsikan sebagai pelajaran yang sulit bagi sebagian anak, disamping itu guru kurang maksimal dalam menerapkan model pembelajaran, sehingga kondisi ini menyebabkan siswa kurang berminat dalam belajar dan memiliki hasil belajar rendah. Penelitian ini aspek yang diteliti adalah Aktivitas Belajar siswa, minat belajar siswa, hasil belajar siswa dan respon siswa dengan penggunaan model pembelajaran Learning cycle pada pelajaran Akuntansi pokok bahasan jurnal penyesuaian. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif. Hasil penelitian menunjukkan Aktivitas belajar siswa meningkat pada siklus I sebesar 3,20 ( kurang baik) dan pada siklus II menjadi 4( baik), minat belajar siswa pada  siklus I sebesar 49,74% (cukup) pada  siklus  II meningkat menjadi 98,05 (sangat baik). Hasil belajar siklus I sebesar 78,96 dan  siklus II meningkat menjadi 85,45, Ketuntasan saat siklus I sebesar  21% dan siklus II ketuntasan 100%. Dari hasil respon melalui angket dinyatakan 75,8% siswa setuju dan senang dengan model Learning cycle (siklus belajar) pada mata pelajaran akuntansi pokok bahasan jurnal penyesuaian. Guru diharapkan dalam pembelajaran Akuntansi dapat menggunakan variasi model-model yang lebih bervariasi sehingga menimbulkan minat belajar dan hasil belajar yang tinggi.Kata kunci: Pembelajaran model Learning cycle, Minat, Hasil Belajar, Akuntansi

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL LEARNING CYCLE 5E UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA PADA MATERI FLUIDA STATIS

2017 ◽  
Vol 4 (2) ◽  
pp. 518
Author(s):  
Iwan Wicaksono ◽  
Budi Jatmiko ◽  
Tjipto Prastowo
Keyword(s):  
Design Research ◽  
Fluid Model ◽  
Student Response ◽  
Learning Cycle ◽  
Learning Material ◽  
Cycle Model ◽  
Model Learning ◽  
Student Activities ◽  
Qualitative Descriptive ◽  
Static Fluid

This study aims to describe the validity, practicality, and effectiveness of physics learning material based on a 5E learning cycle model to improve student’s understanding in static fluid. Model had the best of guide student’s through the stages of learning. the development of research learning using a modified 4-D model Thiagarajan (no disseminate is required) and one group pretest-posttest design. Research had done in class X SMAN 16 Surabaya Academic Year 2013/2014. Data collection techniques using observation, test, and questionnaire. Analysis using quantitative and qualitative descriptive. The results of  this research are as follows: 1) the validity of RPP is found to be 3.9 which is categorized exellent, BAS is calculated 3.7 clasified exellent, LKS is calculated 3.8 clasified exellent, the legibility of BAS is found to be 74% which is categorized high, the legibility of LKS is found to be 77% which is categorized high, the difficulty of BAS is found to be 27% which is categorized easily, the difficulty of LKS is found to be 26% which is categorized easily; 2) the practicality of learning a feasibility is calculated 95% clasified exellent and learning implementation constraints that arise when students understand the experiment steps; 3) the effectiveness of learning, an improved student understanding happens to the majority of respondents (33 out of 35 students) in every class test; of 14 student activities observed, it is found that 80% fits into an adequate or good category and the remaining requires futher treatment, and positive student response to learning. Based on the research results three class are consistent, it can be concluded that the developed learning material on the based of a 5E learning cycle model to improve student’s understanding is appropriate that it can be applied in learning. Penelitian ini bertujuan untuk mendeskripsikan kelayakan perangkat pembelajaran fisika model learning cycle 5E untuk meningkatkan pemahaman konsep siswa pada materi fluida statis. Keutamaan model ini membimbing siswa melalui tahapan-tahapan pembelajaran. Jenis penelitian adalah penelitian pengembangan untuk mengembankan perangkat pembelajaran menggungakan model 4-D oleh Thiagarajan (tahap disseminate tidak dilaksanakan) dengan rancangan ujicoba one group pretest-posttest design. Penelitian dilaksanakan di kelas X SMAN 16 Surabaya pada Semester Genap Tahun Pelajaran 2013/2014. Teknik pengumpulan data menggunakan observasi, pemberian tes, dan angket. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif. Hasil-hasil penelitian meliputi: 1) validitas perangkat pembelajaran, di mana nilai validasi RPP sebesar 3,9 berkategori sangat baik, BAS sebesar 3,7 berkategori sangat baik, LKS sebesar 3,8 berkategori sangat baik; keterbacaan BAS sebesar 75% berkategori tinggi, keterbacaan LKS sebesar 77% berkategori tinggi; tingkat kesulitan BAS sebesar 27% berkategori mudah, tingkat kesulitan LKS sebesar 26% berkategori mudah; 2) kepraktisan perangkat pembelajaran, di mana keterlaksanaan pembelajaran sebesar 95% berkategori sangat baik dan kendala pelaksanaan pembelajaran yang muncul saat siswa memahami langkah-langkah percobaan; 3) keefektifan perangkat pembelajaran, di mana peningkatan pemahaman konsep siswa pada  mayoritas responden (33 dari 35 siswa) di setiap kelas uji; dari 14 butir aktivitas siswa yang diamati ditemukan sekitar 80% berkategori cukup baik atau baik dan sisanya masih membutuhkan penanganan lebih intensif, serta respons siswa positif terhadap pembelajaran. Berdasarkan hasil-hasil penelitian ketiga kelas yang konsisten, maka disimpulkan bahwa perangkat pembelajaran fisika model learning cycle 5E untuk meningkatkan pemahaman konsep siswa pada materi fluida statis layak digunakan sehingga dapat diterapkan dalam pembelajaran.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS INKUIRI DENGAN MODEL LEARNING CYCLE 7E UNTUK MENINGKATKAN HASIL BELAJAR FISIKA TOPIK CAHAYA

