DEVELOPMENT OF LEARNING CYCLE 7E INSTRUCTIONAL PACKAGE:

SCIENTIFIC APPROACH IN BIOLOGY CLASSROOM

Muhiddin Palennari
Biology Department, Faculty of Mathematics and Natural Sciences UNM, Makassar, Indonesia

Hamka Lodang
Biology Department, Faculty of Mathematics and Natural Sciences UNM, Makassar, Indonesia

Abstract. The implementation of 2013 curriculum requires learning that can foster scientific approach
activities. Therefore, it is necessary to find a learning strategy that can train or familiarize the students to do
scientific approach activities. One of the learning that can be applied is learning cycle. This study uses a
research and development approach that aims to develop and validate the 7E learning cycle instuctional
package which consists of lesson plan, stundents worksheet, and textbook. Instructional package
development model used is 4D (define, design, development, and disseminate) with reference subjects of
learning in science biology junior high school grade VII which was held in State Junior High School 18
Makassar. The research instrument used is validation sheet. Research data were analyzed quantitatively and
descriptively. The results showed that the students worksheet of the 7E learning cycle contains a series of
scientific approach activities that include observing, asking, trying/ collecting information,
reasoning/associating, and communicating learning outcomes.
Key words: learning cycle, scientific approach, lesson plan, students worksheet.

Introduction

Implementation of teaching and learning usually does not take place as expected because of
the generality of the instructional package. It is due to teachers inability to develop an instructional
package based on learning models that can involve more learning activities of students. Thus, the
learning process should put more emphasize on the ‘meaningful’ learning in order to maximize the
involvement of students.
The purpose of science lesson in junior high school to promote students’ ability to do scientific
inquiry still failed to be achieved. Therefore, a specific insturctional package based on a learning
model that can foster the activities of students is required. One of the instructional package that can
be developed is learning cycle model instructional package. The research finding of Muhiddin and
Adnan (2009) show that the learning cycle instructional model can improve students’ learning
activities and there are significant differences in learning outcomes before and after the
implementation of the learning cycle instructional model. Other research results also advocate that
learning cycle contributes to various activities of students (Lee, 2003; Wilder & Shuttleworth, 2005;
MacKenzie, 2006; Schlenker et.al. (2007).
Learning cycle (LC) is a student centered learning model. According to Walber (2008),
learning cycle is a learning model based on scientific inquiry. LC initially consists of exploration,
concept introduction, and concept application (Renner et al., 1988; Walbert, 2008). Furthermore,
Nuryani (2005), mentioned the phases in learning cycle model consist of exploration phase,
clarification, and application phase. The three phase of LC has now been developed and refined into
five and six phases. At the 5-phase LC, engagement phase is added prior to exploration phase, and
there is evaluation phase at the end of the cycle. In this model, the phase of concept intoduction and
concept application are termed to be explanation and elaboration, respectively (Lorsbach, 2002). LC
model is then developed into 7E LC which consists of several phases, namely: elicit, engage,
explore, explain, elaborate, evaluate, and extend (Eisenkraft, 2003).
 The activity of students in each phase of the earning cycle has similarities with scientific
approach activities. In the 2013 curriculum, it is mentioned that the learning process consists of five
learning experiences, namely observing, asking, collecting information, associating, and
communicating. The five learning experiences are known as scentific approach which consist of the
activities of students during the learning session. In the scientific approach, it also contains a number
of scientific work procedures that can be done by students (Permendikbud No. 58 of 2015). From
several studies that have been previously mentioned, it showed that the mastery of learning subjects
and activities of students related to scientific approach can be grown with learning cycle model.
Therefore, it is deemed necessary to conduct research and development of instructional package that
refers to the learning cycle model to foster the scientific approach of students. This is because the
scientific approach is an activity that must be grown during the learning session so that the teacher
must chooses a suitable learning strategy and not only depend on the problem based learning,
project based learning, and discovery learning.

Methodology of Research

This research used research and development approach to produce 7E learning cycle model
instructional package. The instructional development model used is 4 D (define, design,
development, disseminate). The research begins by examining the potential and analysis of 2013
curriculum in science biology subject for grade VII junior high school students. Furthermore, the
design and development of lesson plan and worksheet of student’s was conducted based on the
phases of learning cycle model (elicit, engagement, exploration, explanation, elaboration,
evaluation, and extend) by integrating with scientific approach learning (observing, asking, trying,
reasoning and communicating). The research instrument is a validation sheet consisting of lesson
plan validation sheet and students’ worksheet validation sheet. The research data were then analyzed
quantitatively and descriptively.

