Students’ mathematics learning achievement in junior high school using 7E learning cycle (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.
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.
American Journal of Educational Research
The current study aims at: (1) analyzing differences between students' Mathematics presentation ability by using learningcycle7E and discovery learning based on BatakAngkola culture, (2) analyzing the differences between students' self-efficacy by using learningcycle7E and discovery learning based on BatakAngkola Culture, (3) finding out whether there is an interaction between the learning model and students' KAM on the Mathematics representation ability of students, and (4) discovering whether there is interaction between learning model and students KAM on students self-efficacy. The instruments used include: (1) test of representation ability, and (2) self-efficacy questionnaire. The data of the study is analyzed by using two ways variance analysis. The results of the study show that (1)there is difference in Mathematics representation ability of students who learn by using learningcycle7E model and those who learn by using discovery learning based on BatakAngkola Culture, (2) there is difference between self-efficacy of students who learn by using learning cycle 7E model and self-efficacy of students who learn by using discovery learning based on BatakAngkola Culture, (3) interactions exist between learning model and Students' KAM toward students' Mathematics representation ability, (4) interaction exist between learning model and Students' KAM toward student's self-efficacy.
2024
Innovative teaching strategies help students get an opportunity to think critically and reflect. This study aimed to investigate effectiveness of 7E learning model to teach the science subject to grade VIII students. This quantitative study was carried out at Govt. Girls High School 90 SB Sargodha using intact group sampling. Control group students were taught science subject by traditional instruction method, while experimental group students were taught with respect to sequence of 7E (Elicit, engagement, explore, explain, elaborate, & evaluation) learning cycle model for twelve weeks. Science Achievement Test (SAT) was used as pre-test and post-test. SAT was pilot tested and validated by the science teachers before administration to experimental group. Reliability of test was .92, measured by split-half method. Performance of both groups was compared using t-test. Students taught through 7E instructional strategy scored higher in posttest as compared to students of control group. Findings of this study are useful for developing curriculum material, lesson plans and improving classroom practices. Incorporation of 7E learning cycle model in science curriculum is necessary, so students can construct their knowledge themselves by actively participating in class and create ideas to solve everyday problems.
Desimal: Jurnal Matematika, 2021
This study aims to describe the practicality of the 7e learning cycle LKS model with a scientific approach to facilitate students' mathematical connection abilities. The research and development with the ADDIE model consist of the stages of analysis, design, development, implementation and evaluation. The practicality test of the LKS was carried out for small group trials of 9 students at the implementation stage. The method used is descriptive statistics to get the average value and percentage. Learning tools are said to be practical if their minimum level of practicality is practical. Based on the analysis of the results of student response questionnaires, the average percentage of student response questionnaires was 91.59% and was categorized as very practical. This means that this LKS is easy to use and useful for students.
International Journal of Science Education and Cultural Studies
This study aims to determine the increase in activeness and student learning outcomes in the subject matter of relations and functions using the Learning Cycle 5e model. This research is a Classroom Action Research (CAR) conducted at SMA Negeri 1 Indramayu. The subjects in this study were students of class X MIPA 8, totaling 36 students. The instrument used in this study was the student observation sheet which aims to measure activeness while the formative tests given each cycle aim to measure the improvement of students' mathematics learning outcomes using the 5e learning cycle model. Based on the results of research and data analysis, the following results were found: cycle I could improve students' mathematics learning outcomes, namely out of 36 students, 27 students achieved learning completeness with a class average of 79.97 or above KKM, namely 75 with high mastery criteria and student activity that is equal to 91.66% of the target of 75%. Cycle II saw an increase in s...
Effect of 7E Learning Model on Students' Interest in Algebra in Kogi East, Nigeria
This study investigated effect of 7E learning cycle model on students' interest in algebra at senior secondary school level in Kogi East Senatorial District, Nigeria. The quasi-experimental research design of non-equivalent pre-test and post-test type was used. The population of the study was all the 15,360 senior secondary II students from the 147 coeducational secondary schools in Kogi East Senatorial District for the 2022/2023 academic session comprising 8,232 male and 7,128 female students. Multi-stage sampling technique was employed to select a sample of 220 SS II students. Six intact classes constituted the sample. The instrument-Algebra Interest Scale (AIS) was developed by the researchers. Two research questions and two hypotheses guided this study. Mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there is statistically significant difference between the mean interest ratings of students taught using 7E learning cycle model and traditional discussion method (F = 584.310, P = 0.000 < α = 0.05). The findings also revealed that there is no significant different between the mean interest rating of male and female students taught using 7E learning cycle model (F = 0.583, P = 0.447 > 20.05). Based on the findings of this study, it was recommended among others, that teachers should adopt 7E learning cycle model in teaching algebra in senior secondary school in Kogi East Senatorial District, Nigeria as it has potential of improving students' interest in mathematics and bridging gender gap in students' interest particularly in algebra.
JPPS (Jurnal Penelitian Pendidikan Sains), 2017
Implementation a model of solution using 7E Learning Cycle to prevent student’s misconceptions in grade X of Senior High School particularly on Redox Reaction concept. Research samples were grade X-2, X-3 and X-4 students of Integrated Model Senior High School in Bojonegoro. This study was pre-experiment study using One Group Pretest-Postest design. It was prevention learning of misconception by implementing 7E Learning Cycle Model (Elicit, Engage, Explore, Explain, Elaborate, Evaluation, Extend). Identification of misconceptions used three-tier diagnostic test. Respon variables in this research were conception and student’s achievement on Redox Reaction concept. Data analysis technique were descriptive and inferential analysis. Findings of this study show that prevention learning of misconception by implementing 7E Learning Cycle Model increased student’s proportion of ‘knowing concept’ and successfully student’s achievement of Redox Reaction concept. Implementasi sebuah model sol...
KnE Social Sciences, 2019
This study aims to determine whether there are differences in mathematics learning outcomes between students who are taught using inquiry learning strategies and expository learning strategies at Bekasi State Vocational High School 7. This is an experimental research with research design using Pretest-Posttest Control Group Design. The population in this study were all students in the Audio Video Engineering Department. Sampling was done through simple random sampling technique, and the students of class XI TAV 1 obtained were the experimental class given treatment with inquiry learning strategies and students of class XI TAV 2 were the control classes treated with expository learning strategies. The instrument used in this study was posttest to measure mathematics learning outcomes. Data analysis consisted of normality test using Lilliefors test and homogeneity test using Fisher's test. The results of the calculation of the normality test in the class using inquiry learning strategies amounted to 1.154 and the class using the expository learning strategy of 1.116 with L 1.161, then the data was normally distributed. The homogeneity test obtained the results of F 1.75 less than F 1.87, the data were homogeneously distributed. Statistical hypothesis calculations using t-test with t 2.12 is greater than t 2.00, so it can be concluded that there are effects of learning outcomes between students who use inquiry learning strategies and students who use expository learning strategies