The Effectiveness of Scientific Approach Using E-Module Based on Learning Cycle 7E to Improve Students’ Learning Outcome

Yıl 2018, Cilt: 3 Sayı: 3, 75 - 85, 30.07.2018

Wahyu Istunıngsıh Baedhowi Baedhowı Khresna Bayu Sangka

https://doi.org/10.24331/ijere.449313

Cited By: 23

Öz

The application of scientific ap-proach in the student-centred learning process requires the role of the teacher as a facilitator to support the creation of active learning by using a variety of media. One way to create such learning is to use e-module media based on learning cycle 7E. The purpose of this research was to find out the effectiveness of scientific approach by using e-module based on learning cycle 7E on high-school-students' learning outcomes. The research was an experimental research using one-group pretest-posttest pre-experimental design. This study used a sample of Mathematics and Science (MIA) students of Senior High Schools in Karanganyar Regency, Central Java, Indonesia. The sampling technique used was purposive sampling while the data-collection technique was using test, that are pre-test and post-test. The data test were then analysed using t-test (Independent Simple t-test) with SPSS 17.0. The results of the analysis showed that the application of scientific approach using E-Module based on learning cycle 7E is effective to use.

Anahtar Kelimeler

Scientific Approach, E-Module, Learning Cycle 7E, Learning Outcome

Kaynakça

• Açişli, S., Yalçin, S. A., & Turgut, Ü. (2011). Effects of the 5E learning model on students’ academic achievements in movement and force issues. Procedia - Social and Behavioral Sciences, 15, 2459–2462. Arends, R. I. & Kilcher, A. (2010). Teaching for student learning : Becoming an accomplished teacher. New York: Routledge Taylor & Francis Grup. Arikunto, S. (2013). Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara. Balta, N., & Sarac, H. (2016). The effect of 7e learning cycle on learning in science teaching: A meta-analysis study. European Journal of Educational Research, 5(2), 61–72. Buckingham, D. (2002). Media education: A global strategy. Media Culture Online, 1–22. Budiyono. (2015). Statistika untuk penelitian. Surakarta: UNS Press. Conway, M. (2011). Exploring the implications, challenges and potential of new media and learning. On the Horizon, 19(4), 245–252. Cresswell, J. W. (2008). Educational research planning, conducting, and evaluating quantitative and qual-itative research third edition. Upper Saddle River, N. J: Pearson Prentice Hall. Daryanto. (2014). Pendekatan pembelajaran saintifik kurikulum 2013. Yogyakarta: Gaya Media. Eisenkraft, A. (2003). Expanding the 5e model. A Journal For High School Science Educators Published By The National Science Teachers Association The Science Teacher. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. Ghaliyah, S., Bakri, F., & Siswoyo. (2015). Pengembangan modul elektronik berbasis model laerning cycle 7e pada pokok bahasan fluida dinamik untuk siswa sma kelas xı. Prosiding Seminar Nasional Fisika (E-Journal) SNF2015, IV, 149–154. Hanuscin, D. L., & Lee, M. H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal Of Elementary Science Education, 20(2), 51–66. Hosnan. (2014). Pendekatan scientific dan kontekstual dalam pembelajaran abad 21. Bogor: Ghalia Indonesia. Howitt, D., & Cramer, D. (2011). Cross-sectional or correlational research: Non-manipulation studies. Introduction to Research Methods in Psychology. Kettunen, J., Kairisto‐Mertanen, L., & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education. On the Horizon, 21(4), 333–342. Khodabandelou, R., & Samah, S. A. A. (2012). Instructional design models for online ınstruction: From the perspective of ıranian higher education. Procedia - Social and Behavioral Sciences, 67, 545–552. Khotari, C. R. (2004). Educational psychology. New Delhi: New Age International. Laverty, J. T., Underwood, S. M., Matz, R. L., Posey, L. A., Jardeleza, E., & Cooper, M. M. (2016). Characterizing