Results and Discussion

The research result on the development stage include 1) the lesson plan format design of
learning-cycle-scientific approach model which is called the LP-LCSA, 2) the learning cycle
worksheet design which is called the WS-LCSA. The content and structure of lesson plan and
worksheet are organized coherently and systematicly, based on the learning cycle model learning.
Lesson plan and worksheet structure are shown in Table 1.

Table 1. Component of Learning Cycle-Scientific Approach Lesson Plan

No Component of LP- Description

LCSA
1 Identity Identity of subjects, meetings, and time allocation
2 Core Competencies Competencies that must be mastered by students after the
learning process. These competencies include core
competencies 1, core competencies 2, core competencies 3,
and core competencies 4.
3 Basic Competencies Competencies that must be mastered by students are
elaborated from core competencies 1 and core competencies
 2.
4 Learning Indicators The elaboration of basic competencies as a marker of mastery
the learning subjects.
5 Learning Objectives The elaboration of the indicator as the target of the learning
which will be used to measure the success of the learning
process.
4 Learning Materials Contains components of the subject matter that will be
presented in the lesson.
5 Learning Strategies Type of models and learning methods that can be conducted.
6 Learning Steps The learning steps are divided into three activities, namely
the initial activity, the core activities, and the final activities.
At each phase of the LC, the learning activities is in the form
of scientific approach undertaken by teachers and students.
7 Learning Resources Learning resources are used by students to learn the subject
and Media matter.
8 Evaluation The type and form of evaluation that will be done on
learning.

The result of the lesson plan format development as listed in Table 1 shows that the whole
set of activities of the learning steps which follow the learning cycle phase can be accommondated
in the lesson plan.
Lesson plan is a document plan that describes the procedures and organizations of learning,
in order to achieve one basic competency that is defined and elaborated in the syllabus. The widest
range of lesson plan includes one or more meetings. Lesson plan is derived from the syllabus, to
direct the learning activities of students in an effort to achieve the basic competency (Permendiknas
no 41, 2007). The lesson plan is, in essence, a short-term plan to estimate or project what action will
be undertaken in the learning activities. In this lesson plan, the learning cycle phases become the
main reference in the development of the lesson plan. Meanwhile, the experience of learning on
scientific approach is included in the activities of teachers and students.

Table 2. Component of Learning Cycle-Scientific Approach Students’ Worksheet

No Component of Description
WS-LCSA
1 Identity Identity of subjects, meetings, and time allocation.
2 Title Title of activities to be implemented.
3 Core Competencies that must be mastered by students after following
Competencies the lesson. These competencies include core competencies 1,
core competencies 2, core competencies 3, and core
competencies 4.
4 Basic Competencies that must be mastered by students are elaborated
Competencies from core competencies 1 and core competencies 2.
5 Indicators Indicators of competence achievement, showing the behavior of
students that can be measured or observed, to determine the
certain basic competence achievement that become the
reference assessment of science biology subjects. The
formulation of indicators uses operational verbs that can be
 measured and observed, which includes knowledge, attitude,
and skills.
6 Learning The elaboration of the indicator as the target of the success on
Objectives the learning process. It also contains objectives that are
consistent with the student’s worksheet activities.
7 Learning Cycle Activity steps are made in accordance with the learning cycle
Activity Steps phase that begins in elicit, engage, explore, explain, elaborate,
evaluate, and extend. At each phase, it is integrated with a
scientific approach learning experience.
8 Closing Contains conclusions and additional questions from all learning
activities.

