THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT, EXPLORATION, EXPLANATION, ELABORATION, EVALUATION) ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM TOWARD STUDENTS LEARNING OUTCOME FOR GRADE XI IN SCIENCE PROGRAM SMA NEGERI 8 ACADEMIC YEAR 2014/2015.

THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT,
EXPLORATION, EXPLANATION, ELABORATION,
EVALUATION) ORIENTED LEARNING MODEL
OF HUMAN NERVOUS SYSTEM TOWARD STUDENT’S
LEARNING OUTCOME FOR GRADE XI IN SCIENCE
PROGRAM SMA NEGERI 8 ACADEMIC YEAR 2014/2015

By:
Aisyah Safitri
4113342001
Bilingual Biology Education

A THESIS
Submitted to Fulfill the Requirement for Degree
Sarjana Pendidikan

BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2015

iv

ACKNOWLEDGEMENT
Firstly, all praises only for Allah SWT and peaceful getting our for great
prophet, Muhammad SAW during the process of writing this thesis. The writer
realized that she could not do it without help motivation and affection from her
beloved Parents.
In completing this thesis, the writer faced a lot of difficulties without much
help of the following people, it was possible for the writer to bring this thesis
into existence. This thesis is entitled ” The Effect of Implementing 5E
(Engagement, Exploration, Explanation, Elaboration, Evaluation) Oriented
Learning Model of Human Nervous System toward Student’s Learning
Outcome for Grade XI in Science Program SMA NEGERI 8 Medan
Academic Year 2014/2015”. The writer would like to express her thanks to
Hotnida Sari Hasibuan and Alm. Syamsul Rizal Lubis as my lovely parents for
the prayer, support in moral and material and all motivation, before during and
after her academic years at UNIMED. Especially my mother the beautiful and
strong women in her life.
Thanks to Mrs. Dra Meida Nugrahalia, M.Sc as supervisor for all critics,

advices and guidance to the writer since research started until this thesis
finished. Thanks to Mr. Prof. Dr. Herbert Sipahutar, M.S., M.Sc, Dra. Melva
Silitonga, MS., Dra. Elly Djulia, M.Pd and Drs. Zulkifli Simatupang, M.Pd as
examiner lectures for all critics and revise advices. Thanks to Mrs. Ratna
Tarigan and teachers of SMA NEGERI 8 Medan that help writer during
research.
Thanks to all my beloved big family especially her grandmother,
grandfather, aunt, my brothers (Fachreza & M. Rafly) and my cousin (Rafika).
Thanks to my belle (Ayu, Lovia, Cici, Fatma) for motivating and supporting me.
Thanks to my besties Dhanis, Zelfani, Dini, Lina, Dyah, Nuna, Ratih, Sonia and
all of members of

Bilingual Biology Education 2011 for a support and

motivation. Thanks to my senior ( Hafizah Ilmi Sufa & Melani Putri Hrp) in
Bilingual Biology. Thanks to Khairani Nst and Shelly Maharani always support

v

me. Thanks to all of members of BIOTA & KIMBI. The writer tried the best to

finish this thesis, but writer realize that still many lackness and weakness in
content and grammatical side. Critics and advice are welcome from reader in
order to perfect this research. Hopefully this thesis is useful to education
treasure. May Allah bless them all. Amiiiiin.

Medan,

August 2015

Writer

Aisyah Safitri

iii

THE EFFECT OF IMPLEMENTING 5E (ENGAGEMENT,
EXPLORATION, EXPLANATION, ELABORATION, EVALUATION)
ORIENTED LEARNING MODEL OF HUMAN NERVOUS SYSTEM
TOWARD STUDENT’S LEARNING OUTCOME FOR GRADE XI IN
SCIENCE PROGRAM SMA NEGERI 8 MEDAN

ACADEMIC YEAR 2014/2015
Aisyah Safitri (ID Number: 4113342001)
ABSTRACT
This research aims to determine the effect of 5E (Engagement - Exploration –
Explanation – Elaboration – Evaluation) Learning Model toward student learning
outcomes on human nervous system concepts. This research was conducted in SMA
Negeri 8 Medan, academic year 2014/2015. The method used in this study is quasiexperimental methods. The population in this research is all grade XI science students
SMAN 8 Medan with 5 (five) classes academic year 2014/2015. From the population
was taken 80 students as the sample by using random sampling. They are students of
class XI Science 3 (consist of 40 students) as an experimental class use 5E Learning
Model, while the students of class XI IPA 4 (consist of 40 students) as a control use
direct learning model. The early data be obtained from the average pretest that value
of 55.16 post-test from experimental class and control class 53.66. For posttest in
experiment class is 80.92 and control class is 74.33. After that tested by normality
test, homogeneity test and hypothesis test. Based on data from result of research used
to obtain
is 3.88 and
at 5% significance level of 1.991. Because
t-test > t-table so the results of this research indicate that there are significant
difference toward leraning outcome between experimental class use 5E Learning

