Pembelajaran Fisika
http://jurnal.untirta.ac.id/index.php/Gravity
ISSN: 244-515x; e-ISSN: 2528-1976 Vol. 9, No. 1, February 2023, Page 28-37
Meta-analysis of the effect of learning cycle model on students’
physics learning outcomes
Festiyed1*,Annisa Fadilla1, Desnita1, Murtiani1
1Department of Physics, Universitas Negeri Padang, Indonesia
*E-mail: festiyed@fmipa.unp.ac.id
(Received: 28 October 2021; Accepted: 15 February 2023; Published: 27 February 2023)
ABSTRAK
Many studies related to the influence of the learning cycle model on learning outcomes have been carried out, but a summary of this topic needs to be related. This research aims to determine the summary effect of the learning cycle model on physics learning outcomes in general and review based on class level, subject matter units, types of learning cycle model, and types of learning outcomes. The research method used is a meta-analysis. Two research results can be presented based on the data analysis conducted.
First, the effect size of the learning cycle model on students' physics learning outcomes is 0.915 in the high category. Second, the effect of the learning cycle model on student physics learning outcomes has the highest effect on (1) class XI of 0.921, (2) fluid material unit of 1.026, (3) learning cycle model 7E is 0.931, (4) learning outcomes for skills aspects are 1.126.
Keywords: learning cycle model, meta-analysis, physics learning outcomes
DOI: 10.30870/gravity.v9i1.12830
INTRODUCTION
Knowledge and technology are continually growing in the twenty-first century. In the twenty-first century, science and technology are developing along with the needs of society.
Science and technology development is required to support excellent human resources (HR) to stay caught up in other countries, especially in the competitive twenty-first century. Education is an important indicator that influences forming excellent human resources. Education is a place that can develop knowledge and can build a person's rational mindset in acting and making decisions.
The government's effort to build superior human resources is to increase educational quality through curriculum development. At this time, the curriculum used is the 2013 revised 2017 curriculum. In the Kurikulum 2013, there was a change in the learning paradigm, which was initially teacher-centered to become student-centered learning. Learning in the Kurikulum
2013 seeks to provide a learning environment that contributes to improving students' competencies.
One of the goals of implementing education in schools is the success of learning activities.
The achievement of learning objectives is a good indicator of a learning activity's success.
Student learning outcomes measure the achievement of learning objectives. Learning outcomes show changes that occur in students after carrying out learning. Quality learning results in good learning outcomes. Empowering all potential students in schools is one of the initiatives taken to create better learning. So far, the learning pattern is still transmissive, where students passively absorb the knowledge structure, and the potential of students has yet to be fully developed. Therefore, the potential of students to master the competencies can be developed using appropriate learning models.
Based on a review of several articles, it was found that the actual conditions did not match the expected conditions. The first actual condition found was that the learning model used was conventional. This learning model causes learning to be still teacher-centered, so it does not provide opportunities for students to improve their knowledge (Asriyadin, Yus’iran, & Fikri, 2016). The second condition is that students' physics learning outcomes are relatively low.
Students' low physics learning outcomes are caused by several factors, namely, the applied physics learning process tends to memorize formulas and does not provide training to improve critical thinking skills (Rafiqah, Amin, & Wayong, 2019). This causes students to be unable to understand the concept of physics well, resulting in low learning outcomes.
Based on a review of articles, there must be a match between the natural and expected conditions. One solution to this problem is to apply a suitable learning model, one of which is the learning cycle model. The learning cycle model is student-centered and includes a learning model that focuses on students’ abilities and prior knowledge. This learning model was developed from Piaget's learning theory with a constructivist learning approach. Constructivism learning forms students to build their knowledge by linking students' prior knowledge with new knowledge gained by students (Nurlaila, 2020).
Robert Karlpus initially developed the learning cycle model. The learning cycle model is composed of structured stages of structured learning activities that allow students to master the abilities that must be acquired through an active role in learning (Rusydi & Kosim, 2018).
Initially, the learning cycle model consisted of three learning phases. This model then develops into five phases of learning activities. The five stages of the cycle then develop again into seven stages.
The 5E learning cycle model is a learning model that consists of several steps organized to allow students to reconstruct their knowledge. This model consists of five components, "E,"
which contains parts of the student learning process in the correct order in connecting previous knowledge with new knowledge (Festiyed & Murtiani, 2013). Each component of the learning process is connected to the other.
