Differences in Student Learning Outcomes Using the Predict Observe Explain Model and the Learning Cycle 5E Model on Acid Base Material

Manihar Situmorang, Anna Juniar, Gulmah Sugiharti, Rini Selly

Abstract


This study aims to examine the ways in which the Learning Cycle 5E learning model improves student learning outcomes, the ways in which the Predict Observe Explain learning model improves student learning outcomes, and the ways in which the Learning Cycle 5E learning model differs from the Predict Observe Explain model in relation to acid-base material. Two randomly selected classes, XI-B and XI-C, served as samples. There are two experimental classes, namely I and II, and this study used a pretest-posttest control group design. A multiple-choice test with 20 questions was used in this study. Hypothesis test I produced tcount (26.77) greater than ttable (2.3451), then H0 was rejected. Hypothesis test II: If tcount (38.67) is greater than ttable (2.3451), then H0 was rejected. Hypothesis test III: If tcount (2.35) is greater than ttable (2.2921), then H0 was rejected. Research has shown that there is an increase in student learning outcomes using the Learning Cycle 5E learning model on acid-base material, from the value before using the Learning Cycle 5E learning model of 45.29 to 85.71, there is an increase in student learning outcomes using the Predict Observe Explain learning model on acid-base material, from the value before using the Predict Observe Explain learning model of 42.86 to 81.71, and there is a difference in student learning outcomes using the Predict Observe Explain learning model and the Learning Cycle 5E learning model on acid-base material. The average value of learning outcomes in experimental class I is 85.71, while in experimental class II it is 81.71.

 

Keywords: Learning Cycle 5E, Predict Observe Explain, Learning Outcomes


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