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Journal articles on the topic '5E model'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Chai, Wan Luen, and Nyet Moi Siew. "THE EFFECTS OF 5E INQUIRY LEARNING MODEL AND COOPERATIVE LEARNING INTEGRATION ON LEVEL FOUR SCIENCE PROCESS SKILLS OF FORM FOUR STUDENTS." International Journal of Education, Psychology and Counseling 8, no. 52 (2023): 01–19. http://dx.doi.org/10.35631/ijepc.852001.

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The purpose of this study is to determine the effects of teaching and learning methods based on the 5E Cycle Inquiry Learning Model and the Cooperative Learning Model (5E-CL) on the five constructs of Level Four Science Process Skills (L4SPS), namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning module was developed as a guide for teachers in implementing the 5E-CL method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L

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Ha, Vu Thi, Le Hong Chung, Nguyen Van Hanh, and Bui Minh Hai. "Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students." Education Sciences 13, no. 3 (2023): 247. http://dx.doi.org/10.3390/educsci13030247.

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5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order th

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Alshwayat, Rania Mohammad, and Dima Ali Hijazi. "The Effect of the 5E Model on Jordanian EFL Fifth-Grade Students' Reading Comprehension Skills." Dirasat: Human and Social Sciences 52, no. 6 (2025): 7588. https://doi.org/10.35516/hum.v52i6.7588.

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Objectives: This study aims to examine the effect of the 5E Model on Jordanian EFL fifth-grade students’ reading comprehension skills. Methods: The study uses a quasi-experimental design based on two groups (one experimental and one control group). The outcome of the students' post-test in the chosen reading comprehension skills is the dependent variable, while the 5E instructional model is the independent variable. Results: The results show that the 5E Model improved students' understanding of what they were reading. In light of the findings of the current study, the researchers suggest adopt

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Komala, Vira Yulia Tiesna, and Chandra Hendriyani. "Analisis Leverage Strategy dengan Model 5E untuk Assistant Manager Sekretariat dalam mendukung tugas Manajer." EFISIENSI - KAJIAN ILMU ADMINISTRASI 17, no. 2 (2020): 111–26. http://dx.doi.org/10.21831/efisiensi.v17i2.32095.

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Analisis Leverage Strategy dengan Model 5E untuk Assistant Manager Sekretariat dalam mendukung tugas Manajer. Tujuan penelitian: (1) Implementasi leverage strategy model 5E di PT PLN (Persero) UID Jawa Barat; (2) Penerapan leverage strategy model 5E pada jabatan Assistant Manager Sekretariat; (3) Peran Assistant Manager Sekretariat dalam mendukung tugas Manajer ADFAS PT PLN (Persero) UID Jawa Barat. Penelitian menggunakan metode kualitatif dengan pendekatan deskriptif. Hasilnya menunjukkan bahwa penerapan Leverage Strategy model 5E telah diterapkan oleh PT PLN (Persero) UID Jawa Barat, namun b

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Bahtaji, Michael Allan A. "THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS." Journal of Baltic Science Education 20, no. 1 (2021): 10–20. http://dx.doi.org/10.33225/jbse/21.20.10.

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5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factoria

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Perdana, Ryzal. "Perbandingan Model Pembelajaran Learning Cycle 5E Dengan Model Tradisional Dalam Menigkatkan Kognitif Siswa." SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme 1, no. 01 (2019): 25–34. http://dx.doi.org/10.37680/scaffolding.v1i01.40.

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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

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Saragih, Marlindoaman, Salome Rajagukguk, and Marisa Amelia. "Pengembangan LKS Berbasis Model Learning Cycle 5E Pada Materi bioteknologi." Jurnal Metabio 6, no. 1 (2024): 44–50. https://doi.org/10.36985/nddphw68.

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Development of Worksheet Based on The Larning Cycle 5E Model on Biotechnologycal Material, The development of LKS based on the 5E learning cycle on biotechnology material at Kartika 1-4 Pematangsiantar Private High School was motivated by the learning process which so far only used printed books and the use of LKS which was less interesting. This research aims to: 1) Find out the feasibility of the 5E learning cycle based LKS, 2) Find out students' responses to the 5E learning cycle based LKS being developed. The data collection instruments used in this research were validation sheets and ques

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Nguyen, Ngoc-Giang. "Applying 5E teaching model in recognizing regular polygons and rotations with the help of GeoGebra software." Advances in Social Sciences Research Journal 8, no. 8 (2021): 380–99. http://dx.doi.org/10.14738/assrj.88.10672.

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The 5E teaching model is a teaching model that gives students positive motivation. The 5E teaching model was proposed by Rodger W. Bybee and colleagues while working in the educational organization "Research on the curriculum framework for biology" in Colorado, the USA in 1987. The model is built based on the constructivist theory of learning, knowledge is formed through the experience and practice of learners. 5E stands for 5 words: Engagement - Exploration - Explanation - Elaboration - Evaluation, representing the five steps of the 5E teaching process. Our study aims to apply the 5E teaching

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Shivam, Priyank Kumar, and Prof Ramakanta Mohalik. "Effectiveness of ICT Integrated 5e Learning Model on Higher Order Thinking Skills in Biology at Secondary Level." Current Research Journal of Social Sciences and Humanities 5, no. 1 (2022): 34–41. http://dx.doi.org/10.12944/crjssh.5.1.05.

