The Effectiveness of the Learning Cycle Model (5E and 7E) in Learning to Build Flat Side Sides Viewed From Student Self-Eficacy

Abstract

The purpose of this study was to test the effectiveness of mathematics learning using the 5E learning cycle model and the 7E learning cycle model; as well as distinguishing more effective learning between the learning cycle models 5E and 7E in terms of the self-efficacy of class VIII students in learning to build flat side space. This research is a quasi-experimental study with a pretest-posttest non-equivalent comparison-group design. The study population included all eighth grade students of state junior high schools in Yogyakarta City consisting of high and medium level schools. With stratified random sampling technique, 2 schools were selected as research samples. The research instrument used student self-efficacy questionnaires. To test the effectiveness of the LC 5E model and the LC 7E model, whether there is an interaction between the learning model and the school level, as well as whether there is a difference in student self-efficacy in high school and medium school, the two way ANOVA test is used. Furthermore, to compare the self-efficacy of students who use the LC 5E model and the LC 7E model in high school and high school level students are using an independent sample t test, while to test whether there is a difference in effectiveness between the LC 5E model and LC 7E model against self-efficacy students used the N-Gain effectiveness formula. Each analysis was carried out at a significance level of 5%. The results showed that: 1) there was no difference in self-efficacy between students whose learning used the LC 5E model and students whose learning used the LC 7E model; 2) the self-efficacy of students who use the LC 5E model is not higher compared to those who use the LC 7E model in high and medium level schools; 3) there is no interaction between the learning cycle model with the school level on learning to build flat side space; 4) there is no difference in self-efficacy between students in high schools and students in medium schools; and 5) there is no difference in effectiveness between LC 5E and LC 7E models on student self-efficacy.

Theoretical Study to Design Digital Disaster Learning Resources for Prospective Elementary School Teachers

“…Adapting the mobile pedagogical framework in foreign language learning is used to design digital disaster learning resource content for prospective elementary school teachers linked to the 5E learning cycle [24,25]. The design of digital disaster learning resource content facilitates knowledge transposition and didactic transposition of prospective elementary school teachers.…”

Systematic Literature Review: Self-Eficacy Matematis Siswa pada Tipe Kepribadian Extrovert dan Introvert dalam Pembelajaran Matematika

“…Efikasi diri matematis adalah keyakinan seseorang terhadap kemampuannya untuk memecahkan masalah matematika yang diterimanya (Yulianto, 2020). Puspita (2020), perasaan efikasi diri berkaitan dengan keyakinan pada kemampuan seseorang untuk mengatur dan melaksanakan serangkaian tindakan yang diperlukan untuk menghasilkan pencapaian yang diinginkan. Hal ini menjadikan siswa terlatih untuk percaya diri dengan kemampuannya, berani menghadapi tantangan, tidak mudah menyerah dalam memecahkan masalah serta dapat mengetahui kelemahan dan kekurangannya (Jumiarsih, 2020).…”

“…Hal ini menjadikan siswa terlatih untuk percaya diri dengan kemampuannya, berani menghadapi tantangan, tidak mudah menyerah dalam memecahkan masalah serta dapat mengetahui kelemahan dan kekurangannya (Jumiarsih, 2020). Sehingga efikasi diri siswa juga penting untuk dijadikan sebagai tujuan pembelajaran matematika (Rahmawati, 2021).…”

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).…”