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Lina Aviyanti, Della Merlinda, Amalia Weka Gani (2024) Enhancing Students' Science Process

Skills on Sound Waves Through Learning Cycle 7E Integrated with Phet (06) 07,

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Ridwan Institute

ENHANCING STUDENTS' SCIENCE PROCESS SKILLS ON SOUND WAVES

THROUGH LEARNING CYCLE 7E INTEGRATED WITH PHET

Lina Aviyanti, Della Merlinda, Amalia Weka Gani

Universitas Pendidikan Indonesia

Email: lina.aviyant[email protected]

Abstract

This study is prompted by the lack of science process skills among students in physics

learning. Through the implementation of the Learning Cycle 7E integrated with PhET, this

study aims to enhance students' science process skills on sound waves. A pre-experimental

research design with one group pretest-posttest design was used, involving 30 students of

grade XI in one of the high schools in Bandung. The instruments employed in this study

comprise science process skills test, observation sheets on the implementation of learning

model, and student response questionnaire. The paired sample t-test and N-Gain were used to

assess the enhancement in students' science process skills. The findings revealed that the

implementation of the Learning Cycle 7E integrated with PhET can enhance students' science

process skills in the moderate category, with an N-gain score of 0.63. In addition, the paired

sample t-test revealed significant differences in students' science process skills after engaging

in classroom learning. The implementation of the Learning Cycle 7E integrated with PhET

has shown the "very good" category, and received positive responses from students. This

study has provided evidence that integrating the Learning Cycle 7E with PhET can improve

students' science process skills on sound waves.

Keywords: Learning Cycle 7E Model; PhET Simulations; Science Process Skills

INTRODUCTION

The profile of high school graduates in the revised 2013 Curriculum illustrates the idea

that education should not only generate graduates who have conceptual knowledge, but also

have strong character, attitudinal competence, and relevant skills to face the challenges of the

world (Melis, 2022). In addition to this, the revised 2013 curriculum aims to prepare

Indonesian young people to have the ability to live as individuals and citizens who are

faithful, productive, creative, innovative, and affective and able to contribute to the life of

society, nation, state, and world civilization which results in students being required to be

more active in the learning process (Clarisa, Danawan, Muslim, & Wijaya, 2020; Dalilah,

Rusnayati, & Kaniawati, 2023). In line with this, currently one of the important goals in

education is to present science process skills and conceptual understanding among students

(Putri, Koto, & Putri, 2018). Science process skills are the steps performed by students when

they apply the scientific method in finding answers or solving problems (Ikhsanudin &

Subali, 2023; Lederman et al., 2014). Science process skills are competencies that graduates

should have, and schools have the responsibility to provide effective learning approaches to

develop these competencies among students (Ningsih, 2019). According to Listiani &

Kusuma, (2024) science process skills are important for the development of students for

JOURNAL SYNTAX IDEA

p–ISSN: 2723-4339 e-ISSN: 2548-1398

Vol. 6, No. 07, Juli 2024

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E

Integrated with Phet

Syntax Idea, Vol. 6, No. 07, Juli 2024 3227

provision in developing science so that students get new knowledge that is already owned to

the fullest.

Science process skills is a way of thinking in science to construct scientific knowledge

as done by scientists (Putri et al., 2018). (AFIFATURRIZQI, 2012) revealed that science

process skills stimulate students to be active in the learning process which involves various

activities such as observing, making temporary answers, conducting experimental activities,

analyzing data, making conclusions, and presenting the findings obtained. This is in line with

Hariyanti, (2018) which states that students' science process skills are very important to

develop in science learning because it can help students combine concepts obtained through

investigation activities to produce appropriate evidence through data analysis activities.

According to an interview with a high school physics teacher in Bandung, the current

learning process has not improved students' science process skills due to limited experimental

equipment in the laboratory. Apart from that, the average final exam score in physics is less

than satisfactory, as shown in Table 1.

Table 1. Average score of students' final exam in Physics subject

School Year

Minimum Completion Criteria

Average Final Exam Score

Cognitive

Psychomotor

2018/2019

76.50

76.00

2020/2021

77.40

77.00

2022/2023

77.80

77.30

Based on Table 1, the learning outcomes in psychomotor aspects of science process

skills show that students are less trained due to a learning environment that does not support

the development of psychomotor skills, such as a lack of facilities or laboratory equipment,

which can limit students' ability to develop science process skills (Yulianto, 2018). As a

result, it is possible to conclude that low student learning outcomes are due to a lack of

training in science process skills in physics learning.