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The present study ascertains the effectiveness of ICT integrated 5E learning model on higher order thinking skills in biology over 5E learning model at secondary level. Quantitative design and quasi-experimental method was used in this study. Total 65 students were divided in experimental group (34) and control group (31) by taking two sections of class-IX randomly. The experiment was continued for two months with 5E learning model and ICT integrated 5E learning model strategy with control and experimental group respectively. The self-developed test on higher order thinking skills on biology s

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Mr. Zulfiqar Ali, Dr Hakim ullah, Dr. Sajid Ahmad, and Mr. Sajjad Ahmed. "Effect of 5e Instructional Model On Students Learning Outcomes in The Subject of Chemistry." Social Science Review Archives 3, no. 1 (2025): 2503–15. https://doi.org/10.70670/sra.v3i1.560.

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This study evaluated the effectiveness of the 5E Instructional Model in enhancing the cognitive and creative thinking abilities of higher secondary school students in Peshawar, Pakistan. Specifically, it compared the impact of the 5E model and the traditional Lecture Method on students' academic performance. The research used an experimental design, involving two groups of 19 students each, with one group taught using the 5E model and the other using the Lecture Method. Over 15 hours of instruction, students were assessed through a written assignment. The study employed a pre-test and post-tes

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Ganggul, Kristisnus, and Sudarsana Ida Bagus Oka. "Penerapa Model Pembelajaran Learning Cycle 5e Dapat Meningkatkan Hasil Belajar Ekonomi Siswa Kelas X IPS I SMA Dharma Praja Denpasar Tahun Pelajaran 2019/2020." Arthaniti Studies 1, no. 2 (2021): 40–46. https://doi.org/10.5281/zenodo.4632505.

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Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui model pembelajaran <em>Learning Cycle 5E</em> di kelas X IPS SMA Dharma Praja Denpasar tahun pelajaran 2019/2020. Objek penelitian Penerapan Model Pembelajaran <em>Learning Cycle 5E</em> Untuk Meningkatkan Hasil Belajar Ekonomi Siswa Kelas X IPS I SMA Dharma Praja Denpasar Tahun Pelajaran 2019/2020. Setelah diterapkan Model Pembelajaran <em>Learning Cycle 5E</em> pada siklus I mengalami peningkatan jumlah nilai menjadi 2,585 dengan rata-rata 73,85 Daya serap 73,85% serta ketuntasan klasikal 68,57. Pada siklus II Hasil bela

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Angela Rendo, I Made Diarta, and I Made Surya Hermawan. "PENERAPAN MODEL PEMBELAJARAN SIKLUS 5E DENGAN MEDIA PHOTOVOICE TERHADAP KREATIVITAS DAN HASIL PHOTOVOICE SISWA SMP NEGERI 12 DENPASAR." Jurnal Santiaji Pendidikan (JSP) 11, no. 3 (2021): 239–48. http://dx.doi.org/10.36733/jsp.v11i3.3093.

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Tujuan dari penelitian ini adalah mengukur kreativitas siswa dengan penerapan model pembelajaran siklus 5E melalui media photovoice, dan untuk mengukur perbedaan hasil photovoice siswa yang mengikuti pembelajaran dengan penerapan model pembelajaran siklus 5E dibandingkan dengan metode konvensional. Desain penelitian ini menggunakan perbandingan Intact Group Comparison yang dilaksanakan di SMP Negeri 12 Denpasar. Pengumpulan data menggunakan rubrik kreativitas dan rubrik penilaian hasil photovoice. Hasil yang diperoleh dengan menggunakan tes Mann Whitney U menunjukkan bahwa terdapat perbedaan n

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Wang, Xueyan, and Huiying Yang. "Strategies for Enhancing English Learning Ability among Secondary Vocational School Students Based on the 5E Instructional Model." International Journal of Languages, Literature and Linguistics 10, no. 1 (2024): 36–39. http://dx.doi.org/10.18178/ijlll.2024.10.1.480.

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In order to effectively improve the communication skills and cross-cultural language perception of secondary school students in English and to promote their overall development. This paper analyses the current background of the era of vocational education, the curriculum standards of secondary English, the current situation of English learning for secondary students, proposes the 5E Instructional Model, specifically explains the five aspects of the 5E instructional model: engagement, exploration, explanation, elaboration and evaluation, discusses the application of the 5E Instructional Model i

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Fitriani, Aulia Syifa, Tuti Kurniati, and Maratus Solikha. "Pengaruh Model Learning Cycle (5E) Berbantu Educandy terhadap Hasil Belajar Siswa pada Materi Klasifikasi Makhluk Hidup." Jurnal Inovasi Pendidikan 1, no. 3 (2023): 310–24. http://dx.doi.org/10.60132/jip.v1i3.132.

