Effect size test of 7e learning cycle model: conceptual understanding and science process skills on senior high school students

Abstract

This study aims to determine the effectiveness of the 7E Learning Cycle Model of conceptual understanding and science process skills students. The research method used a quasi-experiment with a non-equivalent control group design. The population in this study were students of class XI IPA Senior High School 9 Bandar Lampung. From the analysis of the hypothesis test showed that t-count obtained a result of 4.838 while t-table of 2.002 according to the provisions if the value of t-count> t-table then H0 was rejected and H1 was accepted. Based on these provisions, it means that there is an effect of the use of the Learning Cycle Type 7E model on the ability of students to understand the concepts. Analysis of science process skills shows that t-count is 2.074 while t-table is 2.002 and according to existing criteria, if the value of t-count>t-table then H0 is rejected and H1 is accepted, and its effectiveness is known by the effect test of the size which is getting a d value of 1.53 with a high category. The conclusion is the application of the 7E Learning Cycle Model is effective in improving conceptual understanding and science process skills.

Pengaruh Model Pembelajaran Quantum Teaching Terhadap Pemahaman Konsep Fisika

“…Beberapa faktor yang memengaruhi pemahaman konsep fisika melibatkan kompleksitas materi pembelajaran, metode pengajaran yang digunakan, serta karakteristik individual siswa (Komikesari et al, 2020). Pemahaman konsep fisika memerlukan integritas konsep yang kuat, yaitu kemampuan untuk mengaitkan, mengorganisir, dan menggeneralisasi konsep-konsep fisika yang dipelajari.…”

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

“…Several studies have been carried out on the effectiveness of constructivist teaching approaches on students' learning. The studies about the instructions based on the learning cycle model showed that learning cycle approaches help students improve academic achievement (Khan et al, 2020); self-efficacy (Puspita & Fardillah, 2021); critical thinking skills (Marfilinda et al, 2020;Tecson et al, 2021); retention (Abdullahi et al, 2021;Wodaj & Belay, 2021); science process skills (Khairani et al, 2021;Komikesari et al, 2020;Silitonga et al, 2021) and attitudes toward science (Abdullahi et al, 2021;Ören & Tezcan, 2020).…”

“…A substantial body of research on learning cycle approaches has demonstrated their effectiveness on conceptual understanding (Baybars & Kucukozer, 2018;Gök, 2014;Komikesari et al, 2020;Yilmaz et al, 2011). For example, Gök (2014) investigated the relative effects of 7E learning cycle instruction and curriculum-oriented science instruction on middle school students' conceptual understanding of human body systems in Turkey.…”

“…The study used a pretest-posttest design and found that the model improved teachers' conceptual understanding of de Broglie's matter waves, leading to more alternative concepts. Komikesari et al (2020) also investigate the effect size test of the 7E learning cycle model on conceptual learning in senior high school students in Bandar Lampung. The research method used was a quasi-experiment with a non-equivalent control group design.…”

The Influence of Problem-Based Learning Models on Student Learning Outcomes on Dynamic Fluid Material

“…Some other factors that influence the understanding of low learning outcomes involve the complexity of learning materials, teaching methods and models applied, and individual characteristics of students (Komikesari et al, 2020). Understanding physics concepts requires strong concept integrity, that is, the ability to associate, organize, and generalize the physics concepts studied.…”