Learner Autonomy of Science Using 5E Learning Cycle

Fauzi, Fatchul; Mustadi, Ali

doi:10.21070/pedagogia.v8i2.2424

Cited by 5 publications

(6 citation statements)

References 11 publications

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“…In the learning process in this study, students were grouped into several heterogeneous groups, and then they solved problems together through experiments. Learning in groups can open students' understanding of critical thinking to solve problems so that it has a positive impact on students to share their knowledge with other students (Faisal Mustofa et al, 2019;Fauzi & Mustadi, 2019). The direct learning model depends on the teacher's communication style (Aditya et al, 2019;Tania & Murni, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes

Wiriani

Ardana²

2022

mimb.pgsd undiksha

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It was found that students' learning outcomes and scientific attitudes were low. This study aims to analyze Cycle 5E based on the STEM approach to scientific attitudes and science learning outcomes. This research is experimental. The population is 294 students. Methods of collecting data are test and non-test. The instruments used are questionnaire sheets or questionnaires for scientific attitudes and science learning outcomes tests. The technique of analyzing the data is descriptive analysis and inferential statistics. The results of the research are that there are differences in scientific attitudes between students who take part in learning using the 5E Learning Cycle based on the STEM approach and students who use the direct learning model, with a significant level of 0.026. There are differences in science learning outcomes between students who take lessons using Learning Cycle 5E based on the STEM approach and students who use direct learning models, with a significance level of less than 0.000. It was concluded that there were differences in scientific attitudes and science learning outcomes between students who participated in learning using Learning Cycle 5E based on the STEM approach and students who participated in direct learning. This research implies that the 5E learning cycle based on the STEM approach can improve scientific attitudes and science learning outcomes.

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Section: Discussionmentioning

confidence: 99%

The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes

Wiriani

Ardana²

2022

mimb.pgsd undiksha

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“…Learner Autonomy makes students experience the learning process more focused and personal so that the desired learning outcomes are achieved (Nguyen & Habók, 2021;Nurvrita, 2020;Orakcı, 2021). Learner autonomy will form individuals who are tough, tenacious, responsible, have high achievement motives, and help individuals achieve their best results (Fauzi & Mustadi, 2019;Nasution, 2018). Learner autonomy can create students who are tough, tenacious and responsible for themselves so that it will create a sense of belonging to themselves and lead to independence.…”

Section: Discussionmentioning

confidence: 99%

“…This is considering that learner autonomy makes students experience the learning process more focused and personal so that the desired learning outcomes are achieved (Nurvrita, 2020;Weinstein & Preiss, 2017). Learner Autonomy is characterized by directing thoughts, feelings and actions to achieve learning goals Ni Komang Eti Mastini / Learner Autonomy and Agile Learner on Student Independence and Literacy (Benson, 2016;Fauzi & Mustadi, 2019). Increased learner autonomy will increase the cognitive flexibility of students, as well as focus more on the development of 21st century abilities of students (Gharti, 2019;Orakcı, 2021;Tseng et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This is considering that learner autonomy makes students experience the learning process more focused and personal so that the desired learning outcomes are achieved (Gharti, 2019;Nurvrita, 2020). Previous study state learner Autonomy is characterized by directing thoughts, feelings and actions to achieve learning goals (Fauzi & Mustadi, 2019). Another finding states that the higher the individual's Learner Autonomy learning, the higher the individual's literacy rate (Orakcı, 2021;Tseng et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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Learner Autonomy and Agile Learner on Student Independence and Literacy

Mastini

Wayan

Japa

2022

JPAI

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There are several problems in the learning process where students are forced to do learning at home. It impacts students' reading and writing literacy which is still low. This study aims to analyze the effect of Learner Autonomy and Agile Learner on the independence and literacy of elementary school students. The type of research used is a quantitative approach with the Ex-Post Facto method. The population was 159 students, using the non-probability sampling technique so that the research sample amounted to 51 students. The data collection method used in this study was a questionnaire. The data collection instrument is in the form of a questionnaire. The data analysis technique used in this research is the quantitative analysis and inferential statistics. The results of data analysis, namely the results of the t-test, are obtained in the coefficients table, which is 3.366, so learner autonomy directly affects student independence. The results of the t-test, obtained in the coefficients table, are 30.446 so that Agile Learner does not directly affect students' metacognition awareness. The coefficients table shows 30.446 showings 0.313, so Learner Autonomy does not directly affect literacy. The coefficients table shows 0.613. So Agile Learner does not directly affect students' literacy. The coefficients table shows 1.68, so independence directly affects students' literacy. It was concluded that students' Learner Autonomy was in a low category, students' Agile Learners were in a low category, students' independence was in the high category, and students' literacy and literacy were in the high category.