Several factors contribute to inadequate scientific process skills, including students'

limited understanding of science concepts and a lack of laboratory equipment (Jack, 2013),

books as the only source for learning (Igboegwu Ekene & Egbutu Rita, 2011), and learning

activities that do not explore and practice students' science process skills Putri et al., 2018;

Sukarno & Hamidah, (2013) stated that students' lack of proficiency in science process skills

is caused by the limited availability of laboratory equipment and unsuitable for usage. This

consequently restricts the opportunity to conduct experiments that can teach students' science

process skills.

In fact, students' science process skills can be developed through experimental activities

in the laboratory or investigative activities to find answers to a problem by formulating

hypotheses, conducting experiments, analysing data, and drawing conclusions. In this study,

experimental or practical activities were carried out using a virtual laboratory as an effort to

overcome problems related to the lack of laboratory equipment at schools. A virtual

laboratory is an application on a computer that allows students to conduct virtual experimental

or practical activities. Virtual laboratory applications that are widely used are the Physics

Education Technology (PhET) simulations. This application was developed since 2002 by

Nobel Laureate Carl Wieman at the University of Colorado which is a media simulation of

science material by utilizing computer technology (Sujanem, Suswandi, & Yasa, 2019),

designed to be interactive and can improve students' science process skills (Muzana, Lubis, &

Wirda, 2021).

The Learning Cycle 7E model is one of the learning models that can help students

improve their science process skills (Novebrini, Salamah, Agustin, & Azmi, 2021). This

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3228 Syntax Idea, Vol. 6, No. 07, Juli 2024

learning model promotes student-centered activities, which allows students to actively engage

in the learning process in the classroom. In addition, the Learning Cycle 7E model is a

learning cycle model that actively involves students through 7 phases of learning.

The activities carried out in the Learning Cycle 7E model are as follows: a) Elicit Phase,

this phase begins with basic questions related to the lesson to be learned by taking easy

examples known to students such as phenomena in everyday life and related to the topic to be

studied; b) Engagement Phase, this phase is used to focus students' attention, stimulate

students' thinking skills and enhance students' interest and motivation towards the concepts to

be taught; c) Exploration Phase, during this phase, students are given the opportunity to work

in small groups, to observe data, record data, isolate variables, design and plan experiments,

create graphs, interpret results, develop hypotheses and report their findings; d) Explanation

Phase, at this stage students are introduced to new concepts, laws and theories so that students

can conclude and explain the results of their findings at the Explore stage; e) Elaboration

Stage, at this stage students are trained to be able to apply the new knowledge and concepts

learned to new situations; f) Evaluation Stage, at this stage the teacher evaluates students'

mastery of skills which can be done by giving a written test at the end of the lesson or an oral

test during the learning process.; g) Extended stage, at this stage aims to think, search, find,

and explain examples of the application of concepts that have been learned. This activity can

even stimulate students to look for relationships between concepts and enable students to

explain more complex phenomena.

Apart from that, this study focuses on eight aspects of science process skills proposed

by (Rustaman, 2007) which are hypothesizing, applying ideas or concepts, observing,

grouping, organizing experiments, interpreting, communicating, and predicting. Previous

research demonstrated that the Learning Cycle model can improve students' science process

skills (Khotimah, Utami, & Prihatiningtyas, 2018). This study seeks to analyse the

improvement in students' science process skills after implementing Learning Cycle 7E

integrated with PhET simulations on sound wave as well as students respond to this learning

model

RESEARCH METHODS

The research method employed in this study was a quantitative, using a pre-

experimental research design with one group pretest-posttest design. In this study, only the

experimental class was used without a control class (comparison class) in which a pretest

conducted before treatment and a posttest carried out after treatment. The treatment refers to

the implementation of Learning Cycle 7E model assisted by PhET simulations. The treatment

was given for 2 meetings (3 JP @45 minutes). Table 2 illustrates the one-group pretest and

posttest design.

Table 2. One group pretest and posttest research design

Pre-test

Treatment

Post-test

with:

O1: pretest conducted before the implementation of Learning Cycle 7E model integrated with

PhET simulations.

X: Treatment (the implementation of Learning Cycle 7E model integrated with PhET

simulations).

O2: posttest conducted before the implementation of Learning Cycle 7E model integrated

with PhET simulations.

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E

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Syntax Idea, Vol. 6, No. 07, Juli 2024 3229

This study involved 30 students of grade XI in one of the high schools in Bandung City.

The participants comprised 12 males and 18 females with an age range of 15 - 17 years. The

participants were taken from one of the grade XI classes that had not learned about the topic

of sound waves.

