Analisis Struktur Kognitif Siswa Dengan Metode Flowmap Dalam Materi Asam Basa Menggunakan Model Learning Cycle 8E

Abstract

This qualitative research aims to analyze students' cognitive structure of acid base topics through flowmap methods use Learning Cycle 8E model. The subjects of this study were 36 students of XI MIA 4 SMA N 54 Jakarta. Data were collected through achievement test, interview, flowmap, class observation, reflective journal and students' worksheet. The results showed that students build their cognitive structure based on students' understanding and experience. Learning Cycle 8E model has had an impact on the development of students' cognitive structure and softskill. Based on the results of the study, it is seen that percentage of students who experienced misconception decreased and the percentage of students who understand increased. This proves that Learning Cycle 8E model can overcome student misconception. Learning Cycle 8E model also affects the development of student softskill. Based on the results of the research, it was found that students' have applied the attitude of respecting and appreciating when dealing with differences of opinion.

Learning Cycle Assisted by Physics at School Application : Optical Instruments Concept

“…This indicates that the implementation 8E learning cycle assisted by Physics at School application effects on student learning outcomes in optical instrument. The statement is in line with research conducted by Elsa Mardika and Waskita Darmiyanti, The study found that the application of the 8E learning cycle help students understand the concepts so that the level of misconceptions in students to be decreased [7]. In addition, research conducted by Ugyen Dorji, Niwat Srisawasdi, and Patcharin Panjaburee stated that the application of the learning model learning cycle and application Education Computer Game in learning electrical energy can improve learning outcomes and student awareness of the importance of electrical energy [21].…”

“…Students often formulate a wrong conception of acquisition concept [6]. According to Flavell and Miller students build concept by obtaining information from the learning experience, and to organize and transform [7]. Learning outcomes described by the cognitive structure.…”

Effectiveness of E-Module Circulation System Based on 8E Learning Cycle on High School Student's Critical Thinking Ability

“…The fourth indicator concludes, it is known that the experimental class is more effective in improving students' inferring abilities than the experimental class, this is because through practical learning cycle 8e-based e-module teaching materials and presenting learning videos can make it easier for students to understand and conclude learning material, then according to Mahardika et al, (2018) learning based on the learning cycle 8e model requires students to be able to provide clarification regarding learning experiences and concepts that students understand, so that students have an important role in learning activities as contained in the explain stage (conclude) .…”

“…So it can be concluded that the learning cycle 8e-based circulation system module has an effect on students' critical thinking skills. According to Sugiharti et al, (2019); Mahardika (2018) learning cycle-based e-module teaching materials train students to find and understand new material and relate it to the material they already have so as to improve students' critical thinking skills.…”

Validitas & Praktikalitas: Modul Kibas Asah (Kimia Berbasis Lahan Basah) Terintegrasi AR-Sparkol Pada Materi Larutan Penyangga sebagai Media Pembelajaran Inovatif

“…Masalah atau isu yang disajikan berupa permasalahan lingkungan di lahan basah sehingga hal ini menambah originaltas dan otentisitas produk yang dikembangkan. Penyajian isu dinilai sebagai konflik kognitif agar terlatih menggunakan daya nalar, struktur kognitif, dan model mental mereka agar mereka memiliki pespektif sains yang ilmiah terhadap lingkungan alam sekitar (Barke et al, 2009;Darmiyanti et al, 2017;Durmaz, 2018;Gilbert & Treagust, 2009;Mahardika, Ridwan, & Rahmawati, 2018;Pande & Chandrasekharan, 2017;Yuanita & Ibrahim, 2015). Menurut (Budiningsih, 2009) bahwa, penyajian konflik kognitif merangsang daya berpikir siswa sehingga mereka secara bertahap akan mengkonstruk pengetahuannya dengan baik sesuai teori dan kajian ilmiah.…”