Effect of the 7E Learning Cycle Model on Students’ Achievement in the Subject of Science at the Elementary School Level (original) (raw)
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The Effect of 7E Learning Cycle Model toward Students' Learning Outcome of Basic Science Concept
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2020
This study aims to investigate the effect of the application of the 7E (Elicit, Engange ,Explore, Explain, Elaborate, Evaluation and Extend) Learning Cycle Model to the learning outcomes of the Basic Science Concepts of second grade student of Elementary School. This research is a quasi-experimental study with a randomized pretest-posttest control group design. The population of this study was all students of Primary Teacher Education in higher educational private university college in Padang in the 2018/2019 school year. The sample consisted of 24 control class students and 28 experimental class students. The experimental class uses the 7E Learning Cycle model while the control class uses the conventional model. The data collection technique is in the form of a learning outcome test (cognitive). From this study, there were differences in student learning outcomes using learning with the learning model Cycle 7E with conventional learning. Learning with 7E Learning Cycle model gives an effect of 72% (moderate) to the improvement of student learning outcomes in the Basic Science Concept Course.
Understanding of scientific concepts is becoming increasingly difficult for young learners, especially those in basic schools. The difficulty is about the teaching approach adopted by the science teachers. The traditional teaching approach that is, lecturing, is often used by teachers because of its ease of use and lack of knowledge of alternative teaching approaches. This study was conducted to compare the 7E learning cycle model with the traditional lecture method. An experimental and control group approach was used, each group consisting of 20 students. The study found that students instructed using the 7E learning cycle model showed better performance and understanding of concepts than the control group, as the statistics show a significant difference in the performance of the two groups. The researchers suggest the adoption of the inquiry-based approach in teaching integrated science at the basic levels, especially the 7E learning cycle model.
JURNAL BIOEDUKATIKA
This study aims to improve the activity and student learning outcomes after applying the Learning Cycle 7E learning model. This study uses classroom action research concerning the Kemmis and Taggart models, namely planning, implementation, observation, and reflection, which are carried out in three cycles. Data collection methods and instruments use the guidelines for observing student activities, guidance for observing teacher activities, tests of learning outcomes, and documentation. Data analysis techniques were carried out qualitatively (display, reduction, drawing/conclusion) and quantitatively (descriptive statistics). The results showed that student activity increased from cycle I by 93%, cycle II by 96%, and cycle III by 98.5%. Student's achievement increased from 74.16% to 91.67% (cycle I to cycle III). Classically, learning is said to be complete if ≥ 80% of students have reached the minimum completeness criteria, which is 75. This research shows that the stages in the Learning Cycle 7E can significantly increase student learning activities and outcomes. This is an open access article under the CC-BY-SA license.
Science Process Skills are a reflection of the methods used by scientists while generating information on Science.Integrated Process Skills are immediate Skills that are used in problem-solving and an evolved scientific thinking is likely to happen on attainment of these Integrated Process Skills only.The Science Process Skills include intellectual skills as well as associated psychomotor and affective skills that are concerned with the learning of Science in all its aspects and are essential for teaching science content knowledge.The main objective of this research is to develop a programme based on 7E Learning Cycle to improve the Integrated Process Skills of Secondary School Students. The stages of 7E Learning Cycle given by Eisenkraft are designed to help students understand the science concepts by making them actively work in solving problems.The seven stages, namely elicit, engage, explore, explain, elaborate, evaluate, and extend can give students a chance to construct their own knowledge and in the process develop their integrated science process skills also.
Science Process Skills are a reflection of the methods used by scientists while generating information on Science.Integrated Process Skills are immediate Skills that are used in problem-solving and an evolved scientific thinking is likely to happen on attainment of these Integrated Process Skills only.The Science Process Skills include intellectual skills as well as associated psychomotor and affective skills that are concerned with the learning of Science in all its aspects and are essential for teaching science content knowledge.The main objective of this research is to develop a programme based on 7E Learning Cycle to improve the Integrated Process Skills of Secondary School Students. The stages of 7E Learning Cycle given by Eisenkraft are designed to help students understand the science concepts by making them actively work in solving problems.The seven stages, namely elicit, engage, explore, explain, elaborate, evaluate, and extend can give students a chance to construct their own knowledge and in the process develop their integrated science process skills also.