The engage phase serves as an introduction to the upcoming lesson. The engagement phase seeks to stimulate students’ interest and develop their curiosity about the topic being studied. The explore phase is the investigation phase. Students explore and prove hypotheses related to the phenomena observed in the engage phase. In the explain phase, students explain the results obtained from the explore phase. The elaborate phase is where students use their newly acquired concepts and skills in different contexts. The 5E learning cycle concludes with
the evaluation phase. This phase aims to figure out the student's learning experiences. The evaluation phase aims to determine the learning experiences that students have obtained.
The 7E learning cycle model was developed from five to seven phases of learning activities. This is explained by Eisenkraft (in Balta & Sarac, 2016), that the 7E learning cycle model is a development of the 5E learning cycle model where there are two developments. The difference between learning cycle 5E and learning cycle 7E lies in adding the elicit and extend phases. The elicit phase is a phase to identify students' prior knowledge. During this phase, the teacher seeks to generate students' initial understanding through various activities related to the material to be given (Istuningsih, Baedhowi, & Bayu Sangka, 2018). The extended phase is the application phase in everyday life. Teachers need to ensure that the knowledge acquired by students is applied in new contexts and is not confined to essential elaboration.
Many previous studies have researched the learning cycle model. However, some things could be improved in previous research. Previous research only examined a limited sample: one grade level, one subject matter, one type of learning cycle model, and one type of learning outcome. Therefore, the researcher tries to integrate all of these studies to obtain a more general conclusion through the effect size value, which shows the extent of the relationship between the variables in various studies using the meta-analysis method.
Meta-analysis research was chosen as the method in this study for several reasons. First, a large sample is needed to conclude the magnitude of the influence of a learning model on student learning outcomes with a broader conclusion. A large sample of research findings can be processed systematically using a representative method, namely meta-analysis. Second, meta-analysis can provide an aggregate of information, leading to a more substantial statistical power than measures derived from the preliminary study (Retnawati et al., 2018). Third, the results of the meta-analysis can be used in further theoretical research studies and as a basis for policymaking. As in the field of education, the results of the meta-analysis can affect education policy and its implementation. Therefore, the title of this research is “Meta-Analysis of the Effect of Learning Cycle Model on Students’ Physics Learning Outcomes.”
RESEARCH METHODS
Meta-analysis was the research method used in this study. The study in this meta-analysis is based on secondary data. The secondary data is in the form of previous research data, called ex-post facto research, in the form of surveys and analysis. Meta-analysis aims to increase statistical power for primary research results, obtain estimates of effect sizes, and overcome the uncertainty of some research results. One of the targets of meta-analysis research is obtaining effect size estimates. In a meta-analysis, the effect size is a numerical statistic summarizing research findings. Effect size reflects the magnitude of the treatment effect and the relationship between variables in each study.
The meta-analysis research consists of several steps. The meta-analysis steps are to determine the topic to be studied, determine the period and criteria for articles that are used as data sources, collect articles related to the criteria and research focus, categorize each article, record research data, calculate the effect size of each article, analyze the summary effect size and draw conclusions.
This study's data analysis technique is a quantitative approach through the calculation and
analysis of the data already in the article. The articles analyzed are by the research topic and published in the range of 2011-2020. To facilitate data analysis, data tabulation was carried out.
The data tabulation steps were carried out, namely: (1) identifying articles, (2) grouping articles based on moderator variables, (3) identifying the average and standard deviation of both the experimental and control groups, as well as statistical test values, (4) quantifying the effect size of each article, and (5) calculate the summary effect based on the grouping of moderator variables. For the effect size of each article, use the equation below:
a. The effect size formula for the comparison test of two related samples for the pretest- posttest means value and the known pretest-posttest standard deviation is:
𝐸𝑆 = 𝑋̅𝑝𝑜𝑠𝑡− 𝑋̅𝑝𝑟𝑒
𝑆𝐷𝑤𝑖𝑡ℎ𝑖𝑛
(1)
Where ES is effect size, 𝑋̅post is posttest average, 𝑋̅pre is pretest average, and SDwithin is standard deviation combined.
b. The effect size formula for the comparison test of two independent samples to be:
𝐸𝑆 = 𝑋̅𝐸− 𝑋̅𝐶
𝑆𝐷𝑤𝑖𝑡ℎ𝑖𝑛
(2)
Where ES is effect size, 𝑋̅E is the average of the experimental group, 𝑋̅C is the control group's average, and SDwithin is the standard deviation combined.