college science assessments : The Three-Dimensional Learning Assessment Protocol, 1–21. Lim, S. C. J., & Spahat, G. (2006). The development and evaluation of an e-module for pneumatics technology the development and evaluation of an e-module for pneumatics technology, (January). Mainka, C., & Benzies, A. (2012). E-learning : Vision to reality. Interactive Technology and Smart Education, Vol. 3 Iss 2 pp. 101 - 1113(2), 101–111. Majid, A. (2013). Strategi pembelajaran. Bandung: PT Remaja Rosdakarya. Meyer, X. S., Capps, D. K., Crawford, B. A., & Ross, R. (2012). Using ınquiry and tenets of multicultural education to engage latino english-language learning students in learning about geology and the nature of science, 219, 212–219. Mulyanto, Gunarhadi, & Indriayu. (2018). The effect of problem based learning model on student mathematics learning outcomes viewed from critical thinking skills. International Journal of Educational Research Review., 3(2), 37-45). Nuhoğlu, H., & Yalçın, N. (2006). The effectiveness of the learning cycle model to increase students’ achievement in the physics laboratory. Journal of Turkish Science Education, 3(2), 28–30. Retrieved from Park, E., Sung, J., & Cho, K. (2015). Reading experiences influencing the acceptance of e-book devices. The Electronic Library, 33(1), 120–135. Prakoso, A. F., Fitrayati, D., & Dewi, R. M. (2018). Scientific approach with problem posing ıntegrated in ıntroductory microeconomics theory , whether work ?. International Journal of Educational Research Review, 3 (4) 1–10. Prihantoro, C. R. (2015). The perspective of curriculum in ındonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77–83. Pummawan, A. (2006). The development of an e-learning module on the sandy shores ecosystem for grade-8 secondary students. Educational Journal of Thailand, 1(1), 95–110. Rusman. (2014). Model–model pembelajaran: Pengembangkan profesionalisme guru. Jakarta: Raja Grafindo Persada. Sari, N., Santoso, S., & Murtini, W. (2018). Students ’ responses towards d-pbl learning model in the material of payment system and means of economic exchange. International Journal of Educational Research Review, 3(3), 17–22. Siqueira, A. B. D., Berardi, A., Mistry, J., &, & Rothberg, D. (2016). Experimenting with media education, civic engagement, and, sustainability in brazilian school. Studies in Media and Communications, 12, 41 – 61. Smaldino, S. E., Russel, J. D., Heinich, R., & Molenda, M. (2005). Instructional technology and media for learning (8th ed.). New Jersey: Pearson Education. Sornsakda, S., Suksringarm, P., &, & Singseewo, A. (2009). Effects of learning environmental education using the 7e learning cycle with metacognitive techniques and teacher’s handbook approaches on learning achievement, ıntegrated science process skills and critical thingking of mathayomsuksa 5 students with Diff. Pakistan Journal of Social Science, 6(5), 297–303. Sugihartini, N., Paramita, P.I., Darmawiguna, M., & Wirawan, M.A. (2017). Pengembangan E-Modul Mata Kuliah Strategi Pembelajaran, 14(2), 221–230. Sugiyanto. (2010). Model-Model pembelajaran ınovatif. Surakarta: Yuna Pustaka. Sundayana, H. R. (2014). Statistika penelitian pendidikan. Bandung: Alfabeta. Supasorn, S., & Waengchin, S. (2014). Development of grade 8 students ’ learning achievement on chemical reaction by using scientific investigation learning activities. Procedia - Social and Behavioral Sciences, 116, 744–749. Tagg, J., & Tagg, J. (2014). Learning outcomes and the development of expertise. Voithofer, R. (2005). Designing new media education research: The materiality of data, representation, and dissemination. Educational Researcher, 34(9), 3–14. Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56. Watson, P. (2002). The role and integration of learning outcomes into the educational process. Active Learning in Higher Education, 3(3), 205–219.