The Effect of 5E Learning Cycle Model Assisted with Mind Mapping on Students’ Science Process Skills and Academic Achievement in the Respiratory System Subject Matter

Abstract

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.

The Effect of Learning Activities Based on 5E Learning Model on 4thGrade Science Teaching

“…In other studies focused on the 5E learning model applications in science courses, also a significant increase in students' basic process skills were observed (Ercan Özaydın, 2010;Öztürk, 2013;Sole & Wilujeng, 2013). Since the basic process skills contribute significantly to the understanding of science subjects with the 5E learning model (Akar, 2005), it is critical to employ the model that requires students to actively observe and conduct research to build concepts in their minds (Ramalawati, Adam, Rusli & Mun'in, 2018). This helps students to reach and prove real knowledge thorough scientific activities.…”

Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria

“…Studies conducted on the effect of 5E instructional strategy reported a glaring difference in the learning outcome of learners. Their results were in favor of students who were tutored using the 5Es model as against students tutored using the conventional method (Ramlawati, Aqil, Adam, & Mun'im, 2019;Umahaba, 2018). For instance, the 5E learning model improves the cognition effect of students (Koyunlu & Dökme, 2020), problemsolving ability (Kalantarnia et al, 2020), higher-order thinking/cognitive skills (Ramlee, Rosli, & Saleh, 2019), creativeness (Conradty et al, 2020;Güven, Kozcu Cakir, Sulun, Cetin, & Guven, 2020;Kalantarnia et al, 2020) and curiosity (Gillies & Rafter, 2020).…”