c. The effect size formula for the two independent sample groups for the posttest pretest mean value and the pretest standard deviation of the experimental class are known, and the posttest pretest mean value, pretest standard deviation, and posttest standard deviation of the control group are known to be:
𝐸𝑆 = (𝑋̅𝑝𝑜𝑠𝑡− 𝑋̅𝑝𝑟𝑒)𝐸− (𝑋̅𝑝𝑜𝑠𝑡− 𝑋̅𝑝𝑟𝑒)𝐶
𝑆𝐷𝑤𝑖𝑡ℎ𝑖𝑛
(3)
Where ES is effect size, 𝑋̅postE is the average posttest of the experimental group, 𝑋̅preE is the average pretest of the experimental group, 𝑋̅postC is the middle posttest control group, 𝑋̅preC is the average pretest control group, and SDwithin is standard deviation combined.
d. If the standard deviation is not known, the effect size formula can be done by t-test.
𝐸𝑆 = 𝑡√𝑛1
𝐸+ 1
𝑛𝐶 (4)
Where ES is effect Size, t is the t-test result, nE is number of experimental groups, and nC is the number of control groups.
The following process determines the summary effect based on the moderator variable.
We use the fixed effect (FE) model and the random effect (RE) model to calculate the summary effect. The use of fixed effects and random effects models is adjusted to analyze each data for each group of moderator variables.
After the calculation results of the summary effect size of each population are obtained,
then the summary effect size findings are categorized at the following levels:
Table 1. Effect size criteria
No ES Category
1 0<ES ≤ 0,15 Can be ignored
2 0,15 < ES ≤ 0,40 Low
3 0,40 < ES ≤ 0,75 Medium
4 0,75 < ES ≤ 1,10 High
5 ES > 1,10 Very high
Source: (DİNÇER 2015)
RESULTS AND DISCUSSION
Based on the research that has been done, the results and discussion were obtained at each stage carried out. In the following, the results and discussion at each stage are presented. When setting the topic, an analysis of the problems in the article is carried out. The results of the problem analysis are used as the basis for selecting topics. Based on the problem analysis in several articles, at this stage, it was found that the meta-analysis research topic studied was the effect of the learning cycle model on physics learning outcomes. At the stage of determining the period and criteria for articles, several criteria were obtained for articles that will be used as data sources consisting of the latest published articles with a range of publications from 2011 to 2020, articles published in national and international journals, and proceedings, and selected articles relating to with the research topic.
At the stage of collecting articles, 28 were obtained that could be used as data sources in this meta-analysis research. The articles were selected according to the criteria, and the research focus has been established. At the stage of categorizing articles, the articles obtained will be grouped based on moderating variables, namely grade level, subject matter units, types of learning cycle models, and types of learning outcomes. Drawn from the results of the 28 articles' analysis, it was found that the grade levels to be studied were grades X and XI, the subject matter units studied were fluid, mechanics, thermodynamics, electricity and magnetism, as well as waves and optics, the type of learning cycle model studied was the type 5E and type 7E, as well as the learning outcomes studied, namely the learning outcomes of knowledge and skills.
At the stage of recording research data, the recorded data can be in the form of averages, standard deviations, many samples, and statistical test values. These statistical data are processed and analyzed to obtain the effect size of each article.
At the stage of calculating the effect size of each article, the effect size is processed based on the statistical data contained in the article and adjusted to the existing effect size equation.
Based on the calculation results, the effect size of each article is in different categories. The following is a chart mapping the effect size categories for each article.
Figure 1. Effect size category mapping for each article
At the stage of analyzing the summary effect size and drawing conclusions, two results were obtained: the effect size of the influence of the learning cycle model on the physics learning outcomes of students in general and the effect size based on four moderator variables.
The following are the results of the analysis of the summary effect size.
1. Effect size the effect of the learning cycle model on students' physics learning outcomes The summary value of effect size is processed using a random effect (RE) model. The summary of the results of the analysis of the summary effect size using the RE model can be seen in Table 2.
