Implementation of 7e learning cycle model using technology based constructivist

teaching (TBCT) approach to improve students’ understanding achievment in

mechanical wave material
Resti Warliani, Muslim, and Wawan Setiawan

Citation: AIP Conference Proceedings 1848, 050005 (2017); doi: 10.1063/1.4983961

View online: https://doi.org/10.1063/1.4983961
View Table of Contents: http://aip.scitation.org/toc/apc/1848/1
Published by the American Institute of Physics

Articles you may be interested in

Effect of levels of inquiry model of science teaching on scientific literacy domain attitudes
AIP Conference Proceedings 1848, 050004 (2017); 10.1063/1.4983960

Development of the teaching simulator based on animated film to strengthening pedagogical competencies of
prospective teachers
AIP Conference Proceedings 1848, 060019 (2017); 10.1063/1.4983987

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation
skill
AIP Conference Proceedings 1848, 050002 (2017); 10.1063/1.4983958

The scientific learning approach using multimedia-based maze game to improve learning outcomes
AIP Conference Proceedings 1708, 050004 (2016); 10.1063/1.4941162

Developing multiple-choices test items as tools for measuring the scientific-generic skills on solar system
AIP Conference Proceedings 1848, 050012 (2017); 10.1063/1.4983968

Impact of audio narrated animation on students’ understanding and learning environment based on gender
AIP Conference Proceedings 1848, 060007 (2017); 10.1063/1.4983975
 Implementation Of 7e Learning Cycle Model Using
Technology Based Constructivist Teaching (TBCT)
Approach To Improve Students’ Understanding Achievment
In Mechanical Wave Material
Resti Warliani, Muslima) and Wawan Setiawan

Departemen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung
40154, Indonesia
a)
Corresponding author: muslim@upi.edu

Abstract. This study aims to determine the increase in the understanding achievement in senior high school students
through the Learning Cycle 7E with technology based constructivist teaching approach (TBCT). This study uses a
pretest-posttest control group design. The participants were 67 high school students of eleventh grade in Garut city with
two class in control and experiment class. Experiment class applying the Learning Cycle 7E through TBCT approach and
control class applying the 7E Learning Cycle through Constructivist Teaching approach (CT). Data collection tools from
mechanical wave concept test with totally 22 questions with reability coefficient was found 0,86. The findings show the
increase of the understanding achievement of the experiment class is in the amount of 0.51 was higher than the control
class that is in the amount of 0.33.

INTRODUCTION
Understanding achievement is very important in learning physics, as written in the Taxonomy Revision [1] that
the understanding is the students can construct meaning from messages of learning orally, writing or graphics
delivered through the teaching books also the learning from computer screen.
Based on previous studies conducted in one high school in Bandung, it was found that the average score of the
understanding achievement of kinematic is 36.2 out of 100. In addition to the previous findings, according to the
observation in learning process and interview with the students revealed that: (1) the learning physics still dependent
on the teacher, the students are not given the opportunity to explore their ability (2) learning in the classroom is not
adapted to the characteristis of the material. For this reason, it can weaken the necessary information in order to the
students understand a concept. (3) learning in the classroom is lack of variety activities. The findings revealed that
the low understanding achievement caused by the learning process which is not executed properly.
Based on some observations of preliminary studies, in order to improve the understanding achievement, we need
customized learning activity to facilitate the students in order to understand optimally. One of the learning methods
is using constructive learning approaches where the learning is not centered on teacher; the students use their
existing knowledge to solve the problems presented by the teacher.
One of the constructive learning approaches is 7E Learning Cycle. This learning in science courses increases
student’s academic and conceptual achievment. During the lesson is consisting of the phase: Elicit, Engage, Explore,
Explain, Elaborate, Extend and Evaluate. 7E Learning Cycle facilitates learners to actively construct their own
concepts by interacting with the physical and social environment. Dasna and Fajaroh assumed that the application of
the learning cycle have several advantages, such as: (1) Students learn actively. Then, students learn the material
significantly by working and thinking. As a result, knowledge is constructed from their own experience. (2)
Students’ new information is processed by their individual interpretation then linked to a scheme that has been

Mathematics, Science, and Computer Science Education (MSCEIS 2016)

AIP Conf. Proc. 1848, 050005-1–050005-5; doi: 10.1063/1.4983961
Published by AIP Publishing. 978-0-7354-1520-1/$30.00

