The this study aimed to determine the effect of the 5E Learning Cycle model assisted with mind mapping on Science Process Skills (SPS) and Students' Academic Achievement of The Respiratory System subject matter. This type of research is Quasi-Experimental, using the Nonequivalent Pretest-Posttest design. The study population was 8th-grade students of State of junior high school (SMP 3 Watampone) as many as 8 classes with 218 students in the 2017/2018 school year. The sampling method was purposive sampling technique. The research sample used 24 students in the experimental class and 19 students in the control class. The experimental class was taught by using the 5E Learning Cycle model assisted with mind mapping, while the control class was taught by the conventional learning model. Data collection uses the science process skills test (SPST) and academic achievement test (AAT). Descriptive statistical analysis results show that the average SPS score and students' academic achievement in the experimental class are higher than the control class. Based on the results of hypothesis testing using the t-test, it shows that the 5E Learning Cycle model assisted with mind mapping has a higher effect on students' SPS and academic achievement compared to conventional learning models on the respiratory system subject matter.
This article aims to see whether science learning contributes to the sustainable literacy of junior high school students in school. The method used in this research is the preexperimental method. The instrument used is 15 multiple choice questions. The sample used in this study was 32 students of class IX SMP Negeri 3 Watampone. The overall N-Gain score is 0.29 in the low category. While Ngain in terms of economic aspects 0,4 is in the medium category, the social aspect 0,3 is in the medium category, and the environment 0,2 is in the low category. The percentage of sustainability literacy from the Economic aspect is 67.5% in the medium category, 65% in the social aspect in the medium category, and the environmental aspect 55.63% in the medium category. Thus, this study can be concluded that science learning contributes to the sustainability literacy of students in the low category.
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