The instruments used in this study consisted of science process skills test used to assess

students' science process skills through pretest and posttest. This instrument comprises 23

items that have gone through the process of expert judgment, validity test, reliability test,

difficulty level, and differentiating power. Another instrument was an observation sheet for

the implementation of the learning model which was used to determine the implementation of

the learning model during the lessons. The observation sheet contains the stages of learning

activities that need to be filled in by observers by giving a score of one if the activity stage is

carried out and a score of zero if it is not carried out. In addition, a student response

questionnaire was used to determine student responses to the implementation of the Learning

Cycle 7E model assisted by PhET simulations. This questionnaire sheet contains positive

responses and negative responses that need to be filled in by students after learning was

complete, by ticking the Likert scale column.

The science process skills instrument that used in this study has been tested for validity which

is divided into content validity conducted by experts and empirical validity by conducting

science process skills instrument trials. Content validity was carried out by 3 experts with 2

lecturers and 1 physics teacher. The results of the validation conducted by experts are shown

in Table 3 below.

Table 3. Results of Validation by Experts

Average

Conc.

Science Process Skills

94.20%

Highly valid or can be used without revision

Based on table 3, it can be seen that the average value of the results of the three experts

for the science process skills instrument is 94.2%, which means that the question instrument is

in the very valid category or can be used without revision. As for the results of the empirical

validity test are shown in Table 4 below.

Table 4. Results of the Validity Test of the Science Process Skills Instrument

Based on Table 4, it can be seen that the results of validity test the science process skills

instrument which was tested on 32 students before the study. The results showed that there

was 1 question with very high validity, 6 questions with high validity, 15 questions with

sufficient validity, and 1 question with low validity. As for the level of difficulty, there was 1

difficult question, 19 medium questions, and 3 easy questions. While in terms of

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3230 Syntax Idea, Vol. 6, No. 07, Juli 2024

differentiating power, there are 3 questions that fall into the very good category, 9 questions

that fall into the good category, and 11 questions that fall into the low category. So it can be

concluded that the science process skills instrument is valid with very high reliability and can

be used in this study.

Data analysis used in this study includes prerequisite tests consisting of normality tests

and homogeneity tests based on students' pretest and posttest results using IBM SPSS version

26 software. Normality testing illustrates that the samples were drawn from a normally

distributed population (Kasmadi & Sunariah, 2014). The normality test has two criteria: (1) if

the significance value (p) is > 0.05, the sample is from a normally distributed population, and

(2) if the significance value (p) is < 0.05, the sample is not from a normally distributed

population.

While the homogeneity test is a statistical test procedure designed to show that two or

more sample data sets come from a population having the same variant (Dalilah, et al., 2022).

The homogeneity test used is the Barlett test with the following test criteria: (1) if the

significance value (p) > 0.05, then the sample is from a homogeneous population; and (2) if

the significance value (p) < 0.05, then the sample is not from a homogeneous population.

Following the prerequisite test, a t-test was conducted to determine the average difference

between two paired or related samples. Hypothesis testing in this study used the Paired

Sample T-test employing IBM SPSS software version 26. The proposed hypothesis for this

paired sample t-test is as follows:

H0: There is no significant difference in students' science process skills before and after

implementing the Learning Cycle 7E model integrated with PhET simulations;

Ha: There is significant difference in students' science process skills before and after

implementing the Learning Cycle 7E model integrated with PhET simulations.

The basis for decision making is based on the significance value: (1) if the significance value

> 0.05; then H0 is accepted; and (2) if the significance value ≤ 0.05; then H0 is rejected.

Another data analysis used was N-Gain score, to determine the improvement of students'

science process skills after treatment. The formula used to calculate the N-Gain score is as

follows.

with:

Ideal score is the highest score the N-Gain score data obtained was then interpreted

based on the categories in Table 5.

Table 5. N-Gain score interpretation

N-Gain score

Interpretation

G < 0.7

High

0.3 ≤ G ≤ 0.7

Moderate

G < 0.3

Low

(Sundayana, 2014)

The implementation of learning model is analysed from the results of the observers’

assessment during the learning process. The assessment given is processed with a percentage

of implementation which is formulated as follows.

The classification of the implementation of the learning model is presented in Table 6.

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E

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Syntax Idea, Vol. 6, No. 07, Juli 2024 3231

Table 6. Classification of Learning Model Applicability

Learning Model Applicability (%)

Category

87.60 < x ≤ 100

Very good

62.60 < x ≤ 87.60

Good

37.60 < x ≤ 62.60

Medium

25.00 < x ≤ 37.60

Low

0.00 ≤ x ≤ 25.00

Very low

(Clarisa, et al., 2020)

Meanwhile, the student response questionnaire was given after the learning process or

treatment was completed. In the student questionnaire there are positive statements and

negative statements. Table 7 shows the interpretation of students' answers to positive and

negative statements.