050005-1
owned by the students. (3) The orientation of learning is the investigation of the present invention is solving the
problem.
This 7E Learning Cycle approach is easier to implement compared to the other models of learning, this is also
provide an opportunity to evaluate students effectively [2]. The use of ICT (Information and Communication
Technology) in physics learning is a solution to help students to understand the lesson esspecially for some concept.
Because the technology by using computer as the media, teachers can display physical phenomena through video,
simulations and experiments to explain the Physics concepts. The results of the previous research revealed that
technologies such as computer, multimedia, video improve study habits in students [3]. Nowadays, technology has
created a friendly environment for student to learn. According to Powell [4], the technology used to facilitate or
mediate the process of Teaching and Learning. Media of simulation can be used to describe some abstract concepts
that cannot be demonstrated with a demonstration tool [5].
The importance and the influence of the technology, especially computer, in the learning process become a
consideration of researchers to combine learning models using computer media with the advantages of 7E Learning
Cycle. In phases of 7E Learning Cycle, computer integrated with media in which there are activities and video
simulations.

METHOD
This research is using quantitative method of quasi-experimental design with pretest-posttest controlled group.
The participants were divided into two classes, an experimental class and a control class. The experimental class
applying the 7E Learning Cycle using TBCT (Technology Based Constructivist Teaching) approach while control
class applying the 7E Learning Cycle using CT (Constructivist Teaching) approach. The participants of the study are
67 students in one Senior High School in Garut, West Java that were in the eleventh grade in the second semester of
the academic year 2015 / 2016.
Learning Physics on mechanical wave topic, both experimental class and control class, using 7E Learning Cycle
approach. The difference is that the experimental class using TBCT approach that 7E Learning Cycle is integrated
with technology. There are indifference stages in syntax models in 7E Learning Cycle approach TBCT that is
technology embedded in these stages. Technology, which is mentioned above, is a computer that can display media
such as video also the simulation activities. So, it can be mentioned as a complement and supplement of learning.
Students’ activity in using the technology is the explore activity. In this activity the students in the experimental
class formed groups and given the Student Worksheet (LKS) to find and resolve a problem, still they helped with the
simulation activities of Phet.

RESULTS
The data collection is based on the result of multiple choice tests with 22 questions including the aspects of
interpreting, exemplifying, classifying, inferring, comparing and explaining. The analysis of the average data
consists of the understanding achievement according to the prerequisite test and the average difference using SPSS
Statistics 21. The data analysis for each aspect of the understanding achievement is using normalized gain (N-
Gain).The result of the data of the average of normalized gain <g> are shown in Table 1.

TABLE 1. Normalized gain of each class

Class <g> Category
Experiment 0,51 Medium
Control 0,33 Medium

The changes of the score between both classes are influenced by the different learning approach that applied in
each classroom. For comparison of the understanding achievement in each aspect are shown in Figure 1.

050005-2
 FIGURE 1. The score of normalized N-gain <g> for each aspect of understanding achievement

As has been shown above, the figure 1 shows the score of normalized N-gain <g> for each aspect of the
understanding achievement that includes the aspects of interpreting, exemplifying, clarifying, inferring, comparing
and explaining. Generally speaking, the application of the 7E Learning Cycle can improve the students’
understanding achievement in the category in the medium improvement. The experimental class, compared to the
control class, had a higher increase for each aspect. In detail, the experiment class gained the highest score in
comparing aspect which is in the amount of 0.65 whereas the lowest score is in classifying aspect that is 0.38. In
contrast to the experimental class, the controls class gained the highest score in interpreting aspect which is in the
amount of 0.40, and the lowest score is in elaborating aspects that is 0.20.
The results normality of the data distribution, homogenity of variance and hypothesis test between the
experimental class and control class using devices SPSS Statistics 21 presented in Table 2, Table 3 and Table 4.

TABLE 2. Normality of the data distribution Understanding Achievmentof Experiment

Class and Control Class
Participant Std.
Class α Sig. Category
(n) Deviation
Experiment 34 0,05 0,130 0,537 Normal
Control 33 0,05 0,089 0,767 Normal

TABLE 3. Homogenity of variance Understanding Achievment of Experiment Class and

Control Class
Levene
df2 F Sig. Category
Statistic

<g> 2,399 65 43,082 ,00000001

Not Homogen

Normality test distribute to a normal category and homogeneity tests are not homogeneous, consequently, for the
hypothesis test done with the test t'.

TABLE 4. Results of Hypothesis Test Understanding Achievement of Experiment Class and Controls class
Levene's Test t-test for Equality of Means

Mean Std. Error

F Sig. T Df Sig. (2-tailed)
Difference Difference
Equal variances not
Skor assumed 6,528 56,6 ,0000000 0,178 0,027

050005-3
 On the Table 4 shows that the increase in the understanding achievement of the experimental class significantly
higher than the control class. With the attention to the experimental class applying the 7E Learning Cycle using
TBCT approach and the control class is applying 7E Learning Cycle using CT approach.