Model and control class use direct learning model on human nervous system
concept.
Keywords: 5E Learning Model, Learning Outcomes.

iii

vi

Table of Contents
Page
Approval Sheet
Biography
Abstract
Acknowledgement
Table of Contents
List of Table
List of Figure
List of Appendix

i

ii
iii
iv
vi
ix
x
xi

CHAPTER I INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6

Background
Problem Identification
The Scope of Study
Research Questions

Research Objectives
Significances of Research

1
3
3
4
4
5

CHAPTER II LITERATURE REVIEW
2.1
2.2

Constructivism-Based on Learning Process
5E Oriented Learning Model
2.2.1 Syntax 5E Learning Model
2.2.2 Advantage and Disadvantage 5E Learning Model
2.3 Direct Learning Model
2.4 Learning Outcome

2.5 Retention Rate
2.6 Description of Materials Nervous System
2.6.1 Definition and Function of Nervous System
2.6.2 The Neuron
2.6.3 Connections among Neurons
2.6.4 Reflex
2.6.5 Parts of The Neuron System
2.6.7 The Central Nervous system
2.6.7 The Spinal Cord

6
8
10
11
12
13
14
15
15
16

17
17
18
18
20

vii

2.6.8 The Peripheral Nervous System
2.6.9 Cranial Nerves
2.6.10 Spinal Nerves
2.6.11 The Autonomic Nervous System
2.6.12 Disease and Disorder on Human Nervous System
2.7 Conceptual Framework
2.8 Research Hypothesis
2.8.1 Verbal Hypothesis
2.8.2 Statistical Hypothesis

20
20

21
21
22
23
24
24
24

CHAPTER III RESEARCH METHOD
3.1 Location and Time of Research
3.2 Population and Sample
3.2.1 Population
3.2.2 Sample
3.3 Research Variable
3.4 Design of Research
3.5 Instrument of Research
3.6 Research Procedure
3.7 Data Analysis Techniques
3.7.1 Normality Test
3.7.2 Homogeneity Test

3.7.3 Hypothesis Test
3.7.4 The Increase of Learning Outcome
3.7.5 Memory Retention
3.8 Analysis of Research Instrument
3.8.1 Validity Test
3.8.2 Difficulty Level Test
3.8.3 Discrimination Power Index Test
3.8.4 Reliability Test

25
25
25
25
26
26
27
30
32
32
32
33
34
34
35
35
35
36
37

CHAPTER IV RESULT AND DISCUSSION
4.1 Research Result
4.1.1 Learning Outcomes
4.1.2 Normality Test
4.1.3Homogeneity Test
4.1.4 Hypothesis Test
4.1.5 Retention Rate
4.3 Discussion

38
38
40
41
41
41
42

viii

CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion

46

5.2 Suggestion

46

REFERENCES

47

ix

List of Table
Page
Table 2.1 Syntax 5E Learning Model

10

Table 2.2 Advantages and Disadvantages Learning Model

11

Table 2.3 Syntax of Direct Learning

12

Table 3.1 Number of Grade XI Science Students SMAN 8 Medan
Academic Year 2014/2015
Table 3.2 Main Field Trials

25
26

Table 3.3 Grating test of students conceptual knowledge in human
nervous system

27

Table 3.4 Test Difficulty Level Criteria

29

Table 3.5 Discriminator Power

30

Table 3.6 The Percentage of Instrument Validity

35

Table 3.7 The Percentage of Difficulty Level

36

Table 3.8 The Percentage of Discrimination Power Index

36

Table 3.9 The Percentage of Reliable Question

37

Table 4.1 Retention Rate

42

x

List of Figures
Pages
Figure 2.1 Edgar Dale’s Cone of Learning

15

Figure 2.2 The Neuron

16

Figure 2.3 A Reflex Arc

17

Figure 2.4 The Function of The Sympathetic and Parasympathetic

22

Figure 3.1 Flow Chart of research procedure

31

Figure 4.1 The Difference of implementing 5E Oriented Learning
Model of Human Nervous System toward Student’s
Learning Outcome