Table 7. Positive and Negative Statement Scores

Positive Statement Score

Answer

Strongly Disagree

Disagree

Agree

Strongly Agree

Negative Statement Score

Answer

Strongly Agree

Agree

Disagree

Strongly Disagree

The formula proposed by Damayanti & Gayatri (2019) is used to analyse student

questionnaires as follows.

with:

P: percentage assessment of each statement (%)

n: number of scores obtained from each statement

N: total maximum score

The results of the total score of each statement of student responses regarding the

implementation of the Learning Cycle 7E model assisted by PhET simulations are matched

with the criteria as presented in Table 8.

Table 8. Student Response Interpretation

Rating Response (%)

Category

86 – 100

Very Positive

71 – 85

Positive

51 – 70

Less Positive

P < 50

Not Positive

(Khabibah, 2006)

RESULT AND DISCUSSION

In analysing the improvement of students' science process skills, the first test carried out

is the normality test and homogeneity test. Normality test and homogeneity test were

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3232 Syntax Idea, Vol. 6, No. 07, Juli 2024

conducted through IBM SPSS 26 with Kolmogorov-Smirnov test. The test results can be seen

in Table 9 and Table 10.

Table 9. Normality Test Results of Science Process Skills

Data

Sig.

Conclusion

Pretest

0.062

Normal

Posttest

0.060

Normal

Table 10. Homogeneity Test Results of Science Process Skills

Data

Sig.

Conclusion

Pretest

0.066

Homogeneous

Posttest

0.062

Homogeneous

According to Table 9, the normality test, both pre and posttest, shows a significant value

(p) is > 0.05, indicating that all data is normally distributed. Meanwhile, in Table 8, the

homogeneity test, both pre and posttest, shows a significant value (p) is > 0.05, indicating that

the data is homogenous.

The prerequisite test results have shown that the data is normally distributed and

homogeneous. The next step is to test the correlation or relationship between the pretest and

posttest scores of students' science process skills using paired sample correlation. The results

of the paired sample correlation test are presented in Table 11.

Table 11. Results of paired samples correlations test

Data

Correlation

Sig.

Conc.

Pretest

Posttest

0.228

0.226

No relation

Based on the results of the paired samples correlation test shown in Table 11, it can be

seen that the correlation coefficient value is 0.228 with a significance value of 0.226. Because

the significance value greater than 0.05, indicating that there is no relationship between the

pretest and the posttest data.

The next step is to test the hypothesis, namely whether there is a significant difference

in students' science process skills before and after implementing the Learning Cycle 7E model

integrated with PhET simulations. Since the data is normally distributed and homogeneous,

hypothesis testing is carried out using a parametric test, namely the paired sample t-test. The

hypothesis proposed in this study is as mentioned previously.

The results of the paired t-test are presented in Table 12.

Table 12. Paired Sample T-Test Results

Data

Sig.

Conc.

Pretest

Posttest

0.000

rejected

Based on the results of the paired sample t-test shown in Table 12, the significance

result is 0.000. It can be concluded that H0 is rejected or in other words there is significant

difference in students' science process skills before and after implementing the Learning

Cycle 7E model assisted by PhET simulations.

The following analysis investigates the improvement in students' science process skills

before and after treatment. This analysis was performed by calculating the normalized N-gain

(g) score based on pretest and posttest scores. The results of the N-gain scores for students'

science process skills are presented in Table 13.

Table 13. N-Gain Score of Students' Science Process Skills

Average score

Category

Enhancing Students' Science Process Skills on Sound Waves Through Learning Cycle 7E

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Syntax Idea, Vol. 6, No. 07, Juli 2024 3233

Pretest

Posttest

N-Gain

32.93

75.47

0,63

Moderate

Table 13 shows that the N-gain score on the student science process skills is 0.63, which

falls into the moderate category.

This result indicates that there is an increase in students' science process skills after

implementing the Learning Cycle 7E model assisted by PhET simulations. In conclusion, the

Learning Cycle 7E learning model, along with PhET simulations, can help students enhance

their science process skills.

Student responses to the implementation of the Learning Cycle 7E model assisted by

PhET simulations were collected through a questionnaire, consisting of a total of 14 statement

items, with 7 positive statement items and 7 negative statement items. The recapitulation

results of the average student response assessment scores are presented in Table 14.