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“…Learning cycle 5E merupakan rangkaian tahapan kegiatan (fase) yang diorganisasikan sedemikian rupa sehingga peserta didik dapat menguasai kompetensi-kompetensi yang harus dicapai dalam pembelajaran dengan jalan berperan aktif. Model pembelajaran learning cycle "5E" yang berorientasi pada pembelajaran kontruktivisme (constructivist approach) ini sangat memperhatikan pengalaman dan pengetahuan awal siswa serta bertujuan meningkatkan pemahaman konsep siswa (Fatmawati, 2016;Fauzi & Mustadi, 2019;Pitriani, 2018). Penerapan model Learning Cycle "5E" dapat meningkatkan aktivitas belajar siswa dengan bantuan authentic assessment, dan penerapkan Learning Cycle "5E" aktivitas belajar siswa meningkat dalam semua aspek, yaitu mengumpulkan data/informasi, mengungkapkan ide/pendapat, mempresentasikan hasil pengamatan/diskusi, dan membuat kesimpulan.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Learning Cycle “5e” Untuk Meningkatkan Motivasi Dan Prestasi Belajar Komunikasi Industri Pariwisata

Aryantini¹

2021

JEAR

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Penelitian ini dilaksanakan dalam dua siklus pembelajaran di kelas X AP1 SMK Negeri 2 Singaraja pada semester genap tahun pelajaran 2019/2020 yang terdiri atas 40 orang siswa. Penelitian ini bertujuan untuk meningkatkan motivasi dan prestasi belajar Komunikasi Industri Pariwisata siswa. Data motivasi belajar siswa dikumpulkan dengan menggunakan lembar angket/kuisioner. Data prestasi belajar siswa diperoleh dengan menggunakan nilai tes prestasi belajar. Metode analisis datanya adalah deskriptif baik untuk data kualitatif maupun data kuantitatif. Hasil penelitian ini menunjukkan bahwa Penerapan Model Pembelajaran Learning Cycle “5E” dalam pembelajaran Komunikasi Industri Pariwisata dapat meningkatkan motivasi dan prestasi belajar siswa. Ini terbukti dari hasil yang diperoleh dimana motivasi belajar siswa meningkat sebesar 6,88 dari rata-rata 41,35 dengan kategori tinggi pada siklus I menjadi 48,23 dengan kategori sangat tinggi pada siklus II dan prosentase keberhasilan meningkat sebesar 39% dari 48 % pada siklus I menjadi 87 % pada siklus II dan prestasi belajar siswa meningkat sebesar 0,74 dari rata-rata 7,25 pada siklus I menjadi 7,99 pada siklus II, daya serap (DS) siswa meningkat sebesar 7,4 % dari 72,5 % pada siklus I menjadi 79,9 % pada siklus II, ketuntasan belajar (KB) siswa meningkat sebesar 14% dari 83 % pada siklus I menjadi 97 % pada siklus II. Kesimpulan yang diperoleh dari penelitian ini adalah Penerapan Model Pembelajaran Learning Cycle “5E” dalam pembelajaran Komunikasi Industri Pariwisata dapat meningkatkan Motivasi dan Prestasi Belajar Komunikasi Industri Pariwisata Siswa Kelas X AP1 SMK Negeri 2 Singaraja Semester Genap Tahun Pelajaran 2019/2020.

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Learner Autonomy of Science Using 5E Learning Cycle

Cited by 5 publications

References 11 publications

The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes

The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes

Learner Autonomy and Agile Learner on Student Independence and Literacy

Penerapan Model Pembelajaran Learning Cycle “5e” Untuk Meningkatkan Motivasi Dan Prestasi Belajar Komunikasi Industri Pariwisata

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