The Effectiveness of the Learning Cycle Model (5E and 7E) in Learning to Build Flat Side Sides Viewed From Student Self-Eficacy

Abstract

The purpose of this study was to test the effectiveness of mathematics learning using the 5E learning cycle model and the 7E learning cycle model; as well as distinguishing more effective learning between the learning cycle models 5E and 7E in terms of the self-efficacy of class VIII students in learning to build flat side space. This research is a quasi-experimental study with a pretest-posttest non-equivalent comparison-group design. The study population included all eighth grade students of state junior high schools in Yogyakarta City consisting of high and medium level schools. With stratified random sampling technique, 2 schools were selected as research samples. The research instrument used student self-efficacy questionnaires. To test the effectiveness of the LC 5E model and the LC 7E model, whether there is an interaction between the learning model and the school level, as well as whether there is a difference in student self-efficacy in high school and medium school, the two way ANOVA test is used. Furthermore, to compare the self-efficacy of students who use the LC 5E model and the LC 7E model in high school and high school level students are using an independent sample t test, while to test whether there is a difference in effectiveness between the LC 5E model and LC 7E model against self-efficacy students used the N-Gain effectiveness formula. Each analysis was carried out at a significance level of 5%. The results showed that: 1) there was no difference in self-efficacy between students whose learning used the LC 5E model and students whose learning used the LC 7E model; 2) the self-efficacy of students who use the LC 5E model is not higher compared to those who use the LC 7E model in high and medium level schools; 3) there is no interaction between the learning cycle model with the school level on learning to build flat side space; 4) there is no difference in self-efficacy between students in high schools and students in medium schools; and 5) there is no difference in effectiveness between LC 5E and LC 7E models on student self-efficacy.