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Tujuan penelitian ini yaitu untuk mendeskripsikan keterlaksanaan model pembelajaran Learning Cycle (5E) berbantu Educandy, menganalisis pengaruh model pembelajaran Learning Cycle (5E) berbantu Educandy terhadap peningkatan hasil belajar siswa pada materi Klasifikasi Makhluk Hidup dan mendeskripsikan respon siswa terhadap pembelajaran dengan menggunakan model Learning Cycle (5E) berbantu Educandy. Penelitian ini menggunakan pendekatan kuantitatif. Jenis penelitian ini adalah Quasi Eksperimen. Teknik pengumpulan data berupa soal, lembar observasi dan angket. Berdasarkan penelitian, hasil belajar

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Wulandari, Eling, Arum Ratnaningsih, and Rintis Rizkia Pangestika. "Pengaruh Model Learning Cycle 5E Berbantuan Powerpoint Interaktif Terhadap Hasil Belajar IPA." Jurnal Educatio FKIP UNMA 8, no. 1 (2022): 34–39. http://dx.doi.org/10.31949/educatio.v8i1.1485.

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Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa pada mata pelajaran Ilmu Pendidikan Alam (IPA). Upaya yang dilakukan untuk meningkatkannya adalah dengan menerapkan model learning cycle 5E berbantuan powerpoint interaktif. Penelitian ini bertujuan untuk mengetahui pengaruh model learning cycle 5E berbantuan powerpoint interaktif terhadap hasil belajar IPA. Penelitian ini merupakan penelitian kuantitatif dengan desain Quasi Experimental Design. Populasi dalam penelitian ini sebanyak 36 siswa kelas V SD Al-Madina Tahun Ajaran 2020/2021. Pengambilan sampel menggunakan teknik sam

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Wahyuningsih, Ririn, Yudi Budianti, and Arrahim Aarrahim. "Penerapan Model Pembelajaran Learning Cycle 5e Terhadap Hasil Belajar IPA Siswa Sekolah Dasar." Jurnal Elementaria Edukasia 6, no. 2 (2023): 844–57. http://dx.doi.org/10.31949/jee.v6i2.5087.

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This research is motivated by the low science learning outcomes of elementary school children. Because students are less actively involved in learning activities, learning is still teacher-centered, and subject matter is only presented in textbooks, the low science learning outcomes in class are very concerning. Under these conditions, the Learning Cycle 5E learning paradigm might be able to help elementary school students improve their scientific learning. Students can actively participate in learning activities because they are incorporated in the Learning Cycle 5E learning paradigm. Using t

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Turan, Serife, and Shirley M. Matteson. "Middle School Mathematics Classrooms Practice Based on 5E Instructional Model." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (2020): 22–39. http://dx.doi.org/10.46328/ijemst.1041.

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The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a t

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Turan, Serife, and Shirley M. Matteson. "Middle School Mathematics Classrooms Practice Based on 5E Instructional Model." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (2020): 22–39. http://dx.doi.org/10.46328/ijemst.1041.

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The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a t

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Yuliandini, Fifi, Indira Asish Vivi Yandari, and Aan Subhan Pamungkas. "PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE 5E TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN MATEMATIKA." Primary : Jurnal Keilmuan dan Kependidikan Dasar 11, no. 2 (2019): 133. http://dx.doi.org/10.32678/primary.v11i02.2323.

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Penelitian ini bertujuan untuk mengetahui dan menganalisis penerapan model pembelajaran Learning Cycle 5E terhadap kemampuan berpikir kritis siswa sekolah dasar pada matapelajaranmatematika.Metodepenelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian nonequivalent control group design. Pengambilan sampel dilakukan dengan menggunakan teknik simple random sampling. Sampel yang terpilih adalah kelas IVA sebagai kelas eksperimen yang mendapat perlakuan dengan menggunakan model pembelajaranLearning Cycle 5E dan kelas IV C sebagai kelas kontrol yang mendapatkan model pembelajaran

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Pratiwi, Suffi, Mangiring SimareMare, and Tita Juwitaningsih. "EFEKTIFITAS PENERAPAN MODEL BELAJAR LEARNING CYCLE 5E BERBANTUAN MEDIA AJAR CHEMDRAW TERHADAP HASIL BELAJAR SISWA PADA MATERI GUGUS FUNGSI." Jurnal Zarah 10, no. 2 (2022): 114–21. http://dx.doi.org/10.31629/zarah.v10i2.4488.

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Penelitian ini dilatarbelakangi adanya dominasi penggunaan metode ceramah, tanpa bantuan media pembelajaran terkhusus pada pembelajaran kimia organik di SMA Negeri 4 Kisaran. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar siswa yang dibelajarkan dengan menggunakan model Learning cycle 5E berbantuan media Chemdraw dan model Learning cycle 5E berbantuan media PPT pada materi turunan senyawa hidrokarbon dan gugus fungsi di kelas XII, serta menguji efektivitas media Chemdraw apabila di perbantukan dengan model Learning cycle 5E. Metode penelitian yang digunakan adalah deskrip

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Maula, Ahmad Niamul, and Aan Widiyono. "Implementasi Learning Cycle 5E Terhadap Kemampuan Berpikir Kritis Peserta Didik pada Mapel IPA di Sekolah Dasar." Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) 5, no. 2 (2024): 73–82. https://doi.org/10.56842/jp-ipa.v5i2.304.