40

xi

List of Appendix
Page

Appendix 1. Syllabus

50

Appendix 2. Lesson Plan

51

Appendix 3. The Instrument after Validated

66

Appendix 4. Key Answer

72

Appendix 5. Learning Activity

73

Appendix 6. Validity of Instrument

79

Appendix 7. The Difficulty Level

81

Appendix 8. Discrimination Power Index Test

82

Appendix 9. Calculation of Reliability Test

83

Appendix 10. Validity Table

84

Appendix 11. Table of The Difficulty Level and Discrimination Index

85

Appendix 12. Reliability Table

86

Appendix 13. Data of Learning Outcome in Experiment Class

87

Appendix 14. Normality Test

92

Appendix 15. Homogeneity Test

95

Appendix 16. Hypothesis Test

97

Appendix 17. Calculation of Learning Outcome (Gain)

100

Appendix 18. Table of Retention Rate

105

Appendix 19. Documentation

107

Appendix 20. List of The Value for Liliefors Test

113

Appendix 21. List of The Value for t Distribution

114

Appendix 22. Table of Area under The Normal Curve 0 to z

115

Appendix 23. List of The Value for F Distribution

116

1

CHAPTER I
INTRODUCTION
1.1 Background
Learning process contain activities interaction between teachers and
students in order to achieve the learning objectives (Hamdani, 2011). The
interactions in the form of communication effectively, support in competition, and
motivate their future to be better. By interaction, the teacher is not going to
understand every problem for each of student, but will acquire enough
information for those students who are struggling with specific tasks. The research
indicates that learning outcome and student behavior are influenced by the quality
of the teacher and student interaction (Hamdani, 2011).
Biology is one of subject that contains activity interaction, because
learning biology is part of learning process. The interaction in learning biology for
senior high school had a lot of difficult experiences. Difficult experiences namely,
difficult to remember the concept, understand the mechanism, memorize the latin
name, and to know part of picture. Based on Lazarowitz (1992) thought many
students have difficult experiences in physiological abstract concepts. Because to
study about physiology, the students must know about organ or structure and its
function.
Many concepts or topics in biology especially in human nervous system
topic can be perceived as difficult to learn by students Senior High School
(Tekkaya et al, 2001). The difficult of Human Nervous System Topic usually in
this topic contain abstract mechanism. Because the students is hard to imagine the
organ or structure in human nervous system detailly. If the students cannot
imagine its organ or structure, they get confused to understand relation between
structure or organ with its function. Beside that, this topic is fully complex either
physical and chemical mechanism (Ibayati, 2011) Human nervous system topic is
one of the important materials for students in order to mastering the concepts,
especially in human physiology. Usually mechanism topic is one of principle on
human nervous system that lead to difficulties in understanding this material. For

2

example it is closely related to physiological mechanisms of formation and
delivery of nerve impulses.
Human nervous system is one of important topic but difficult, so the
students did not reach minimum completeness (score 75) which is about 65% for
human nervous system from their daily test. Based on observation in SMAN 8
Medan, researcher found low of student’s learning outcome of Biology subject in
grade XI IPA 3. Beside that, the researcher get information based on interview to
one of teacher in SMAN 8 Medan, Ratna Tarigan, on January

2015, said that

the some teachers in SMAN 8 still use direct learning model. Direct learning
model is learning model that was applied in teaching learning process in
biological class was less of variety. This condition caused the class was looked
monotone, so the students are not active in learning process. When the teacher
was explaining the learning material verbally, students are listening to the
teacher’s explanation but the others did not listen at all. The teacher relies on the
handbook was teaching. According to her, the students show less enthusiasm to
the handbook content. This condition is as if focusing to the student’s cognitive
without

stimulating

the

student’s

scientific

attitude

and

psychomotor

improvement.
The student’s retention rate is low in biology learning. This case be prove
by score their mid semester test. When do mid semester test, student’s score to be
worse.
Based on the above problems, the researcher want to know the effect of 5E
(Engagement, Exploration, Explanation, Elaboration, Evaluation) model learning
to improve student’s cognitive learning outcome. This research carried as part of
alternative solutions. The 5E model is a constructivist model which provides
learning a newly concept to comprehend deeply a known concept. The 5E model
sequences will gave some experiences to students to have opportunity constructed
their understanding of a concept. The model leads students through five phases of
learning that are easily described using words that begin with the letter E: Engage,
Explore, Explain, Elaborate, and Evaluate. 5E model also motivates and increase
student’s retention rate to be included into a topic by several phases of learning, to