Table 2. Data results summary effect size learning cycle model on students' physics learning outcomes
N ES Category P
95% confidence interval
Lower Upper
28 0.915 High 0.000 0.781 1.049
Based on Table 2, the summary effect size of the learning cycle model's effect on student physics learning outcomes is 0.915, with a 95% confidence interval ranging from 0.781 to 1.049. The test result null hypothesis for both grade levels shows that the hypothesis is rejected because the p-value obtained is 0.000, which is smaller than the value of (0.05). Thus, the learning cycle model significantly affects student physics learning outcomes in general. This is similar to Sarac 2018’s findings, which revealed that the application of the learning cycle model significantly impacted student achievement in various disciplines, including physics, with an effect size of 1.067 in the high category.
2. Effect size the effect of the learning cycle model on students' physics learning outcomes based on moderator variables
a. Based on class levels
The summary value of effect size based on class levels was processed using the random effect (RE) model. The results of the analysis of the summary effect size based on grades X and XI using the RE model can be seen in Figure 2.
0 1
10
8 9
0 2 4 6 8 10 12
Can be ignored
Low Medium High Very high
Number of articles
Effect size category
Figure 2. Summary effect size based on class levels
Based on Figure 2, the summary effect size of the learning cycle model at the X grade level is 0.910, and at the XI grade level is 0.921 in the high category. When compared between the summary effect size values of the two class levels, class XI has a higher effect size value than class X.
b. Based on subject material units
The summary of effect size is based on the subject matter units processed using the fixed effect (FE) and random effect (RE) models. The summary effect size value based on the subject matter obtained from 23 articles can be observed in Figure 3.
Figure 3. Summary effect size based on subject material units
Based on Figure 3, it is found that the results of the effect of using the learning cycle model on students' physics learning outcomes have different effects ranging from medium to high categories on high school physics subject matter. Based on the summary of the effect size value obtained, the highest summary of the effect size value is in the fluid unit.
c. Based on types of learning cycle models
There are two types of learning cycle models analyzed, namely the 5E and 7E
0,91
0,921
0,9 0,905 0,91 0,915 0,92 0,925
Class X Class XI
Summary Effect Size
Class Levels
1,026 1,018
0,571
0,896
0,717
0 0,2 0,4 0,6 0,8 1 1,2
Summary Effect Size
Subject Unit Matter
0,898
2,5
0 0,5 1 1,5 2 2,5 3
Knowledge Skills
Summary Effect Size
Types of Learning Outcomes
learning cycle models. The summary value of effect size for the types of learning cycle models can be observed in Figure 4.
Figure 4. Summary effect size based on types of learning cycle models
Based on Figure 4, the summary effect size of the influence of the 5E learning cycle model is 0.905, and for the 7E learning cycle model is 0.931. Compared to the summary effect size of the two learning cycle models, the 7E learning cycle model has the largest summary effect size. In this type, students can relate the experiences and concepts that have been studied with the concepts to be studied to obtain, understand, and apply these concepts to other phenomena to improve learning outcomes (Adilah & Rini Budiharti, 2015).
d. Based on types of learning outcomes
The learning outcomes studied are learning outcomes in the aspects of knowledge and aspects of skills. The summary effect size value obtained from the article can be observed in Figure 5.
Figure 5. Summary effect size based on types of learning outcomes
Based on Figure 5, the summary effect size analyzed using random and fixed effects models of knowledge learning outcomes is 0.898 and 1.126 for skills learning outcomes.
Thus, the learning cycle model has a significant effect on knowledge learning outcomes
0,905
0,921
0,895 0,9 0,905 0,91 0,915 0,92 0,925
5E 7E
Summary Effect Size
Types of Learning Cycle Model
and skills learning outcomes. When compared to the summary effect size of the two types, the effect of the learning cycle model on the learning outcomes of the skills aspect has the largest summary effect size.
The learning cycle model has the most influence on student skills learning outcomes. In line with the characteristics of the learning cycle model, namely, learning orientation is investigation and discovery that supports student skills (Maida & Sirait, 2017).
CONCLUSION
Two research results can be stated according to the analysis of data conducted. First, the effect of the learning cycle model on students' physics learning outcomes varies in each study.
In general, applying the learning cycle model to students' physics learning outcomes has a significant effect and a high effect size of 0.915. Second, the effect of the learning cycle model on the physics learning outcomes of students has the highest effect at the XI class level of 0.921 based on the class level category. The fluid material unit is 1.026 based on the subject matter unit category. The 7E learning cycle model is 0.931 based on the model type category. Learning cycle, the learning outcomes of the skills aspect are 1.126 based on the type of learning outcomes category.
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