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Model learning cycle 5E ialah salah satu model pembelajaran yang mampu menunjang keterampilan berpikir kritis siswa. Tujuan penelitian ini ialah guna melihat implementasi model pembelajaran Learning Cycle 5E pada perkembangan kemampuan berpikir kritis siswa muatan pembelajaran IPA di SDN Batukali. Sampel yang diambil adalah kelas VA dengan jumlah 21 siswa. Metode pengumpulan data yaitu melalui tes, guna mengaktifkan kemampuan berpikir kritis siswa. Hasil penelitian memperlihatkan adanya peningkatan dengan rata-rata nilai pretest 64,7 dan nilai posttest 73,6. Hal ini memperlihatkan terdapat pen

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Vestia, Etika, Miftahul Djanah, Farizan Fahmi, Suci Handayani, and Runi Fazalani. "Mengembangkan Kreativitas dan Keaktifan Peserta Didik di Sekolah Melalui Model Pembelajaran Learning Sycle 5E." Sustainable Jurnal Kajian Mutu Pendidikan 5, no. 1 (2022): 176–81. http://dx.doi.org/10.32923/kjmp.v5i1.3043.

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Model pembelajaran Learning Sycle 5E menjadi salah satu alat ampuh bagi pendidik untuk mengajar di sekolah. Dalam model tersebut terdapat model pembelajaran yang inovatif dalam rangka meningkatkan kualitas baik proses maupun hasil belajar peserta didik. Oleh karena itu bagaimanakah cara model pembelajaran Learning Sycle 5E dalam mengembangkan keaktifan dan kreatifitas peserta didik, tujuan dalam penelitian ini yaitu selain untuk memenuhi tugas ujian tengah semester (UTS), juga untuk mendeskripsikan model pembelajaran Learning Sycle 5E dalam mengembangkan kreatifitas dan keaktifan peserta didik

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Sartika, Rody Putra. "PENINGKATAN PEMAHAMAN SISWA PADA MATERI KOLOID MENGGUNAKAN PEMBELAJARAN MODEL SIKLUS BELAJAR 5E KELAS XI SMAN 2 PONTIANAK." Jurnal Pendidikan Matematika dan IPA 7, no. 2 (2016): 32. http://dx.doi.org/10.26418/jpmipa.v7i2.17689.

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The purposes of this study are 1) to determine difference of conceptual understanding of SMA 2 Pontianak students before and after being taught through 5E learning cycle model on colloid subject matter, and 2) to describe conceptual understanding of SMAN 2 Pontianak Students before and after being taught through 5E learning cycle model on colloid material. This study was conducted in form of pre experimental design. Independent variables were learning before and after being taught through 5E learning cycle model. Dependent variable was students conceptual understanding. To collect data, assess

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Nadia, Makdalena, Utin Desy Susiaty, and Marhadi Saputro. "Implementasi Model Pembelajaran Learning Cycle 5E Terhadap Kemampuan Komunikasi Matematis Materi Penyajian Data." Juwara Jurnal Wawasan dan Aksara 3, no. 2 (2023): 68–77. http://dx.doi.org/10.58740/juwara.v3i2.64.

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Abstrak Penelitian ini mengimplementasikan metode eksprimen, yang bertujuan untuk mengetahui kemampuan siswa dalam komunikasi matematis sebelum dan sesudah diterapkannya model pembelajaran learning cycle 5e. Pengambilan subjek pada penelitian ini menggunakan teknik sampel jenuh. Subjek penelitian ini adalah siswa kelas VII SMP Budi Baik sebanyak 7 siswa yang akan di jadikan kelas eksperimen dengan menerapkan model pembelajaran learning cycle 5e. Hasil penelitian diperoleh ketuntasan klasikal kemampuan komunikasi matematis siswa pada soal pretest masih rendah yaitu sebesar 14,28%, ketuntasan kl

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Hartawati, Yuli, Ahmad Harjono, and Ni Nyoman Sri Putu Verawati. "KEMAMPUAN BERPIKIR KRITIS MOMENTUM DAN IMPULS DITINJAU DARI GAYA BELAJAR PESERTA DIDIK DENGAN MODEL LEARNING CYCLE 5E." ORBITA: Jurnal Kajian, Inovasi dan Aplikasi Pendidikan Fisika 6, no. 1 (2020): 181. http://dx.doi.org/10.31764/orbita.v6i1.1515.

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ABSTRAKPenelitian ini bertujuan untuk mengetahui (1) pengaruh model learning cycle 5E terhadap kemampuan berpikir kritis siswa fisika kelas X, (2) mengetahui pengaruh gaya belajar terhadap kemampuan berpikir kritis siswa fisika kelas X, (3) menentukan interaksi antara model learning cycle 5E dan gaya belajar pada kemampuan berpikir kritis fisika siswa kelas X. Jenis penelitian ini adalah quasi exsperiment dengan desain penelitian pre-test dan post-test control group design. Populasi penelitian ini adalah semua siswa kelas X, dan sampel dipilih dengan teknik cluster random sampling dan ditentuk

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Pramudytha, Adelia Dwi, Abdurrahman Abdurrahman, and I. Wayan Distrik. "Efektivitas Model 5E Terintegrasi STEM-EDP untuk Meningkatkan Kemampuan Collaborative Problem Solving Peserta Didik SMA." Jurnal Pendidikan Fisika 13, no. 1 (2025): 30. https://doi.org/10.24127/jpf.v13i1.11746.