DISCUSSION
Using 7E constructivist model: elicit, engage, explore, explain, elaborate, extend, evaluate, teachers are better
able to articulate their educational purpose for their selection and defend the appropriateness of the chosen
technology. Integrating technology that consists of activities and video simulations can optimize the student’s
understanding achievement on mechanical wave topic. The simulation program used was Phet Simulation developed
at the University Collorado USA and video physcilps developed at the School of Physics Sydney, Australia. The use
of simulation and video did not occur at every stage of learning .
In the learning process, students learn actively and independently in collecting knowledge based on their existing
knowledge and experience. The activity of collecting knowledge is also helped by their social interaction with
friends and teachers. In accordance with the principles of constructivism, namely: (1) knowledge is constructed by
the students, both personally and socially; (2) knowledge is not transferred from the teacher to the students, unless
the students participate actively in the classroom; (3) the students actively construct their knowledge continuously
which is resulting in a change of concept that is more detailed, complete, and in accordance with the scientific
concept; (4) teachers provide the facilitations and situations in order to the process of students’ construction runs
smoothly [6].
In elicit phase, Teachers try to capture the students’ attention for the subject matter and examine students’ prior
knowledge. In this phase, videoare used to motivate students, techers encourage students to recall the knowledge
ever obtained previously by giving phenomena in life. In this phase, students are trained to identify and explain the
phenomenon through video and can cite other similar phenomena.
In engage phase, teachers use a simple scientific demonstration to capture students’ attention, raise questions in
their minds and engage them. This demonstration gives students an idea or opinion about the demonstration
associated with the topic to be studied.
During the explore phase, questioning method is utilized in order to help students explore and revise the subject.
Worksheets can be used to guide students and record the data. In the explore phase, a class is forming some groups,
that is in each group contains of 4-5 people. In this phase, each group was given the worksheet to answer the issues
related to the concept of mechanical wave. The experimental class doing a simulation activity in order to discover
new knowledge based on the knowledge that they had before. In the group discussions, the students are explaining
something to the group mates and dealing with other ideas that can stimulate students to restructure their knowledge.
Even though someone’s idea is contradict, but with the other ideas, the student will become more confident when
his/her knowledge matched with other ideas.
In the explain phase, students try to interpret what they have learnt in the explore phase.In this phase, the teacher
guides students use new vocabulary to explain the results of their explorations. In the elaborate phase, students are
encouraged to use their understandings to new areas.In the extend phase students transfer their learning to a new
context. Thus, students are expected to extend and expand their understandings to everyday life experiences.In the
last phase, Evaluate phase , the student is given a quiz to determine students' understanding regarding the topic has
been studied.
The lowest increase of understanding achievement is in the classifying aspect that is gained 0.33 which means in
the medium category. This is due to the lack of students’ opportunity given by the teacher to be able to classify the
concept of characteristic of travelling waves and standing waves. The activity of classifying characteristics of
travelling and standing waves is conducted jointly by teachers and students. This causing the lack of the ability to
classify that is not trained very well. Therefore, the teacher should be able to manage the learning process and
suggested to enhance the classifying ability of the students in the learning process.
In general, most of the students perform positive feedback towards the application of Learning Cycle 7E using
TBCT approach. The result shown that more than 70% of students are positive response.

050005-4
 FIGURE 2.Phet program for activity simulation FIGURE 3. Video Physclips about superposition

CONCLUSION
Based on research data and analysis it can be conclude that 7E Learning Cycle using TBCT approach further
enhance the students’ understanding achievement than the 7E Learning Cycle approach to CT, especially on
mechanical wave topic. This is demonstrated by the average score of normalized gain <g> for the experimental class
is 0.51 while for the control class is 0.33. This is reinforced by the significant increase <g> of the understanding
achievement in the experimental class compared to the control class.Physics teachers should be educated to be
familiar with the constructivist learning and skilled in working with the new technologies to enable them to develop
simulations and software animations for use in a learning environment.

REFERENCES

1. L.W. Anderson & D.R. Krathwohl, Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen
(Pustaka Pelajar, Yogyakarta, 2010).
2. N. Ültay, M. Çalık, Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education
5(2), 199-220 (2011).
3. V. Nimavathi & R. Gnanadevan, Edutracks 9(3), 34 (2009).
4. R.G. Powell & D.L. Powell, Classroom communication and diversity- Enhancing instructional practices (II.
Edition, Ed.) (Rutledge, New York, 2010).
5. A. Suhandi, Jurnal Pengajaran MIPA Vol. ISSN: 1412-0917 13 No. 1 (2009).
6. Suparno, Paul, Filsafat Konstruktivisme dalam Pendidikan (Kanisius, Yogyakarta, 1997).

050005-5