The components of student’s worksheet in Table 2 are clearly described with the aim that
students can perform learning activities in accordance with the learning cycle phases. The students
worksheet is developed by integrating scientific approach learning experience into the learning cycle
phases. Learning cycle phases is the main component of student’s worksheet and contains a series of
activities that can foster scientific approach activities as will described in more detail.
The first phase of the learning cycle is elict. In this phase, learning aims to foster early
knowledge and arouse the curiosity of students. In this phase, the teacher can demonstrate a simple
phenomenon or question so that students are motivated and want to ask questions. The second phase
is engagement. In this phase, the students are invited to make predictions about the phenomenon to
be studied. In this activity, the teacher can present the pictures of phenomenon related to the subject
matter. Scientific approach competencies to be achieved in this phase are observing and asking. If
students are able to do that activity, it means that students have a curiousity and accustomed to ask.
The third phase is exploration, in this phase students are given the opportunity to work
together to investigate, test and prove the prediction formulated in the previous phase. In this phase,
students do activities such as lab work and literature review. The scientific approach competencies
to be achieved in this phase are observing, collectiong information, and experimenting. For example,
observation activities of muscle types. From the results of these observations, students found the
basic principle of differences in smooth muscle, striated muscle, and cardiac muscle.
The fourth phase is explanation. In this phase, the teacher encourages students to explain the
subject, to show evidence and to clarify. In addition, teachers direct the discussion activities. The
scientific approach competencies that are expected to emerge in this activity are reasoning and
associating. Students who are able to reason and associate means that they are able to think in the
higher level.
The fifth phase is the elaboration phase. In this phase, students apply subjects and skills in
new situations through activities such as advanced practicum and problem solving. The scientific
approach competency in this phase are observing, collecting information, trying, experimenting,
associating (reasoning), and communicating.
Exploration, explanation and elaboration phases is the main stage of learning cycle. These
three stages are the construction stage of knowledge to foster the acquisition of concepts and critical
thinking skills in the class (Withers, 2016). Therefore, the three phases are very decitive learning
activities. If all three phases are well designed, then scientific approach can be enhanced in learning.
The sixth phase is the evaluation phase, in which the evaluation of students’ understanding of
the subject or students’ competencies were conducted. The competence to be developed in this phase
is the communication skill which is conducted by giving questions or exercises. Furthermore, the
last phase is extend. In this phase, students are expected to expand their understanding of the
concept that has been previousely obtained. According to Eisetnkraft (2003), the 7E learning cycle
leads to the transfer of learning and the teacher no longer overlooks the essential learning subjects.
Thus, the developed student’s worksheet in this study contains a number of activities that
correspond to the learning cycle phases. All activities that occur in each phase are part of the
scientific approach activity. Therefore, the developed student’s worksheet become learning
instrument of science biology. This is in accordance with the result of previous research that learning
cycle can be applied in biology learning. Lee (2003) implemented a learning cycle while learning
the plant nutrition subject. Wilder and Shuttleworth (2005) taught the concept of cells using the 5E
learning cycle. Similarly, MacKenzie (2006) implemented a learning cycle in introducting the
definition of biology in life. The same is done by Schlenker et.al. (2007) that the 5E learning cycle
can be applied to the learning of carbon dioxide. Based on these studies, it is suggested that WS-
LCSA is one of the instructional package that can be used by teachers to accomodate the demands of
applying the 2013 curriculum, as one of the caracteristics of the 2013 curriculum is that teachers are
required to familiarize the learning experience of observing, asking, trying/collecting information,
reasoning/associating and communicating the learning outcomes.

Conclusions

Based on the results of the study, it is concluded that the worksheet of students of 7E
learning cycle contains a series of activities that can foster scientific approach activities. Each stage
of learning in the developed students worksheet contains activities that are arranged in accordance
with the phase of 7E learning cycle which includes elicitation, engagement, exploration,
explanation, elaboration, evaluation and extention. These phases contain learning activities that
include observing, asking, trying/collecting information, reasoning/associating, and communicating
learning outcomes. The worksheet of student’s learning cycle (WS-LCSA) is one of the instructional
package that can be used by teachers to familirize learners in doing scientific approach activities.

Acknowledgements
Acknowledgments are delivered to the Directorate of Research and Community Service which
provided funds for the implementation of this research.

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Muhiddin Palennari Dr., S.Pd., M.Pd, Lecturer, Department of Biology, Faculty of Mathematics
and Natural Sciences, Universitas Negeri Makassar, Indonesia.
E-mail: [email protected]

Hamka Lodang Drs., M.S., Lecturer, Department of Biology, Faculty of Mathematics and
Natural Sciences, Universitas Negeri Makassar, Indonesia.
E-mail: [email protected]