2017 ◽  
Vol 2 (2) ◽  
pp. 206
Author(s):  
Ida Fitriyah
Keyword(s):  
Learning Process ◽  
Positive Response ◽  
Lesson Plan ◽  
Learning Cycle ◽  
Cognitive Test ◽  
Difficulty Level ◽  
Cycle Model ◽  
Model Learning ◽  
Teaching Learning ◽  
Discussion Question

This is the research of development that intends to develop learning  purchase based on inquiry by 7E learning cycle model in the light topic included syllabus, lesson plan, students book, students worksheet,  and  assesment sheet. This research is done by using  three steps, they are Development of learning instrument with Kemp model, validation of instrument and field experiment  by one group pretest-posttest design, which is done in SMPN 1 Tuban.  The result of this research is 1) Learning instrument based on inquiry by 7E learning cycle models is valid   for being done in learning: a) The result of instrumen validity refers to learning instrument in good category and it can be used in teaching learning process ; b) The difficulty level of instrument  is low a nd easy is understood by student;   c) Readablety of instrumen is high and   the materials easy is understood by students; 2) The learning instument is effective to use in learning process; a)   the value of cognitive test, performence test and affective test refer  to the improvement with high category; b) The students give a positive response to the learning process; 3) The learning instrument which has been   developed is practical to use  in learning process; a) The lesson plan that used is in a  good category; b) the hig est procentage of three student  activity are analysis the result of experiment, doing experiment / observation, and discussion/question - answer. The conclusion of the research analising   is the learning purchase which has been developed   based on inquiry by 7E learning cycle model in the light topic  have fullfiled validity, effectify and practical to use, so itis proper to use in learning process.Penelitian ini merupakan penelitian   pengembangan yang bertujuan mengembangkan   perangkat pembelajaran berbasis inkuiri dengan model learning cycle 7E topik Cahaya, meliputi Silabus, RPP, Materi ajar, LKS dan Lembar Penilaian. Penelitian ini dilaksanakan di SMPN 1 Tuban melalui tiga tahap, yaitu pengembangan perangkat dengan model Kemp, validasi perangkat, dan ujicoba lapangan dengan rancangan one group pretest-posttest. Hasil dari penelitian ini adalah 1) Perangkat Pembelajaran berbasis inkuiri dengan model Learning Cycle 7E valid untuk digunakan dalam pembelajaran; a) Hasil validasi perangkat menunjukkan perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat yang dikembangkan rendah dan mudah dipahami siswa; c) Keterbacaan perangkat tinggi dan materi mudah dipahami;  2)  Perangkat pembelajaran  efektif  digunakan  dalam proses  pembelajaran;  a) Hasil  belajar kognitif  produk,  proses, psikomotor, dan  afektif menunjukkan peningkatan dengan kategori tinggi; b) Siswa memberikan respon positif terhadap perangkat pembelajaran  yang dikembangkan.  3) Perangkat  pembelajaran  yang dikembangkan  praktis  digunakan dalam pembelajaran;  a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa yang memiliki persentase tiga terbesar adalah menganalisis hasil percobaan, melakukan percobaan/ pengamatan, dan diskusi/tanya jawab. Penelitian ini berkesimpulan bahwa Perangkat Pembelajaran berbasis inkuiri dengan model Learning Cycle 7E topik Cahaya yang telah dikembangkan memenuhi unsur kevalidan, keefektifan dan kepraktisan, sehingga layak diimplementasikan dalam pembelajaran.

