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Perbandingan Model Pembelajaran Learning Cycle 5E Dengan Model Tradisional Dalam Menigkatkan Kognitif Siswa Perdana, Ryzal
SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Vol 1 No 01 (2019): SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Publisher : Fakultas Tarbiyah INSURI Ponorogo

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Abstract

This study aims to 1) Know students' initial cognitive abilities in acid-base material, 2) Know students' cognitive enhancements in acid-base material, 3) Know the effectiveness of learning 5E Learning cycle in improving students' cognitive on acid-base material. Learning Cycle 5E learning model consists of 5 phases, namely Engagment phase, exploration, explaination, elaboration, and evaluation. Traditional learning models follow learning that is commonly used by teachers in everyday learning. This research is an experimental study with the number of samples in the experimental class using 30E learning cycle learning models as many as 30 students and control classes using traditional learning models of 30 students. The population in this study were all students of class XI SMA N 1 Pekalongan, Lampung. The sample in this study were students of Pekalongan 1 Public High School class XI IPA1 and XI IPA4 who had the same cognitive abilities. This study uses a quasi-experimental method with Non Equivalent (Pretest and Posttest) Control Group Design. The effectiveness of the 5E Learning Cycle learning model was measured based on the increase in students' cognitive abilities significantly. The results showed that the Learning Cycle 5E learning model was better at improving students' cognitive compared to Traditional methods. This can be seen from the average gain score of students' cognitive abilities for Traditional learning models and the 5E Learning Cycle Learning Model 0.53 and 0.65 respectively.
THE IMPROVEMENT OF COMMUNICATE SKILL AND CONCEPT’S MASTERY ON LEARNING CYCLE 3E Perdana, Ryzal; Kadaritna, Nina; Efkar, Tasviri
Jurnal Pendidikan dan Pembelajaran Kimia Vol 2, No 1 (2013): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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Abstract

Concidentally educator in chosed instruction model influence of communicate skill level and concept?s mastery. Communicate skill and concept?s mastery to training by instruction model appropriate would be accompany student for more significant instruction. The research for get a effective instruction model in increase communicate skill and concept?s mastery to acid-based materials. Learning Cycle 3E model consist from 3 phase : Exploration, Explanation, Elaboration. Sample in research is students in senior high school state 1 pekalongan, Class XI sains one and XI sains four, even semester  school year 20012-2013 have a same characteristics. The research is kuasi-experiment method with non equivalent pretest and posttest control group design. Effectiveness LC 3E measure and based on significant gain increase. The research indicated average value N-gain communicate skill. For control and experiment class each 0,55 and 0,66 and average N-gain concept?s mastery for control and experiment class 0,53 and 0,65. Based on hypothesis test, know that class with LC 3E instruction have communicate skill and concept?s mastery more high than class with convensional instruction. In this matter , indicated that LC 3E effective to increase communicate skill and concept?s mastery.Kata kunci : keterampilan mengkomunikasikan, model Learning Cycle 3E, penguasaan konsep