Table 14. Average Student Response Assessment Score

Average Assessment Percentage (%)

Category

75.30

Positive

Based on Table 14, the average score of students' responses to the Learning Cycle 7E

model assisted by PhET simulations is included in the positive category, with an average

assessment percentage of 75.30%.

The implementation of the Learning Cycle 7E which is integrated with the PhET

simulations in lessons 1 and 2 is included in the very good category, this is due to the fact that

the implementation of Learning Cycle 7E model consists of 7 structured and systematic

stages. Moreover, the use of the PhET simulations in learning will make it easier for students

to practice their science process skills.

Students begin learning with preliminary activities consisting of orientation,

apperception, motivation and reference. In the motivation section, students are given a

stimulus in the form of a video regarding examples of the application of sound waves in life,

at this stage students are trained to be able to observe phenomena and are expected to raise

questions about why this can happen. In the core activities, students carry out learning

activities according to the syntax of the Learning Cycle 7E model, namely elicit, engagement,

exploration, explanation, extension, evaluation, and elaboration.

At the elicit stage, students are given a stimulus in the form of an animation of the

vibrating cellphone phenomenon. In the animation, there is a cellphone placed on a table with

the condition of the cellphone with vibration mode only but when there is a notification the

cellphone can make a sound. After that, students are given the question "why does the

cellphone still sound when the cellphone mode vibrates?" Furthermore, students are guided by

the teacher to formulate problems from the stimulus given.

At the engagement stage, students are given stimulation or briefing material delivered

by the teacher in the form of images or video through PPT. Furthermore, the teacher divides

students into 6 groups, each group consisting of 5 students. From these activities, students are

trained to use one of the science process skills aspects, namely observing.

At the exploration stage, students learn to determine the experimental variables. The

teacher explained the definitions of independent variables, dependent variables, and

controlled variables. Furthermore, students formulate hypotheses by looking at the

relationship between quantities from the phenomena and PhET demonstrations displayed.

Students determine the variables and experimental procedures with teacher guidance from the

identification of the problem given. When conducting experiments using PhET simulations,

students make mistakes in carrying out experimental procedures, namely in the step of

changing the value of the amplitude (independent variable). In the practicum, students did not

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3234 Syntax Idea, Vol. 6, No. 07, Juli 2024

change the amplitude value, but changed the frequency value. Therefore, the teacher guided

students to understand more about the application of the independent variable in the

experiment and told them the mistakes made by students. From these activities students are

trained to use the science process skills aspects of classifying, interpreting, predicting,

hypothesizing, planning experiments.

At the explanation stage, students conduct experiments using the PhET simulations

according to the experimental procedure and record the data obtained. Furthermore, students

process observation data with their group members. From these activities, students are trained

to use the science process skills aspects of observing, interpreting, predicting, applying

concepts and communicating.

At the elaborate stage, students exchange ideas with other groups to develop concepts

that they already have so that they can answer questions on data analysis. Students analyse

data by determining the relationship of quantities in the observation data in a table and

making conclusions. The science process skills trained at this stage are applying concepts and

communicating.

At the evaluation stage, students representative from each group presented their findings

and then other groups were invited to respond to the results of their friends' exposure.

Furthermore, the teacher verifies the conclusions and adds information that has not been

obtained by students. The science process skills trained at this stage are the communication

aspects.

In the closing activity, the teacher provides reinforcement by explaining again about the

material that has been learned, giving appreciation to students who have completed the

learning well, giving directions for the next meeting and closing the lesson by praying and

saying greetings.

The results obtained are in accordance with research conducted by (Andani, 2024)

which shows that the Learning Cycle 7E model using a virtual laboratory can improve science

process skills. (Haryadi & Pujiastuti, 2020) also stated that learning using PhET simulations is

37% better than conventional learning because it emphasizes the relationship between real-life

phenomena and the underlying knowledge and can improve students' science process skills.

he learning cycle 7E learning model which contains 7 important stages in the learning process

can improve students' science process skills.

CONCLUSION

This study suggests that the implementation of the Learning Cycle 7E model integrated

with PhET simulations on sound wave is classified as "very good" category. The paired

sample t-test has revealed a significant difference between students' science process skills

before and after implementing the Learning Cycle 7E model. The improvement in students'

process skills is categorized as moderate, with an N-gain score of 0.63. Furthermore, students

offered positive responses to the model learning they had experienced, with an assessment

percentage of 75.30%. According to the findings of this study, implementing the Learning

Cycle 7E model assisted by PhET simulations can help students enhance their science process

skills.

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