Pembelajaran Matematika dengan Model Search, Solve, Create and Share (SSCS) di MAN 1 Muara Labuh

2017 ◽  
Vol 1 (2) ◽  
pp. 200-210
Author(s):  
Rivdya Eliza ◽  
Fitri Aulia
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Learning Model ◽  
Learning Activity ◽  
Control Group ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Model Search ◽  
Quasi Experimental

The purpose of this research are: 1) to know the learning activity of learners mathematics which is taught by Search, Solve, Create, and Share (SSCS), and 2) model to know the ability of problem solving of mathematics learners who taught by SSCS learning model in the class XI MIA MAN 1 Muara Labuh academic year 2016/2017. This research belongs to a kind of quasi-experimental research with randomized control group only design. In this study design, a group of subjects taken from a particular population were randomly assigned into two groups, the experimental group and the control group. After analyzing the data, it is known that the learning activity of the students after applying the SSCS learning model has improved towards the better from the first meeting to the fifth meeting, ie 35%, 45%, 55%, 68%, 77%. Based on the hypothesis test obtained ttable = 1.645 and tcount = 2.598 so obtained (2.598> 1.645) at 95% confidence interval. Because tcount > ttable then hypothesis in this research accepted. Thus, students 'math-problem-solving skills taught by SSCS learning models are higher than the students' uneducated mathematical problem-solving skills with SSCS learning modelsKeywords: Problem solving abilities, search, solve, sreate and share (SSCS) learning models

scholarly journals DEVELOPMENT OF PHYSICS LEARNING MATERIALS BASED ON GUIDED INQUIRY MODEL INTEGRATED WITH VIRTUAL LABORATORY TO FACILITATE STUDENT’S SCIENTIFIC ARGUMENTATION ABILITY

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ahmad Fauzi Hendratmoko ◽  
Wasis Wasis ◽  
Endang Susantini
Keyword(s):  
Lesson Plan ◽  
Research Result ◽  
Research Data ◽  
Virtual Laboratory ◽  
Learning Activity ◽  
Learning Material ◽  
Guided Inquiry ◽  
Scientific Argumentation ◽  
Learning Materials ◽  
Physics Learning

The purpose of this research is to develop physics learning materials based on guided inquiry model integrated with virtual laboratory to practice student’s scientific argumentation skill. This research uses 4D development model and tested in 91 students, divided into three classes, X MIPA 1, X MIPA 2, and X MIPA 3 SMA Senopati Sedati with try out design using one group pretest-posttest design. The learning instruments developed are: (a) syllabus (b) lesson plan, (c) student’s book, (d) student worksheet, and (e) test of students’ scientific argumentation skill. The Research data gotten through validation method, observation, test, and questionnaire. The research result was analyzed descriptively quantitative and qualitative. The students’ scientific argumentation skill was analyzed with n-gain. The research result gotten are (a) the learning instruments developed categorized as very valid, (b) the learning activity was well done, (c) the students’ scientific argumentation skill run into enhancement in middle categorized, and (d) the students responded very positively to the learning that is already implemented. Based on analysis result and discussion, it can be concluded that the physics learning material guided inquiry model integrated with virtual laboratory developed is worthy to be used to practice students’ scientific argumentation skill.

scholarly journals PENGARUH KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK MELALUI PEMBELAJARAN MODEL LEARNING CYCLE ENGAGEMENT EXPLORATION EXPLANATION ELABORATION DAN EVALUATION DISERTAI MIND MAPPING

2021 ◽  
Vol 12 (1) ◽  
pp. 16
Author(s):  
Syamilah Meidiyanti ◽  
Eka Damayanti ◽  
St Syamsudduha ◽  
Jamilah Jamilah
Keyword(s):  
Creative Thinking ◽  
Learning Model ◽  
T Test ◽  
Learning Cycle ◽  
Average Score ◽  
Model Learning ◽  
Mind Mapping ◽  
Paired Sample ◽  
Group Design ◽  
Before And After