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Reformasi pendidikan global menekankan pengembangan kemampuan peserta didik menghadapi tantangan masa depan melalui pendidikan STEM. Model 5E terintegrasi STEM-EDP efektif meningkatkan keterampilan abad ke-21, seperti Collaborative Problem Solving (CPS). Namun, implementasinya di Indonesia terkendala pada kurangnya pemahaman guru tentang STEM dan dominasi metode pembelajaran teacher centered. Pada penelitian ini, model 5E terintegrasi STEM-EDP digunakan pada kelas eksperimen dan model PBL digunakan pada kelas control. Hasil penelitian menunjukkan model 5E terintegrasi STEM-EDP lebih efektif da

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Hasnidar, Hasnidar, Nurhamdah Nurhamdah, and Ismail Ismail. "IMPROVING THE STUDENTS’ SPEAKING SKILLS THROUGH 5E LEARNING CYCLE MODEL AT THE TENTH GRADE STUDENTS OF SMA NEGERI 3 PINRANG." Inspiring: English Education Journal 2, no. 2 (2019): 139–35. http://dx.doi.org/10.35905/inspiring.v2i2.1271.

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This study was aimed to see the Improving Speaking Skill at SMA Negeri 3 Pinrang. The objective of this research is to get the empirical data of the differences between students’ score of speaking test who were taught by using 5E learning cycle model and to know how 5E learning cycle model in teaching speaking. The research problem this study was “can 5e learning cycle model improve the speaking skills”.The research method used in this research was pre-experimental with one group design. The data was collected through pretest and posttest. It aimed to know whether 5E learning cycle model in te

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Garzon, Julius R., and Leomarich F. Casinillo. "5E Guided Inquiry Model and Students' Attitude and Achievement in Algebraic Expressions." Review of Socio-Economic Research and Development Studies 5, no. 1 (2021): 1–22. https://doi.org/10.5281/zenodo.5082258.

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Many students are struggling to learn the concept of algebraic expressions due to poor understanding of how to perform mathematical operations. A 5E guided inquiry model is one of the teaching strategies utilized to support students think and work mathematically. Hence, this study was conducted to examine the effect of 5E Guided Inquiry Model on the achievement of grade 7 students in algebraic expressions. Two intact classes composed of twenty four (24) students each were used as sample assigned to groups based on their first grading grade in Mathematics 7. Control group was taught u

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Sotáková, Ivana, and Mária Ganajová. "The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 9 (2023): em2317. http://dx.doi.org/10.29333/ejmste/13469.

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The research aim was to examine the effect of the 5E instructional model on students’ cognitive processes and attitudes towards chemistry as a subject. The research was performed at three Slovak grammar schools in the 1st year during the 2nd term of the 2021/2022 school year. This research employed the experimental approach with a quasi-experimental design that involved experimental and control groups. The research sample consisted of 218 students, and it was divided into two groups: the experimental group comprised 114 students (who studied using the 5E model) and the control group comprised

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Nabie, Alice. "5E Instructional Model and Learners’ Scientific Skills Acquisition." Jumuga Journal of Education, Oral Studies, and Human Sciences 8, no. 1 (2025): 1–7. https://doi.org/10.35544/jjeoshs.v8i116.

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Focussing on knowledge acquisition rather than the development of competencies required by the production industry corroborates the Kenyan government adoption of the Competency Based Education (CBE). The researcher investigates the effects of 5E instructional model on acquisition of scientific skills among secondary school students in Vihiga County, Kenya. The research adopted quasi-experimental design due to the use of intact classes in sample schools. Scientific skills acquisition tests I and II were used to collect data. Instruments Validation was established by selected experts in the fiel

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Susanti, Putri Aulia, Nahor Murani Hutapea, and Sehatta Saragih. "The Effect of the Application of the 5E Learning Cycle Model on Mathematical Communication Skills in Junior High School Students." Journal of Educational Sciences 5, no. 2 (2021): 257. http://dx.doi.org/10.31258/jes.5.2.p.257-266.

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This research is motivated by the low students mathematical communication skills. To overcome this problem is by improving the learning process that provides opportunities for students. One of them is by applying the 5E Learning Cycle model. The 5E Learning Cycle model is a series of activities so that students can master the competencies achieved in learning by taking an active role, directed to seek and discover new knowledge themselves. The research is to investigate the impact of the application of Learning Cycle 5E on mathematical communication skills in terms of overall, ability level an

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Adlina, Firza Luthfia, Tritiyatma H, and Irma Ratna Kartika. "PENGARUH KEGIATAN LABORATORIUM BERBASIS MODEL 5E TERHADAP PEMAHAMAN KONSEP SISWA PADA MATERI ASAM BASA." JRPK: Jurnal Riset Pendidikan Kimia 7, no. 1 (2017): 70–75. http://dx.doi.org/10.21009/jrpk.071.09.

