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All Journal Equator Science Journal (ESJ)
Merry Kristhiani
SMA Negeri 2 Palu
Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Environmental Science Physics

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The Effectiveness of Learning Cycle 7E Model Assisted by Educational Games on Students’ Science Learning Outcomes Intan Ramadhani Kahar Putri; Achmad Ramadhan; Merry Kristhiani
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.250

Abstract

This study aims to investigate the effectiveness of implementing the Learning Cycle 7E model assisted by educational games in improving the learning outcomes of class XI F students at SMA Negeri 2 Palu. The research method applied is Classroom Action Research (CAR), which was conducted in two cycles with a total of 36 student participants. Each cycle consisted of four stages: planning, implementation, observation, and reflection. The material in the first cycle focused on “structure, function, and hormones in the human reproductive system,” while the second cycle discussed “menstruation, fertilization, gestation, and disorders of the human reproductive system.” Data collection was carried out through learning achievement test instruments in the form of pretests and posttests, and the data were analyzed using the percentage of learning mastery. The results revealed that in the first cycle, student mastery increased from 22% (pretest) to 89% (posttest). In the second cycle, the mastery level rose from 17% to 92%. These findings indicate that the implementation of the Learning Cycle 7E model is effective in science learning and has a significant impact on improving student achievement. Overall, it can be categorized as producing a very high level of mastery, proving the potential of integrating the Learning Cycle 7E with educational games in classroom practice.
Integrating Flipped Learning Approach to Foster Students Self-Directed Learning in Science Learning Hendra Setiawan; Achmad Ramadhan; Merry Kristhiani
Equator Science Journal Vol. 3 No. 3 (2025): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v3i3.255

Abstract

This study aims to describe the integration of the Flipped Learning approach in fostering students’ learning autonomy in Grade XI Biology at SMA Negeri 2 Palu, particularly on the topic of the Human Reproductive System. The research subjects consisted of 35 students. The study was conducted as Classroom Action Research (CAR) over two cycles, each comprising two meetings. Data were collected through teacher and student activity observations, formative tests, and student reflections, and analyzed using both quantitative descriptive and qualitative methods. The findings reveal that the percentage of teacher activity increased from 70% and 75% in cycle I to 85% and 95% in cycle II, while student activity increased from 50% in both meetings of cycle I to 72.5% and 85% in cycle II. Students’ average formative test scores also improved from 58.1% and 62.7% in cycle I to 76.3% and 83.9% in cycle II. Student reflections indicated enhanced motivation, active participation, and readiness for independent learning. These findings suggest that science learning through the Flipped Learning approach can foster students’ learning autonomy while simultaneously facilitating critical thinking skills and the effective use of technology required to meet the challenges of 21st-century education.
Co-Authors Achmad Ramadhan Hendra Setiawan Intan Ramadhani Kahar Putri