The Effect of 5E Inquiry Learning Model on the Science Achievement  in the Learning of “Magnet” among Year 3 Students

Ong, Eng Tek; Keok, B. L.; Yingprayoon, Janchai; Singh, Charanjit Kaur Swaran; Borhan, Mohamad Termizi; Tho, Siew Wei

doi:10.15294/jpii.v9i1.21330

Cited by 15 publications

(15 citation statements)

References 13 publications

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“…An example item is, "I am proud when I achieve better course understanding than before." Ong et al (2020) highlighted that for Cronbach alpha above 0.62 it exceeds the minimum threshold for a reliable scale. Therefore, since all the adopted scale exceeded the minimum reliability threshold, they were reliable and fit to measure each variable.…”

Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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Higher education is used to nurture advanced specialized training; however, nurturing innovative and practical ability is hard to put into practice. In experimental teaching, hands-on activities are offered to promote studentsâ€™ practical ability, leading to better-specialized training. This study aims to explore studentsâ€™ engagement, communication and collaborative skills, as well as learning outcomes by integrating hologram experiments into a university course. Eight university students participated in this study for 3-weeks. Hologram theory was taught in the first week, while in the second and third weeks, the students performed experiments. Pre- and post-test data were collected using questionnaires during the first and last week, respectively. Besides, in-depth interviews were conducted. The findings revealed that students were able to interact with each other, which promoted their engagement in experimenting. Moreover, teammates were able to communicate and collaborate effectively, which led to higher achievement in their learning outcomes. Despite the benefits reported, opportunities and challenges were identified for teachers and students to be aware of during hologram experiments to help them develop creative skills and develop an understanding of holography concepts.

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Section: Introductionmentioning

confidence: 99%

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

Matere

Weng

Chien-Yu

et al. 2021

JPII

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“…Pada pembelajaran peneliti sering menggunakan model pembelajaran 5E (Engage-Explore-Explain-Elaborate-Evaluate). Model 5E pertama kali diciptakan oleh Atkon dan Karplus pada tahun 1962 (Ong et al, 2020). Model pembelajaan ini dikembangkan dari teori konstructivisme yang berpandanagn bahwa setiap orang belajar dengan cara mengkonstruksi pengetahuannya berdasarkan pengalaman dalam berinteraksi dengan lingkungan (Bahtaji, 2021) (Ong et al, 2020).…”

Section: Pendahuluanunclassified

“…Model 5E pertama kali diciptakan oleh Atkon dan Karplus pada tahun 1962 (Ong et al, 2020). Model pembelajaan ini dikembangkan dari teori konstructivisme yang berpandanagn bahwa setiap orang belajar dengan cara mengkonstruksi pengetahuannya berdasarkan pengalaman dalam berinteraksi dengan lingkungan (Bahtaji, 2021) (Ong et al, 2020). Penelitian yang dilakukan oleh Bahtaji pada mata pelajaran Matematika menyatakan bahwa penerapan model 5E menyajikan pengalaman nyata yang membantu peserta didik dapat merestrukturisasi pengetahuan yang sudah mereka dapat sebelumnya (Bahtaji, 2021) (Arikunto, 2015) (Suryadi & Berdiati, 2018).…”

Section: Pendahuluanunclassified

PENINGKATAN AKTIFITAS DAN HASIL BELAJAR ARITMETIKA DENGAN PENERAPAN MODEL 5E DENGAN MEDIA GF-eMODUL DI MAN 4 JAKARTA

Mulyana¹

2022

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This Classroom Action Research aims to improve students' activities and learning outcomes in math online learning through the application of the 5E learning model using the GF-eModul in Grade X MAN 4 Jakarta. The target variables are the increase in the percentage of students who successfully submit assignments through the GF-e Module before end session; the increase in the percentage of students who get score above the passing grade; and and the increase in the percentage of students who obtained A predicate score. The study was conducted from January to March 2021 on arithmetic. The research used Kemmis and McTaggart's CAR which consisted of planning, implementation, observation, and reflection. Qualitative data were collected through observations, field notes, interviews, surveys, and journals. Meanwhile, quantitative data were collected through tests. Qualitative data is processed through coding, grouping, interpretation and presentation steps, and quantitative data is processed using descriptive statistics in the form of percentages. The study foud that the application of the 5E model with the GF-eModul increased the percentage the number of students who submit tasks before end sesiion by 50%, the percentage of students who got score above passing grade by 59%, and the percentage of students who got A predicate score by 49%. Abstrak Penelitian Tindakan Kelas ini bertujuan untuk meningkatkan aktifitas dan hasil belajar peserta didik pada pembelajaran daring melalui penerapan model pembelajaran 5E dengan media GF-eModul di kelas X IPA MAN 4 Jakarta. Variabel yang ingin disasar melalui penelitian ini adalah pertama peningkatan persentasi jumlah peserta didik yang berhasil mengirimkan tugas melalui GF-e Modul; kedua peningkatan persentasi peserta didik yang memperoleh skor di atas KKM; dan peningkatan persentasi jumlah peserta didik yang memperleh skor predikat A. Penelitian dilaksanakan pada bulan Januari sampai Marer tahun 2021 pada materi aritmetika di kelas X 5 Madrasah Aliyah Negeri Jakarta. Penelitian menggunakan siklus PTK Kemmis dan Mctaggart yang terdiri dari 4 langkah yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Data kualitatif dikumpulkan melalui pengamatan, catatan lapangan, wawancara, survey dan jurnal. Sedangkan data kuantitatif dikumpulkan melalui tes. Data kualitatif diolah menggunakan langkah pengkodean, pengelompokan, intrpretasi dan penyajian. Sedangkan data kuantitatif diolah menggunakan statistic deskriptif bentuk persentasi. Berdasakan hasil penelitian dapat disimpulkan bahwa penerapan model 5E dengan media GF-eModul berhasil meningkatkan persentasi jumlah peserta didik yang menyerahkan hasil pekerjaannya pada periode jadwal jam pembelajaran sebesar 50%, presentase siswa dengan hasil belajar yang mencapai KKM sebesar 59%, dan persentase siswa yang mendapat skor predikat A meningkat sebesar 49%.

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“…The implementation of the inquiry-based learning model is proven to increase students' creative thinking and reduce the percentage of students' misconceptions (Zubaidah et al, 2017;Haidar et al, 2020). Moreover, on the topic of "magnetism", the inquiry-based learning model implementation in Kuala Kangsar, Malaysia, showed a significant difference in learning outcomes compared to the control group with traditional learning (Ong et al, 2020).…”

Section: Introductionmentioning

confidence: 96%

The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

Nurohman

Sunarno

Sarwanto

et al. 2021

JPII

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Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

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The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Cited by 15 publications

References 13 publications

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

The Opportunities and Challenges of Integrating Hologram Experiments into a Highly Visual Telepresence Course

PENINGKATAN AKTIFITAS DAN HASIL BELAJAR ARITMETIKA DENGAN PENERAPAN MODEL 5E DENGAN MEDIA GF-eMODUL DI MAN 4 JAKARTA

The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

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