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This research aims to determine the effect of laboratory activities based on 5E model against studentâ€™s concept understanding on acid-base material. This research was conducted in senior high school of 76 Jakarta in the even semester. The method of this research was experiment research. The sample of this research taken by purposive sampling technique, so that got two classes that were XI MIA 3 as experiment class and XI MIA 1 as control class. Experimental class was given treatment in the form of laboratory activity based on model 5E (engagement, exploration, explanation, elaboration, and e

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Fazriyani, Felinda, and Musyarofah Musyarofah. "Implementasi Model Pembelajaran Siklus Belajar 5e Pada Mata Pelajaran IPS Di SMP Negeri 5 Jember." Publikasi Berkala Pendidikan Ilmu Sosial 4, no. 2 (2024): 137. https://doi.org/10.20527/pakis.v4i2.12576.

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Model pembelajaran siklus belajar 5E merupakan model pembelajaran yang berpusat pada siswa (student centered) dan merupakan model pembelajaran yang sesuai dengan teori konstruktivisme. Kontruktivisme merupakan landasan berpikir (filosofi) pendekatan kontekstual, yaitu bahwa pengetahuan dibangun oleh manusia sedikit demi sedikit, yang hasilnya diperluas melalui konteks yang terbatas. Sehingga dalam hal ini, pembelajaran siklus belajar 5E ini sesuai dengan tujuan utama pembelajaran IPS, yaitu untuk membantu mengembangkan siswa menjadi warga negara yang memiliki pengetahuan, sikap, dan keterampil

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Namonsai, Natthanan, Angkhan Intanin, and Sasitorn Sanpundorn. "The Development of Learning Management Activities Using the Inquiry-Based Learning (5E) To Develop Analytical Thinking Skills in the Course Science and Technology for Students in Grade 3." EDUCATIO : Journal of Education 8, no. 1 (2023): 56–65. https://doi.org/10.29138/educatio.v8i1.1024.

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This research aims to (1) Develop learning management activities using the 5E inquiry-based learning model. science and technology course of students in grade 3. (2) Develop the analytical thinking of grade 3 students to pass the criteria of 70%. (3) To study the satisfaction of grade 3 students towards learning management using the 5E inquiry-based learning model. Thus, the researchers developed our solar system learning activities. of6- plans and developing analytical thinking skills of grade 3 students of 31 people. The results showed That (1) Learning management using the 5E quest model Am

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Kamaluddin, Kamaluddin, Bambang Soebali, and Soeparman Kardi. "PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL SIKLUS BELAJAR 5E PADA MATERI KALOR UNTUK MENINGKATKAN HASIL BELAJAR SISWA." JPPS (Jurnal Penelitian Pendidikan Sains) 4, no. 1 (2017): 468. http://dx.doi.org/10.26740/jpps.v4n1.p468-475.

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This research intents on developing learning Package with 5E model on heat to improve student learning outcomes. The research was conducted in two phases. The first phase was developing learning instrument by adapting the model of Dick & Carey. It included analyzing the basic competencies, analyzing concepts, analyzing students, formulating learning goals, developing instruments, developing learning strategies, and compiling learning Package. The second phase was testing the instruments on 10 students of SMPN 1 Dukun Gresik. The draft of implementation in the classroom used pretest and pos

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Shofiyah, Noly, Z. A. Imam Supardi, and Budi Jatmiko. "FOSTERING STUDENT’S SCIENTIFIC REASONING THROUGH 5E MODEL OF INSTRUCTION ON TENTH GRADE STUDENT OF PHYSICS CLASS IN SMAN 15 SURABAYA." JPPS (Jurnal Penelitian Pendidikan Sains) 2, no. 1 (2017): 142. http://dx.doi.org/10.26740/jpps.v2n1.p142-146.

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The aim of this study was to develop instructional package using 5E model of instruction to foster student’s scientific reasoning. The instructional package consisting of lesson plan, handout, student’s worksheet, and scientific reasoning test was developed by using the four-D model. Subject of research in this study was instructional package using 5E model of instruction which was tried out on tenth grade students of SMAN 15 Surabaya. The tryout was conducted by using the one-group pre-test post- test design. This study used three techniques for collecting data, namely observation, test, and

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Hadi Dadrass, Mohammad, Hossein Jenaabadi, and Fatemeh Soghra Karbalai Harafteh. "The Effectiveness of The 5e Learning Model in Reducing Academic Anxiety Among Male Middle School Students in Zahedan." Iranian Journal of Neurodevelopmental Disorders 3, no. 1 (2024): 32–39. https://doi.org/10.61838/kman.jndd.3.1.4.

