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Advances in Social Sciences Research Journal – Vol. 11, No. 2
Publication Date: February 25, 2024
DOI:10.14738/assrj.112.16486.
Prebiyanto, B., Budiastra, A. A. K., & Rosita, T. (2024). The Influence of the Learning Cycle Learning Model on Students' Creative
Thinking Skills in Science Learning. Advances in Social Sciences Research Journal, 11(2). 532-542.
Services for Science and Education – United Kingdom
The Influence of the Learning Cycle Learning Model on Students'
Creative Thinking Skills in Science Learning
Bambang Prebiyanto
Universitas Terbuka, Indonesia
A. A. Ketut Budiastra
Universitas Terbuka, Indonesia
Tita Rosita
Universitas Terbuka, Indonesia
ABSTRACT
The issue of creative thinking skills in elementary school students is very basic
because to achieve learning success in science learning at the elementary school
level, it is necessary to increase creative thinking skills in elementary school
students. The purpose of this study is to determine the development of the Learning
Cycle learning model to improve the creative thinking ability of elementary school
students in science learning. This research is an experimental study, which looks at
the causal relationship. There were two groups of classes compared in this study,
namely the control class and the experiment. Data collection is quantitative data
obtained from pretest and posttest results in control classes and experiments. Then
to see the improvement of students' abilities from the initial test to the final test
using normal Gain scores. The results of the analysis can be concluded that learning
with the Learning Cycle model can improve the creative thinking ability of grade IV
elementary school students in science learning. In addition, conventional learning
can also improve the creative thinking ability of grade IV elementary school
students in science learning. However, based on quantitative data collection
obtained from pretest and posttest results in control classes and experiments, there
are very significant differences in the increase in creative thinking skills of grade IV
elementary school students in science learning.
Keywords: Creative thinking skills, Learning Cycle, Science
INTRODUCTION
In Government Regulation no. 19 of 2005 concerning National Education Standards, in Article
19 paragraph 1 it is stated that the learning process in educational units is carried out in an
interactive, inspiring, fun, challenging manner, motivates students to participate actively, and
provides sufficient space for initiative, creativity and independence in accordance with with the
talents, interests and physical and psychological development of students.
Based on this description, teachers are required to have commitment, strong will, and the
ability to carry out learning in accordance with the provisions mentioned above. Ideally, the
learning process is not only directed at Gaining as much knowledge as possible, but also how
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Prebiyanto, B., Budiastra, A. A. K., & Rosita, T. (2024). The Influence of the Learning Cycle Learning Model on Students' Creative Thinking Skills in
Science Learning. Advances in Social Sciences Research Journal, 11(2). 532-542.
URL: http://dx.doi.org/10.14738/assrj.112.16486
to use all the knowledge Gained to solve problems or carry out assignments that are related to
the field of study being studied.
Teaching activities are an effort to create an atmosphere that encourages initiative, motivation
and responsibility for students to always apply their full potential in developing ideas through
lifelong learning activities. These ideas and knowledge will shape thinking skills, attitudes and
daily behavior so that students will be competent in the field they are studying.
Natural Science is not just about mastering concepts but also involves how to work, how to
think, and how to solve problems. Science learning like this will develop students' creative
thinking, where creative thinking is important to develop in students, there are so many
benefits from creative thinking that will make life easier to live.
In overcoming the problems that occurred above, the researcher proposed the use of a learning
model that is considered capable of improving students' creative thinking skills, namely one
learning model that is considered suitable for science learning is the Learning Cycle learning
model.
One way to increase creative thinking skills is through the Learning Cycle learning model which
includes the engagement, exploration, explanation, elaboration and evaluation (5E) stages. The
5E Learning Cycle learning model was first developed by Robert Karplus [24]. The 5E Learning
Cycle model consists of several stages or steps that can help improve students' creative thinking
abilities.
Based on the description above, this research was carried out with the title "The Influence of
the Learning Cycle Learning Model on Students' Creative Thinking Skills in Science Learning" at
SDN 1 Sijuk, Sijuk District, Belitung Regency.
RESEARCH METHODS
This research was conducted to see the effect of the Learning Cycle learning model on the
creative thinking skills of fourth grade elementary school students in science learning. Based
on its characteristics, this research is included in quasi-experimental research, namely looking
at cause-and-effect relationships. Experimental research as "a research method used to find the
effect of certain treatments on others under controlled conditions". The aim of the experimental
method is to determine the effect or cause-and-effect relationship by comparing the results of
the experimental group that was given treatment with the control group that was not given
treatment.
There were two class groups compared in this research, namely the control class and the
experimental class. The first thing to do was to randomly determine two schools that would be
used as research sites. The schools selected are schools that are within the core schools based
on the decision of the Sijuk District KKKS, Belitung Regency. After selecting the school, it is
necessary to determine the class that will be used as the research site, namely the control class
and the experimental class. Both classes were given a pretest to measure students' initial
abilities. Furthermore, during the research, the control class was given science learning using
the conventional learning model, while the experimental class was given learning using the
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 2, February-2024
Services for Science and Education – United Kingdom
Learning Cycle learning model. At the final stage, a posttest is given to see the differences in
students' creative thinking abilities in the two classes after being given different treatment.
