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All Journal JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI Jurnal Abdi Insani
Putra, Febrianto
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics

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5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation Putra, Febrianto; Nur Kholifah, Ika Yunita; Subali, Bambang; Rusilowati, Ani
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 7 No 2 (2018): Jurnal Ilmiah pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v7i2.2898

Abstract

5E learning cycle strategy was students center oriented learning model. The learning process becomes more meaningful, which are prioritized authentic experience of students, made students become actively participating, able to critical thinking skills and creatively. The phases of the learning cycle 5E consist of engagement, exploration, explanation, elaboration, and evaluation. The purpose of the research was increased learning motivation and conceptual understanding improved by discovery learning due to the 5E learning cycle strategy. The research was conducted at SMA Teuku Umar Semarang. The research has used a qualitative approach. The type of research is classroom action research (CAR). The data analysis technique used a percentage of the learning motivation and the students' understanding concept. The percentage applied discovery learning by both of the first  CAR cycle is 78% and the second CAR cycle is 92%. The conceptual understanding was shown better in the second CAR cycle. The effectiveness discovery learning can be interpreted from the normalized gain. The score of the normalized gain is 0.52. The category of the normalized gain is a medium gain. Students' motivation was increased by both the first cycle is 62%  and the second cycle is 82%.  Based on the decision of the research, it can be concluded that the 5E learning cycle process can influence increased students learning motivation and students understanding the concept not only heat concept but also heat transfer concept
SOSIALISASI MITIGASI BENCANA BERBASIS EDUKASI SAINS BAGI SISWA SEKOLAH DASAR MELALUI IMPLEMENTASI HASIL KUNJUNGAN ILMIAH KE BMKG Mardova, Liyana; Putra, Febrianto; Sari, Rintan
Jurnal Abdi Insani Vol 12 No 8 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i8.2712

Abstract

Disaster preparedness is an important competency that must be instilled from an early age. Children, especially elementary school students, are a vulnerable group but have great potential to receive education about disaster mitigation. This activity aims to improve students' understanding of SDN 19 Martapura about the types of disasters and self-rescue measures through outreach. The activity implementation method uses an educational-participatory approach that actively involves students in every stage of learning. The activity stages begin with the preparation of materials and media, coordination with the school, interactive delivery of materials, demonstration of safety procedures, and implementation of evacuation simulations. The results of the activity showed a significant increase in students' knowledge and awareness of disaster mitigation. Before the outreach, only 15–20% of students knew disaster evacuation procedures, whereas after the activity, more than 85% of students were able to explain self-rescue steps correctly. Students were able to differentiate between natural and non-natural disasters, understand the "drop, cover, and hold" procedure during an earthquake, and identify safe assembly points at school. Teachers and principals also stated that this activity inspired them to integrate disaster management into science and civics lessons, as well as conduct regular simulations. Students' enthusiasm was evident in their active participation in asking questions, discussing, and participating in each stage of the activity. These results reinforce the finding that disaster management learning designed based on real-life experiences is more easily understood by children and impacts their behavior. Science-based disaster education through the dissemination of the results of scientific visits to the BMKG (National Agency for Meteorology, Climatology, and Geophysics) has proven effective in improving elementary school students' disaster literacy. This model can be recommended as an applicable educational strategy that can be implemented sustainably in schools.
Co-Authors Ani Rusilowati Bambang Subali Mardova, Liyana Nur Kholifah, Ika Yunita Sari, Rintan