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Objective: The objective of this study was to evaluate the effectiveness of the 5E Learning Model in reducing academic anxiety among male middle school students in Zahedan, comparing its application in face-to-face and online learning environments during the COVID-19 pandemic. Methods and Materials: This research used a quasi-experimental design with a pre-test/post-test approach. A sample of 60 male middle school students from Zahedan was randomly divided into three groups: a face-to-face 5E model group, an online 5E model group, and a control group. The 5E model groups were exposed to a seri

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Arzyana, Aan Dwi, Eko Handoyo, Tri Joko Raharjo, Bambang Subali, and Decky Avrilianda. "Efektivitas Model Cycle Learning 5e Terhadap Kemampuan Berpikir Kritis Siswa Kelas V SD pada Materi IPA." Journal of Education Research 5, no. 4 (2024): 5834–39. https://doi.org/10.37985/jer.v5i4.1884.

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Kemampuan berpikir kritis merupakan keterampilan penting yang harus dikembangkan pada siswa sekolah dasar, terutama dalam pembelajaran Ilmu Pengetahuan Alam (IPA). Penelitian ini bertujuan untuk menguji efektivitas model Learning Cycle 5E dalam meningkatkan kemampuan berpikir kritis siswa kelas V pada materi IPA. Menggunakan pendekatan kuantitatif dengan desain eksperimen semu, penelitian melibatkan dua kelompok: kelompok eksperimen yang menggunakan model Learning Cycle 5E dan kelompok kontrol yang menggunakan metode pembelajaran konvensional. Instrumen yang digunakan adalah tes kemampuan berp

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Aditya, I. Kadek Dwi, Made Sumantri, and I. Gede Astawan. "PENGARUH MODEL PEMBELAJARAN LEARNING CYCLE (5E) BERBASIS KEARIFAN LOKAL TERHADAP SIKAP DISIPLIN BELAJAR DAN HASIL BELAJAR IPA SISWA KELAS IV SD GUGUS V KECAMATAN SUKASADA." Jurnal Pendidikan Multikultural Indonesia 2, no. 1 (2019): 43. http://dx.doi.org/10.23887/jpmu.v2i1.20792.

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Penelitian ini bertujuan untuk mengetahui 1) perbedaan sikap disiplin belajar dan hasil belajar IPA secara simultan antara siswa secara simultan yang mengikuti model pembelajaran learning cycle (5E) berbasis kearifan lokal dan siswa yang mengikuti pembelajaran konvensional. 2) perbedaan sikap disiplin belajar antara siswa yang mengikuti model pembelajaran learning cycle (5E) berbasis kearifan lokal dan siswa yang mengikuti pembelajaran konvensional, dan 3) perbedaan hasil belajar IPA antara siswa yang mengikuti model pembelajaran learning cycle (5E) berbasis kearifan lokal dan siswa yang mengi

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Nabie, Alice. "5E Instructional Model Among Biology Students." Jumuga Journal of Education, Oral Studies, and Human Sciences 8, no. 1 (2025): 1–8. https://doi.org/10.35544/jjeoshs.v8i114.

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Biology is a science subject that provides informational foundation for advancements and innovation in critical areas of development in any nation. Biology has Cell Biology as its basic concept whose understanding is pre requisite for understanding of Biology as a whole. Despite the role of biology in development of any nation, failure rate in the subject remains high. The aim of this study was to determine the effect of 5E instructional model on academic achievement in Cell Biology concepts among students of biology in Vihiga County, Kenya. Mixed method research design that comprised of quasi

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Nursafitri, Mauliana, Aman Santoso, and Sumari Sumari. "Pengaruh Model Pembelajaran Learning Cycle 5E dengan Analogi terhadap Pemahaman Konsep Siswa pada Materi Laju Reaksi." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 7 (2021): 1076. http://dx.doi.org/10.17977/jptpp.v6i7.14928.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aims to determine the differences in students' conceptual understanding between students who learn with 5E learning cycle model with analogy, 5E learning cycle model, and conventional learning model on reaction rate materials. This type of research is quasi-experimental. The sample is determined using cluster random sampling technique and three classes are selected, namely experiment

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Idamayanti, Reski. "Pengaruh Model Siklus Belajar dan Motivasi Belajar terhadap Pemahaman Konsep Fisika Mahasiswa Akademi Farmasi Sandi Karsa Makassar." Jurnal Pendidikan Fisika 6, no. 3 (2018): 302–8. http://dx.doi.org/10.26618/jpf.v6i3.1506.

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Tujuan penelitian ini untuk mengetahui pengaruh model siklus belajar dan motivasi belajar terhadap pemahaman konsep fisika pada kelompok mahasiswa yang diajar dengan model siklus belajar 7E dan model siklus belajar 5E. penelitian ini merupakan penelitian ekperimen. Hasil penelitian ini menunjukkan terdapat perbedaan pemahaman konsep fisika peserta yang diajar dengan model siklus belajar 7E dan model siklus belajar 5E. Simpulan yang dapat diperoleh yaitu terdapat pengaruh model siklus belajar dan motivasi belajar terhadap pemahaman konsep fisika pada kelompok mahasiswa yang diajar dengan menggu

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Cigdemoglu, Ceyhan, and Omer Geban. "CONTEXT-BASED LESSONS WITH 5E MODEL TO PROMOTE CONCEPTUAL UNDERSTANDING OF CHEMICAL REACTIONS AND ENERGY CONCEPTS." Journal of Baltic Science Education 14, no. 4 (2015): 435–47. http://dx.doi.org/10.33225/jbse/15.14.435.

