Application of the 5E learning cycle model to overcome misconception and increase student learning activities in learning chemical bonding

Salyani, R.; Nurmaliah, Cut; Mahidin, Mahidin

doi:10.1088/1742-6596/1460/1/012102

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…This finding is in line with the research of Jurnal Tadris Kimiya 7, 2 (December 2022): [245][246][247][248][249][250][251][252][253][254][255][256][257] This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) Rahmawati et al (2019) that the application of the 8E learning cycle model has a positive effect on the understanding of student concepts when compared to conventional learning. This is also in line with research conducted by Salyani et al (2020) which states that cyclical learning has a significant influence on the learning outcomes of chemistry students.…”

Section: Misconceptionssupporting

confidence: 91%

“…The application of the Instagram-assisted model is a driver in maximizing learning to be more fun, contributing to interacting with positive content. The 8E learning cycle model in the research of Salyani et al (2020) can reduce misconceptions about chemical bond materials. Hence, it supports students to extract information from various sources and reveal it in the form of mature concepts.…”

Section: Discussionmentioning

confidence: 99%

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Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

Rizal

Rusmansyah²,

Sari³

2022

j.tadris.kimiya

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This study aims to determine the effectiveness of applying the 8E learning cycle model with Instagram to overcome student misconceptions in Buffer Solution material. In particular, this study analyzed the differences between the 8E learning cycle model and the online (conventional) expository model with Instagramin overcoming student misconceptions about buffer solution materials. This research method is a quasi-experiment with a non-equivalent control group design. Data collection used a three-tier multiple choice test technique and five experts' validated student response questionnaires. The sampling technique uses purposive sampling. Data analysis techniques use descriptive and inferential analysis of t-tests. The t-test is used to analyze the difference in concept understanding learning outcomes between the experimental and control classes to determine the effectiveness of the 8E learning cycle model. The results showed there were significant differences in concept understanding and misconceptions between experimental class students and control class students (0.00<0.05). Experimental class concept understanding was higher (43.62%) than the control class (28.95%), and experimental class misconception was lower (40.76%) than the control class (47.81%). From these data, it can be concluded that the application of the 8E learning cycle model is more effective than the expository (conventional) online model in overcoming misconceptions in buffer solution materials. The 8E learning cycle model can be an alternative to overcome misconceptions and improve students' understanding of concepts in buffer solution materials.

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Section: Misconceptionssupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

Rizal

Rusmansyah²,

Sari³

2022

j.tadris.kimiya

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show abstract

“…That is, some of the papers only provided either the findings of non-parametric analysis (e.g., mean rank, sum of ranks, and U-value) or qualitative data from pre-and post-interview or limited descriptive statistical results (e.g., frequency and percentage) from open-ended questions. For example, given unclear sample sizes of the experimental and control groups, the authors eliminated Salyani et al (2020)'s research from the corpus studies.…”

Section: Selection Criteriamentioning

confidence: 99%

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Çalik,

Ültay,

Bağ

et al. 2024

Chem. Educ. Res. Pract.

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The purpose of this study is to meta-analytically evaluate research that used chemical bonding-based interventions to improve academic performance. Through meta-analysis, the present study used several keyword patterns (e.g., chemical bonding, experimental, chemistry education, science education) via relevant databases (e.g., ERIC, Springer Link, Taylor & Francis, Wiley Online Library Full Collection, and Scopus) to find chemical bonding-intervention studies. Thus, it included 50 chemical bonding-based intervention papers (15 dissertations, 32 articles, and 3 proceedings). The current meta-analysis found that the overall effect-size of chemical bonding-based intervention studies was 1.007, which shows a large effect. Findings regarding moderator analysis displayed non-significant differences between educational levels and a statistically significant difference between the intervention types. This meta-analysis reveals that the chemical bonding-based intervention studies are effective at improving the participants’ academic performance in terms of chemical bonding. Further, it denotes that when the abstract nature of chemical bonding is overlapped with the features of the intervention type, the interventions (e.g., cooperative learning and enriched learning environment with different methods) result in better academic performance. Since this study, like all meta-analyses, points out consistent and inconsistent findings among published research, further meta-analysis studies should be undertaken to resolve any contradictory findings.

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“…Based on the fact that in the process students and students discover a number of scientific knowledge for themselves, it shows that guided inquiry includes student center learning. From the syntax, student center learning is also observed in the PBL, learning cycle, PjBL, and inquiry learning models (Adnan et al, 2021;Anazifa & Djukri, 2017;Salyani et al, 2020). Like the guided inquiry learning model, this learning model has also been proven to be able to develop SPS at various levels of education in Indonesia.…”

Section: ) Learning Toolsmentioning

confidence: 99%

Learning Facilities that Can Develop Science Process Skills in Indonesia : Review of Experimental Studies

Syazali

Erfan

2021

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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Aims of this study are to analyze: (1) types of learning facilities, (2) variants of each type of learning facilities, and (3) recommendations for implementation of variants of types of learning facilities that are empirically proven to be effective in developing the science process skills of students in Indonesia. This research is a literature review study. The data sources are articles in journals and proceedings published from 2016 to 20120. The articles that have been collected are then analyzed using the thematic method. Learning facilities consist of 7 types, namely strategies, approaches, models, methods, media, and learning aids. In total there are 106 variants with details of 7 variants of the type of strategy, 7 variants of the type of approach, 34 variants of the type of model, 11 variants of the type of method, 28 variants of the type of media, 5 variants of the type of teaching aid, and 15 variants of the type of learning device. From these various variants, there are 7 variants that are recommended to be used in facilitating students and students in developing their SPS. The variants are guided inquiry learning models, inquiry, PBL, PjBL and learning cycles, as well as learning media variants of modules and worksheets. This review is useful as a reference for teachers and lecturers because it provides various choices of learning facilities that can be applied to improve science process skills. The many choices help them to match the characteristics of the learners to be facilitated, their ability to implement, and the availability of infrastructure.

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Application of the 5E learning cycle model to overcome misconception and increase student learning activities in learning chemical bonding

Cited by 13 publications

References 11 publications

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

Implementation of 8E Learning Cycle Model with Instagram to Overcome Student Misconceptions in Buffer Solution Material

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

Learning Facilities that Can Develop Science Process Skills in Indonesia : Review of Experimental Studies

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