Pengaruh Model Learning Cycle 5E Terhadap Minat Belajar Pendidikan Pancasila Siswa SMA Negeri 1 Belawang
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Penelitian ini bertujuan untuk menganalisis hubungan antara penerapan model Learning Cycle 5E dengan minat belajar Pendidikan Pancasila siswa di SMA Negeri 1 Belawang. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian adalah seluruh siswa SMA Negeri 1 Belawang yang mengikuti mata pelajaran Pendidikan Pancasila sebanyak 119 siswa, dengan sampel penelitian sebanyak 92 siswa yang diambil menggunakan teknik proportional random sampling. Instrumen penelitian menggunakan angket skala Likert dan lembar observasi. Data dianalisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara penerapan model Learning Cycle 5E dengan minat belajar siswa (t = 3,923; p < 0,001; R² = 0,146). Temuan ini mengindikasikan bahwa semakin baik penerapan tahapan Learning Cycle 5E (Engage, Explore, Explain, Elaborate, dan Evaluate), semakin tinggi minat belajar siswa. Namun, karena penelitian menggunakan desain korelasional dan berbasis data angket, hasil penelitian ini tidak dapat ditafsirkan sebagai hubungan sebab-akibat secara langsung dan memiliki keterbatasan pada lingkup yang hanya dilakukan di satu sekolah. Model Learning Cycle 5E dapat dipertimbangkan sebagai salah satu strategi pembelajaran untuk memfasilitasi minat belajar siswa.
The Effect of the 5E Cycle Learning Model on Students' Interest in Learning Pancasila Education at State Senior High School 1 Belawang
This study aims to analyze the relationship between the implementation of the 5E Learning Cycle model and students' learning interest in Pancasila Education at SMA Negeri 1 Belawang. The study employs a quantitative approach with a correlational design. The population consists of all 119 students taking Pancasila Education at SMA Negeri 1 Belawang, with a sample of 92 students selected using the proportional random sampling technique. The research instruments utilized were a Likert scale questionnaire and an observation sheet. Data were analyzed using simple linear regression. The results show a positive and significant relationship between the implementation of the 5E Learning Cycle model and students' learning interest (t = 3.923; p < 0.001; R² = 0.146). These findings indicate that the better the implementation of the 5E Learning Cycle stages (Engage, Explore, Explain, Elaborate, and Evaluate), the higher the students' learning interest. However, as this study employs a correlational design and is based on questionnaire data, the results cannot be interpreted as a direct cause-and-effect relationship and are limited by the scope of the study, which was conducted in only one school. The 5E Learning Cycle model can be considered as an effective learning strategy to facilitate students' learning interest.
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