The design used in this research was a pretest-posttest control group design. In this research
design, two classes were used, namely one class as the experimental class and another class as
the control class. In the control class, no special treatment was given, only using conventional
learning, while in the experimental class, special treatment was given, namely learning using
the Learning Cycle learning model. Both groups were given a pretest and posttest with the same
questions.
RESULT AND DISSCUSION
Research Result
Hypothesis 1 There is an increase in students' creative thinking skills by using the Learning
Cycle learning model in science learning.
Based on the normality test data that was carried out in the experimental class, it was found
that the pretest data was normally distributed and the posttest data was normally distributed,
then the next step was to carry out a mean difference test or t-test. Meanwhile, data analysis
was carried out with the help of SPSS 23 for Windows software, which can be seen in Table 1
below.
Table 1: Hypothesis Test Results Problem Formulation
Based on the data in Table 4.1, it is found that the sig (2-tailed) value is 0.000. Because the
hypothesis proposed is one-way, the sig (2-tailed) is divided by two, namely 0.000/2 to become
a sig (1-tailed) of 0.000. The data shows that the sig value is smaller than 0.05, which means
that H0 H0 is rejected and H1 H1 is accepted. This shows that the posttest score is better than
the pretest on students' creative thinking abilities using the Learning Cycle learning model. So
there is an increase in students' creative thinking abilities using the Learning Cycle learning
model. The increase can be seen from the average pretest score, which is 41.46, while the
posttest score is 75.42, so we get a difference of 33.96. Based on the results above, the data can
be concluded that hypothesis 1 is accepted, which means that using the Learning Cycle learning
model can improve students' creative thinking abilities.
Hypothesis 2 There is an increase in students' creative thinking skills by using conventional
learning models in science learning. Based on the normality test data that was carried out in
the control class, it was found that the pretest and posttest data were normally distributed, then
the next step was to carry out an independent t-hypothesis test because both data were
normally distributed. Meanwhile, data analysis was carried out with the help of SPSS 23 for
Windows software, which can be seen in Table 2 below.
Paired Samples Correlations
N Correlation Sig.
Pair 1 PRETEST &
POSTEST 30 .708 .000
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535
Prebiyanto, B., Budiastra, A. A. K., & Rosita, T. (2024). The Influence of the Learning Cycle Learning Model on Students' Creative Thinking Skills in
Science Learning. Advances in Social Sciences Research Journal, 11(2). 532-542.
URL: http://dx.doi.org/10.14738/assrj.112.16486
Table 2: Hypothesis Test Results Problem Formulation 2
Based on Table 2, it is found that the sig (2-tailed) value is 0.000, which indicates the sig value
is smaller than 0.05. However, in this hypothesis test it is only one way, so the P-value (sig) is
divided into 0.000. So, the 1-tailed P-value (sig) is less than 0.05, which means that H0 H0 is
rejected and H1 H1 is accepted. This shows that the posttest score is better than the pretest for
students' creative thinking skills using conventional learning models. So, using conventional
models can improve creative thinking skills. The increase can be seen from the average pretest
score, which is 15.42, while the posttest score is 61.5, so a difference of 46.39 is obtained. Based
on the results above, it can be concluded that hypothesis 2 is accepted, which means that using
conventional learning methods can improve students' creative thinking skills.
Hypothesis 3 There is a difference in improving students' creative thinking skills between
learning using the Learning Cycle learning model and conventional learning models on
environmental change material.
Based on testing hypothesis 1 and testing hypothesis 2, it can be seen that learning using the
Learning Cycle and conventional learning models can both provide an increase in students'
creative thinking skills. However, between these learning models, which one improves
students' creative thinking skills more. Therefore, a hypothesis test was carried out to answer
problem formulation 3.
Of the 30 students in the control class who took the pretest and posttest, there were 18 students
who experienced low improvement, 11 students experienced moderate improvement, and 1
student did not experience improvement. From the explanation above, it can be concluded that
learning using the Learning Cycle learning model is better than learning using the conventional
learning model. This can be seen from the number of students in the experimental class which
experienced a very high increase, namely from 30 students there were 5 students. Meanwhile,
in the control class which used the conventional learning model, students did not experience
such a good improvement in creative thinking skills. Where most students experience a low
increase and do not even experience a steady increase.
Based on the Gain data for the two classes, the lowest, highest, average value and standard
deviation or Std. Deviation in Table 3 is as follows.
Table 3: Descriptive Statistics on the Gain Value of Creative Thinking Skills for
Experiment Class and Control Class Students
Descriptive Statistics
N Minimum Maximum Sum Mean Std. Deviation
EKPERIMEN 30 .23 1.00 17.72 .5905 .20991
KONTROL 30 .00 .63 9.33 .3110 .15610
Paired Samples Correlations
N Correlation Sig.
Pair 1 PRETEST &
POSTEST 30 .825 .000