Abstract
This study aims to determine differences in students' mastery of concepts taught by the learning cycle-5E learning model in the SSI context and students taught by conventional methods on buffer solution material. The research design used was quasi-experimental pretest and posttest. The research data was obtained from the results of students' concept mastery tests with a reliability value of 0.0882 (R=0.0882). Data were analyzed by one way ANCOVA and effect size. The results showed that there were significant differences in students' mastery of concepts taught by Learning Cycle-5E in the SSI context and those taught by conventional learning models. The significance of the difference can be seen from the effect size of each sub-material. The results of the effect size calculation show that there are large categories in the sub-matter (1) the working principle of the buffer solution and (2) the calculation of the pH of the buffer solution.
ABSTRAKPenelitian ini bertujuan mengetahui perbedaan penguasaan konsep siswa yang dibelajarkan dengan model pembelajaran learning cycle-5E berkonteks SSI dan siswa yang dibelajarkan dengan metode konvensional pada materi larutan penyangga. Desain penelitian yang digunakan adalah eksperimental semu pretes dan postes. Data penelitian diperoleh dari hasil tes penguasaan konsep siswa dengan nilai reliabilitas 0,0882 (R=0,0882). Data dianalisis dengan ANCOVA satu jalur dan effect size. Hasil penelitian menunjukkan ada perbedaan signifikan penguasaan konsep siswa yang dibelajarkan dengan Learning Cycle-5E berkonteks SSI dan yang dibelajarkan dengan model pembelajaran konvensional. Kebermaknaan perbedaan dapat dilihat dari effect size masing-masing submateri. Hasil perhitungan effect size terdapat kategori besar pada submateri (1) prinsip kerja larutan penyangga dan (2) perhitungan pH larutan penyangga.