Abstrak. Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan berpikir kreatif sebelum dengan setelah penggunaan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping pada peserta didik di SMAN 8 Bulukumba; (2) apakah ada pengaruh penerapan model pembelajaran learning cycle engagement, exploration, evaluation, elaboration, dan evaluation (5E) disertai mind mapping terhadap kemampuan berpikir kreatif pada peserta didik di SMAN 8 Bulukumba. Jenis penelitian penelitian quasi eksperimen, dengan pretest posttes group design. Instrumen yang digunakan berupa tes kemampuan berpikir kreatif dan lembar observasi pelaksanaan pembelajaran. Data diolah menggunakan analisis statistik deskriptif dan inferensial paired sample t-test. Hasil analisis deskriptif menunjukkan rata-rata skor kemampuan berpikir kreatif sesudah perlakuan lebih tinggi dibanding rata-rata skor kemampuan berpikir kreatif sebelum perlakuan. Hasil analisis inferensial menunjukkan p sebesar 0,000, hal ini berarti terdapat perbedaan skor kemampuan berpikir kreatif sebelum dan setelah diberikan perlakuan. Maka dapat disimpulkan bahwa kemampuan berpikir kreatif peserta didik dapat ditingkatkan melalui pembelajaran model learning cycle 5E disertai mind mapping.Abstract. This research aims to understand: (1) The differences in creative thinking abilities of the students of SMAN 8 Bulukumba before and after using learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping, (2) The effect of learning model of cycle engagement, exploration, evaluation, elaboration, and evaluation (5E) with mind mapping implementation towards students’ creative thinking abilities. This quasi experiment research done with pretest posttest group design. The Instruments used were creative thinking tests and learning implementation form. Data was analyzed descriptively and inferentially to paired sample t-test. Based on descriptive analysis, it showed the average score of creative thinking abilities of students after using the learning model was higher than the score before using the learning model. The inferential analysis showed the P value was 0,000 means there is a difference in score of creative thinking abilities before and after the implementation of the learning model. It can be concluded that the learning model of 5E with mind mapping might improve students’ creative thinking abilities.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL LEARNING CYCLE 5E UNTUK MELATIH KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI POKOK ALAT– ALAT OPTIK

2017 ◽  
Vol 6 (1) ◽  
pp. 1265
Author(s):  
Nahdia Rupawanti BR ◽  
Budi Jatmiko ◽  
Soeparman Kardi
Keyword(s):  
Critical Thinking ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Material ◽  
Model Learning ◽  
Learning Materials ◽  
Qualitative Technique ◽  
Time Required ◽  
Dominant Activity ◽  
Predetermined Time

This Research aimed at developing instructional learning materials, particularly Optical Equipments, based on Learning Cycle 5E to facilitate the student’s Critical Thinking. The research’s subjects are developing instructional learning materials and students of grade XI in Islamic Senior High School Darul Istiqomah, Bojonegoro. The study used Dick’s and Carey’s model. The developed instructional learning material is tryouted using one group pretest-posttest design in the classroom. The study’s data analysis used descriptive quantitative technique and descriptive qualitative technique. The results are obtained: developing instructional learning material validity are generally categorized as valid; RPP performing is well; the dominant activity is observation; students also have positive responses to learning model; student’s critical thinking increases. The Obstacles encountered during learning is the time required to carry out learning activities exceeds from predetermined time. Based on the findings and results, it is concluded that the instructional learning materials of Learning Cycle 5E are feasible to facilitate the student’s Critical Thinking. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berdasarkan model Learning Cycle 5E pokok bahasan alat – alat optik untuk melatihkan kemampuan berpikir kritis siswa yang layak. Subjek penelitian adalah perangkat pembelajaran dan siswa kelas XI di MA Darul Istiqomah kabupaten Bojonegoro. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Dick and Carey. Uji coba hasil pengembangan perangkat dalam pembelajaran di kelas menggunakan one group pretest-posttest design. Teknik analisis data menggunakan deskriptif kuantitatif dan deskriptif kualititatif. Temuan dari hasil penelitian ini yaitu: Validitas perangkat pembelajaran dinyatakan valid, keterlaksanaan RPP berkategori baik; aktivitas siswa paling dominan selama pembelajaran adalah melakukan pengamatan; respon siswa terhadap pembelajaran model Learning Cycle 5E dinilai baik; kemampuan berpikir kritis siswa meningkat. Kendala yang ditemui selama pembelajaran adalah waktu yang diperlukan untuk melaksanakan kegiatan pembelajaran melebihi waktu yang telah dialokasikan. Berdasarkan pembahasan hasil dan temuan-temuan, disimpulkan bahwa perangkat pembelajaran model Learning Cycle 5E yang telah dikembangkan pada materi alat – alat optik, layak dipergunakan untuk melatihkan kemampuan berpikir kritis siswa.

Sign in / Sign up

Export Citation Format

Share Document