Peranan Model Siklus Belajar 5E dalam Meningkatkan Pemahaman Konsep Sifat Koligatif Larutan

Sartika, Rody Putra

doi:10.30870/educhemia.v3i2.3052

Cited by 6 publications

(3 citation statements)

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“…Besides that, students feel the learning using inquiry-based learning with OE3R strategy become the learning meaningfully and hope can apply it another topic of chemistry (Imas et al, 2020). Another research shows that inquiry-based learning (Leaning Cycle) increasing students' conceptual understanding in medium category is 34% and low category is 66% (Sartika, 2018). Inquiry based learning (Learning Cycle) have aim to give students chance to actively learn matter meaningfully (Smallhorn et al, 2015).…”

Section: Sig I Informationmentioning

confidence: 98%

Implementation of Inquiry based Learning with OE3R Strategy and the Impacts to Students' Conceptual Understanding in Fundamental of Analytical Chemistry

Rahmadhani

Sutrisno

Widarti

2020

JIP

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Chemistry created based on process how scientists work and think to understanding a phenomenon or problem that occurs in natural world. That activities gained through physical and mental activities. Discoveries on Science are obtained and solved using inquiry thinking. Many inquiry-based learning strategies have been developed, one of it’s the OE3R (Orientation – Exploration – Explanation – Elaboration - Reflection) Strategy. The purpose of implementation of OE3R strategy on lecturing Fundamental of Analytical Chemistry are to determine effectiveness and differences of students’ conceptual understanding achievements. This research design using a Quasy experiment with pretest and posttest in two groups with different treatment. The Experimental Group learn using OE3R strategy, then the Control Group using conventional strategy based lecturer method. The subject of research was student in Fundamental of Analytical Chemsitry courses at Chemistry Department, Universitas Negeri Malang. The result show that inquiry-based learning with OE3R strategy as innovation learning effective to make differences of students’ conceptual understanding achievements in this courses.

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Section: Sig I Informationmentioning

confidence: 98%

Implementation of Inquiry based Learning with OE3R Strategy and the Impacts to Students' Conceptual Understanding in Fundamental of Analytical Chemistry

Rahmadhani

Sutrisno

Widarti

2020

JIP

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“…The strength of the 5E learning cycle is on students' involvement during learning (Budiman et al, 2019) through active learning, which assimilation, accommodation, and organization of cognitive structure occur (Imran et al, 2019). Some researches show that 5E learning cycle improves students learning achievements (Budiman et al, 2019;Rejeki et al, 2015;Sari et al, 2016), conceptual understanding (Pratiwi, 2016;Sartika, 2018;Sartika & Lestari, 2016), and critical thinking skills (Hartawati et al, 2020;Latifa et al, 2017;Sartika & Lestari, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Development of Scaffolding Aided Learning Tools Using 5E Learning Cycle Model

Sartika¹,

Enawaty

Lestari

2020

j. pendidik. indonesia.

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Learning tools have important role to promote effective learning process. Available learning tools was still unable to construct good understanding for students especially in acid base topic. The aims of this study were to examine validity and application of tools and to describe improvement of students conceptual understanding before and after tools applied during learning process. Dick and Carey model was applied as research method. Data were collected by means of interview, observation, and test. Data were analyzed through descriptive qualitative analysis. According to data analysis, validity of lesson plan, worksheet, hand book and evaluation tools were 90,95%, 90,59%, 92,16%, and 97,14% respectively which categorized as very valid. The application of learning tools was 92,16% which categorized as very good. The improvement of students conceptual understanding was 0,57 which categorized as average. This research provides learning tools that enhance students conceptual understanding of the concept of acid-base topic.

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“…Learning Cycle (5E) model consists of a series of stages of activity (phases) then organized so that the students have an active role in mastering the competencies that must be achieved in the learning process. Each phase in Learning Cycle (5E) has a special function to contribute to the learning process that associated with the mental and physical activities, and also the strategy used by the teacher is indispensable to support the achievement of students' understanding of the complex concepts (Sartika, 2018). Based on those conditions, it is very possible for the researcher to use the Learning Cycle (5E) model to improve the science process skills of students in grade IV-A at MI Al-Ahmad Krian Sidoarjo.…”

Section: Introductionmentioning

confidence: 99%

The Improvement of Science Process Skills Theme 2, Subthemes 2 in Meeting 1 Through The Learning Cycle (5E) Model On The Students Grades IV-A at MI Al-Ahmad Krian Sidoarjo

Santi¹

2020

Ind. J. Sci. Learning

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Learning Cycle (5E) model is a learning model that focuses on student-centered. In the effort of improving students' science process skills, this study used a Learning Cycle (5E) model. The research method used in this study is classroom action research by Kurt Lewin’s model which consists of two cycles and each cycle has 4 phases. This research was conducted at MI Al-Ahmad Krian Sidoarjo in grade IV-A with 28 students as a research subject. The data were collected from interviews, documentation, observation, test, and non-test (performances and products). The research instruments were teacher and student activity sheets, interview guidelines, question items, performance assessment rubric, and product assessment rubric. Based on the results, it showed that the implementation of the Learning Cycle (5E) was carried out well which can be seen from the increasing of the thematic subject on science process skills theme 2, subthemes 2 in meeting 1 after applying the Learning Cycle (5E) model. It can be seen from the increase in the percentage of students’ learning outcomes from 75% (enough) to 100% (excellent). The result also showed the improvement of the teacher and student activity. The teachers' activity increased from 77.9% (sufficient) in the first cycle to 91.6% (excellent) in the second cycle. Then, the students' activity increased from 76% (sufficient) in the first cycle to 90% (excellent) in the second cycle.

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Peranan Model Siklus Belajar 5E dalam Meningkatkan Pemahaman Konsep Sifat Koligatif Larutan

Cited by 6 publications

References 0 publications

Implementation of Inquiry based Learning with OE3R Strategy and the Impacts to Students' Conceptual Understanding in Fundamental of Analytical Chemistry

Implementation of Inquiry based Learning with OE3R Strategy and the Impacts to Students' Conceptual Understanding in Fundamental of Analytical Chemistry

The Development of Scaffolding Aided Learning Tools Using 5E Learning Cycle Model

The Improvement of Science Process Skills Theme 2, Subthemes 2 in Meeting 1 Through The Learning Cycle (5E) Model On The Students Grades IV-A at MI Al-Ahmad Krian Sidoarjo

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