2010
The present experimental study aimed at to measure the effectiveness of learning cycle model based on constructive approach in teaching of physics in term of students' achievement in public school at secondary level. Forty, 10 th grade students from three classes of physics course taught by the teacher in Government Qazi Habibullah High School District Shikarpur, session 2008, were enrolled in the study. Twenty students randomly selected were assigned in each experimental and control groups. Students in experimental groups were taught by 5Es learning cycle model whereas students in the control group were by traditional lecture method. It was hypothesized students taught through learning cycle model will have better achievement level than the traditional way of teaching physics. Achievement Test based on Simple machine was administered to both groups as pre-test and post-test in order to assess their achievement. The achievement level of students showed marked differences on the ...
This study was undertaken to determine the effects of 7Es Instructional Model in the achievement of students in Environmental Science. It is anchored in the belief that between the two, the Traditional Approach and the use of 7Es Instructional Model in teaching Environmental Science, the latter leads to a positive effect on science achievement and retention of previously gained concepts in the Environmental Science Strand in K to 12 Science Curriculum. This study used the Quasi-Experimental Design, particularly Two-Factor Mixed Design. The experimental group was subjected to the use of 7Es Learning Model for teaching environmental science while the control group was taught with the Traditional Approach.The participants of the study were 38, 7 th graders from each group. The experimental and the control groups of participants were given pre-test, underwent different treatments and were given the post-test. Three weeks, later the same post-test was readministered to assess the retention level of the participants. The instrument used in the study were the Lesson plan, and Teacher-made Achievement Test. The instruments were validated by the pool of experts and were rated very good.Resultsshows that there is no significant difference between the posttest scores of the experimental and control groups. It also revealed that there is a significant difference between the posttest and pretest mean scores of the experimental and control groups while retention of previously gained concept in science was significant in the lag test scores of the experimental group. Analysis of Test Items and Lesson plans (7Es Instructional Model) shows that the category Explore, Explain, Elaborate and Extends promote high scores in the Science Achievement Test. Thus, teachers may use the 7Es' instructional Model in making Daily Lesson Plan in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.
Journal of Physics: Conference Series, 2019
The Learning Cylce Model is a contructivist instructional model whether student use their prior knowledge and experiences to construct their thinking. The purpose of this study is to review the development and application of Learning cycle model especially in the last 1 decade. Technique of collecting data was through literature study: obtained some comparisons of phases of Learning cycle models such as 3E Learning Cycle Models, 5E learning cycle model, and 7 E learning cycle models. These models are related to each other in their developments. In addition, each of them has its own characteristic.This study found that 7E LC Models can enhance educational effects : student's Achievement, critical thinking, Science process Skills and Moral reasoning. Therefore, educators, practitioner and researcher should be supported to implement the Learning Cycle Model in Science Teaching and Learning.
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
This study aimed to develop a science learning tool based on the 7E learning cycle model that is valid to improve the mastery of concepts and science process skills for Junior high school students. The device development carried out refers to the Research and Development (R & D) development model based on the Thiagarajan 4D development model which includes the design, define, develop and disseminate stages. Based on the results of validation by 3 expert validators, it was obtained that the average value of the validity of the learning learning tools developed included the Syllabus 83.33%, lesson plan 81.48%, student worksheet 74.17%, Concept Mastery Assessment Instruments 77.78% and science process skills tests 80.00%. Based on the results of validation by 3 validators, In conclusion, the science learning device based on the 7E learning model developed is valid for use in learning.
The Effectiveness of 7E Learning Model to Improve Scientific Literacy
Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018), 2019
Scientific literacy is one of the competencies that students must possess to face challenges in the 21st century. Scientific literacy is a skill to understand the surrounding natural and social phenomena and be able to make scientifically correct decisions to live more comfortable and better. Students who have scientific literacy skills are expected to be able to think critically, solve problems creatively, collaborate with others, and communicate better. The aim of this study is to show that the 7E learning model can improve the scientific literacy of elementary students. The research method used in this study is a quasi-experiment, one group pre-test post-test. The results of the pre-test and post-test showed a significant increase. These results indicate that the 7E learning model can improve the scientific literacy of elementary students.