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This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conce

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Sholikah, Amar Atus, and Nanang Zubaidi. "THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES." JCER (Journal of Chemistry Education Research) 4, no. 1 (2020): 23. http://dx.doi.org/10.26740/jcer.v4n1.p23-32.

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Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learn

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Nguyen Thi Kim, Anh, and Thao Do Thi. "Applying STEAM method according to 5E MODEL IN inclusive education for preschool children with special needs." Journal of Science Educational Science 67, no. 5A (2022): 132–43. http://dx.doi.org/10.18173/2354-1075.2022-0127.

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The article focuses on understanding the concept of STEAM education, the STEAM method in inclusive education as well as the 5E model. Through theoretical research, the article has overviewed the application process of using STEAM according to the 5E model in the education of children with special needs in inclusive preschools. The results of this study suggest the application of an integration model between STEAM method and the 5E model in learning and playing activities to improve the quality of early intervention and inclusive education for preschool children with special needs in Vietnam.

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Nguyen, Le Chi, Nguyen Van Ngọ, and Mai Van Hung. "Teaching STEM using the 5E model approach: Assessing problem-solving skills of middle school students." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 1573–82. https://doi.org/10.53894/ijirss.v8i2.5516.

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STEM education plays a critical role in developing students’ problem-solving and critical thinking skills. The 5E instructional model has been widely implemented in science education but requires further empirical validation regarding its effectiveness in enhancing problem-solving abilities in secondary STEM education. This study examined the impact of the 5E instructional model on middle school students' problem-solving skills through an experiential STEM project, designing and constructing a life-saving buoy from recycled materials. A quasi-experimental design was applied to 240 ninth-grade

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Dewi Wulandari, Karina Pekasih, Retno Marsitin, and Tri Candra Wulandari. "LEARNING CYCLE 5E TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK." Pi: Mathematics Education Journal 1, no. 3 (2018): 91–99. http://dx.doi.org/10.21067/pmej.v1i3.2743.

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Kemampuan komunikasi matematis dapat dikembangakan melalui penerapan model pembelajaran yang tepat. Salah satunya menggunakan model pembelajaran Learning Cycle 5E. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Learning Cycle 5E terhadap kemampuan komunikasi matematis peserta didik di SMP Kartika IV-9 Malang. Sampel penelitian adalah kelas VII C dan VII D yang masing-masing berjumlah 31 peserta didik. Jenis penelitian adalah kuasi eksperimen. Analisis data berupa uji validitas dan uji reliabilitas, uji normalitas, uji homogenitas serta uji hipotesis. Pengujian hipotesis

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Ningrum, Elinda Puspita, Martini, and Aris Rudi Purnomo. "Investigation on the Implementation of the Learning Cycle 5E to Improve Student Activeness." Science Education and Application Journal 6, no. 2 (2024): 94–105. http://dx.doi.org/10.30736/seaj.v6i2.1091.

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An Investigation on the Implementation of the Learning Cycle 5E to Improve Student Activeness. This research aims to investigate the implementation of the learning Cycle 5E model in improving student activeness. The objects of this research are scientific works in the form of journal articles and research results. The research method employed is a literature review through analyzed journals. The technique used involves analyzing three pieces of literature on the Learning Cycle 5E to assess the impact of this model on student activeness in the learning process. The analysis results indicate tha

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Zdir, Daryna. "The «5E» Educational Model as a Means of Designing Stem Lessons in Elementary School." Problems of Education, no. 2(101) (November 4, 2024): 76–91. http://dx.doi.org/10.52256/2710-3986.2-101.2024.05.

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The article examines the features of applying the «5E» educational model as a means of designing STEM lessons in elementary school. It is determined that the «5E» model consists of five stages (Engage, Explore, Explain, Elaborate, Evaluate), each of which contributes to the consistent and systematic development of key and subject-specific competencies in younger students during STEM lessons. It is established that the «5E» educational model, when adapted, can be successfully used for preparing and conducting not only a cycle of lessons united by a common theme but also individual STEM lessons,

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Muhammad Fuadi, Muhammad Arsyad, Kaharuddin Arafah, and Asriyadin. "Pengaruh Model Learning Cycle 5E Terhadap Motivasi Belajar dan Hasil Belajar Fisika Peserta Didik SMA Negeri 2 Woha Bima." JURNAL PENDIDIKAN MIPA 10, no. 2 (2020): 116–21. http://dx.doi.org/10.37630/jpm.v10i2.387.

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Penelitian ini adalah penelitian kuantitatif menggunakan The Randomized Postest-Only Control Group Design, yang bertujuan untuk menganalisis perbedaan hasil belajar fisika antara peserta didik yang diajar menggunakan model learning cycle 5E dengan model konvensional pada peserta didik. Penelitian ini dilakukan pada siswa kelas XI IPA SMAN 2 Bima. Hasil analisis deskriptif memperlihatkan bahwa skor rata-rata motivasi belajar fisika peserta didik yang diajar menggunakan model learning cycle 5E sebesar 120.48 dan standar deviasi 6,178 dan skor rata-rata hasil belajar peserta didik yang diajar men

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