3

explore a subject, to be given a definition for their experiences, to obtain more
detailed information about their learning and to evaluate it in diffusion and
osmosis learning material (Wilder and Shuttleworth, 2005).
Based on the background described above, the author is interested to conduct
research with title the effect of implementing 5E (engagement,
exploration, explanation, elaboration, evaluation) oriented learning model of
human nervous system toward student’s learning outcome for grade XI in
science program SMA Negeri 8 Medan academic year 2014/2015.
1.2 Problem Identification
Based on background above, then the problem identifications of this study are
as follows:
1. The teachers still teach use direct learning model, so the students are
not active in learning process.
2. Student’s cognitive learning outcome of Biology subject especially
human nervous system topic is low, which is not reaching minimum
criteria of completeness for daily test of human nervous system is
about 65%.
3. Student’s retention rate still low in remembering learning biology

1.3 The Scope of Study
By regarding the extent identified problems so in this research, the scope of
study limited in:
1. The effet of implementing 5E (Engagement, Exploration, Explanation,
Elaboration, Evaluation) learning model in Human Nervous System
for grade XI in Science Program SMA NEGERI 8 Medan Academic
Year 2014/2015.
2. Comparison of student’s cognitive learning outcome in Human
Nervous System for grade XI in Science Program SMA NEGERI 8
Medan Academic Year 2014/2015.

4

3. Comparison of student’s retention rate in Human Nervous System for
grade XI in Science Program SMA Negeri 8 Medan Academic Year
2014/2015
1.4 Research Questions
In this study, the research questions are as follows:
1. How the effect on implementation of 5E (Engagement, Exploration,
Explanation, Elaboration, Evaluation) learning model in Human
Nervous System for Grade XI in Science Program SMA NEGERI 8
Medan Academic Year 2014/2015?
2. How the increase of learning outcome that using 5E (Engagement,
Exploration, Explanation, Elaboration, Evaluation) learning model in
Human Nervous System for Grade XI in Science Program SMA
NEGERI 8 Medan Academic Year 2014/2015?
3. How the effect of implementation of 5E (Engagement, Exploration,
Explanation, Elaboration, Evaluation) learning model toward student’s
retention rate in Human Nervous System for Grade XI in Science
Program SMA NEGERI 8 Medan Academic Year 2014/2015?
1.5 Research Objectives
The objectives of this study are:
1. Knowing the effect of implementation of 5E (Engagement,
Exploration, Explanation, Elaboration, Evaluation) learning model in
Human Nervous System for Grade XI in Science Program SMA
NEGERI 8 Medan Academic Year 2014/2015?
2. Knowing the percentage from the increase of learning outcome that
using 5E (Engagement, Exploration, Explanation, Elaboration,
Evaluation) learning model in Human Nervous System for Grade XI in
Science Program SMA NEGERI 8 Medan Academic Year 2014/2015?
3. Knowing the effect of implementation of 5E (Engagement,
Exploration, Explanation, Elaboration, Evaluation) learning model

5

toward student’s retention rate in Human Nervous System for Grade
XI in Science Program SMA NEGERI 8 Medan Academic Year
2014/2015?

1.6 Significances of Research
Practically, the significance of the research namely, for the learner in order to
using 5E oriented model learning then they can master the concepts easier and
also to increase efficiency and quality of biology learning materials as example
human nervous system in high school for grade XI in Science Program. For
educators, in order to apply more innovative learning model such as 5E learning
model that able to overcomes student’s difficulties problem in understanding
biology concept. For educational researcher, in order to know the devastating
impact lack of mastery concepts for prospective students, especially on nervous
system topic that studied by Grade XI in Science of senior high school.

38

CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the research result, can be concluded that:
1. The students learning outcome on nervous system topic class XI Science
Program in SMA Negeri 8 Medan after given the treatment of 5E
(Engagement–Exploration–Explanation–Elaboration–Evaluation) Learning
Model in experiment class 80.91 and in control class had been taught by
direct learning model is 74.33
2. Effect of implementation 5E in experiment class has significant different
about 13%.
3. Student’s retention rate in experiment class is higher than student’s
retention rate in control class.
5.2 Suggestion
Based on the result and conclusion above, the researcher recommended:
1. Teachers should do many new ways in teaching and to uses models that
can be make the students active and interesting to learn and also to make
students find out the concept by themselves in learning process, such as
doing 5E (Engagement–Exploration–Explanation–Elaboration-Evaluation)
Learning Model.
2. This is still simple research, hope for next time there is development about
implementation 5E (Engagement – Exploration – Explanation –
Elaboration – Evaluation) Learning Model
3. In this research use nervous system topic, hope there is research about
implementation 5E (Engagement – Exploration – Explanation –
Elaboration – Evaluation) Learning Model on different topic for next time,
so can be compared the result of research.

47

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