Kenyataan di lapangan menunjukkan b

Kenyataan di lapangan menunjukkan bahwa sebagian besar siswa kurang menguasai keterampilan proses sains karena guru tidak menyediakan pembelajaran yang melatihkan keterampilan proses sains (Muthalib, et al, 2010: 26). Berdasarkan hasil observasi pembelajaran salah satu SMP di Malang, diketahui bahwa selama proses pembelajaran guru belum sepenuhnya mengembangkan keterampilan proses sains siswa. Guru lebih sering melakukan demonstrasi dalam menyampaikan materi, dengan alasan lebih mudah baik dari segi persiapan, waktu, maupun pe-ralatan. Selama proses pembelajaran siswa relatif pasif serta cenderung hafalan terhadap konsep dan rumus yang mengindikasikan rendahnya keterampilan proses sains. Berdasarkan hasil tersebut maka, penerapan keterampilan proses dalam pem-belajaran IPA perlu disajikan dengan model yang inovatif. Tujuan penggunaan model yang inovatif adalah agar siswa dapat terlatih dalam keterampilan Scientific dan secara aktif membangun pengetahuannya.
Salah satu model pembelajaran yang dapat meningkatkan retensi terhadap pemahaman konsep serta keterampilan proses adalah Learning Cycle 5E (Balci & Tekaya, 2006; Hanuscin & Michele, 2008). Fase Learning Cycle 5E meliputi Enggagement, Exploration , Explanation, Elaboration, Dan Evaluation (Bybee, et al, 2006). Setiap fase "E" secara urut memberikan pengalaman belajar siswa untuk menghubungkan pengetahuan sebelumnya dengan konsep baru (Kurnaz & Chalik, 2008: 4). Model Learning Cycle 5E berlandaskan pada teori konstruktivis dimana meningkatkan kemampuan siswa dalam menemukan suatu konsep melalui pen-dekatan inkuiri (Budprom, 2010:201). Komponen dari pendekatan inkuiri pada model Learning Cycle 5E dapat membantu siswa dalam memperoleh pemahaman yang lebih komprehensif dari semua keterampilan proses sains (Wenning, 2010: 10).
Menurut Rahma (2013: 188), selama pelaksanaan model pembelajaran Learning Cycle 5E sebagian besar guru kurang dapat menemukan miskonsepsi siswa pada fase engagement. Miskonsepsi menunjukkan siswa belum siap dalam mengikuti proses pembelajaran di kelas. Kurangnya kesiapan siswa dapat meng-akibatkan waktu pembelajaran banyak terbuang pada fase eksplorasi dan eks-planasi.
Upaya untuk meningkatkan efektvitas model pembelajaran Learning Cycle 5E dalam penelitian ini yaitu menggunakan teknik Mind Mapping. Mind Mapping merupakan teknik pencatatan yang dapat memudahkan siswa dalam mengulas kembali dan mengingat informasi lebih banyak dengan cara mengingat bentuk, warna, maupun kata kunci (Adodo, 2013: 168). Teknik Mind Mapping merupakan teknik yang memungkinkan adanya keterlibatan antara guru dan siswa dalam proses penemuan (discovery) (Hay, et al, 2008: 309). Penggunaan teknik Mind Mapping diharapkan dapat mendukung efektivitas model pembelajaran Leaning Cycle 5E dalam membantu meningkatkan keterampilan proses sains siswa (Balci & Tekaya, 2006:200). Hasil penelitian terdahulu menunjukkan bahwa Learning Cycle 5E berbantuan Mind Mapping lebih efektif dalam meningkatkan penguasaan konsep yang ditinjau dari keterampilan proses sains siswa dibandingkan dengan model konvensional (Rilly, 2014:66).

Results (English) 1:

The reality on the ground shows that most students lack the science process skills to master because the teacher does not provide the melatihkan learning process skills science (Muthalib, et al, 2010:26). Based on the results of observational learning of one JSS in Malang, note that during the learning process of teachers has not fully developed the process skills science students. Teachers often do demonstrations in presenting the material, citing easier both in terms of preparation, timing, or pe-ralatan. During the learning process of students is relatively passive and inclined towards the concept of rote and formula which indicates a low level of skill the process of science. Based on the results of the application of process skills, in pem-belajaran IPA needs to be presented with an innovative model. The purpose of the use of the innovative model is so that students can be trained in the skills of Scientific and actively construct knowledge.One of the learning models that can improve the retention of skills and concept understanding against the process is Learning Cycle 5E (Balci & Tekaya, 2006; Hanuscin & Michele, 2008). 5E Learning Cycle phases include Enggagement, Exploration, Explanation, Elaboration, and Evaluation (Bybee, et al, 2006). Each phase of the "E" in order provide a learning experience students to connect prior knowledge with new concept (Kurnaz & Chalik, 2008:4). 5E Learning Cycle model based on constructivist theory which improves students ' ability in finding a concept through pen-dekatan inkuiri (Budprom, 2010:201). Components of the approach inkuiri on model 5E Learning Cycle can assist students in gaining a more comprehensive understanding of all process skills science (Wenning, 2010:10). According to Rahma (2013:188), for the implementation of the learning model 5E Learning Cycle most of the teachers are less able to find students ' misconceptions in this phase of the engagement. The student shows a misconception not ready in following the process of learning in the classroom. The lack of readiness of students able to study a lot of wasted time akibatkan on the exploration phase and ex-planasi. Efforts to improve efektvitas learning model 5E Learning Cycle in this study i.e. using Mind Mapping techniques. Mind Mapping is a technique of recording which can facilitate students in reviewing again and given more information by way of considering the shape, color, or keyword (Adodo, 2013:168). The technique of Mind Mapping is a technique that allows the existence of engagement between teachers and students in the process of invention (discovery) (Hay, et al, 2008:309). The use of the technique of Mind Mapping is expected to support the effectiveness of the learning model Leaning Cycle 5E in helping improve the process skills science students (Balci & Tekaya, 2006:200). Earlier research showed that the Learning Cycle 5E-based Mind Mapping is more effective in improving the mastery of the concepts of science process skills of students compared with conventional models (Rilly, 2014:66).

Results (English) 2:

The reality has shown that most students do not master the science process skills because teachers do not provide melatihkan learning science process skills (Muttalib, et al, 2010: 26). Based on observations of learning one junior high school in Malang, it is known that during the learning process the teacher has not fully develop students' science process skills. Teachers often do a demonstration in presenting the material, the grounds are more easily both in terms of preparation, time, and pe-ralatan. During the learning process of students are relatively passive and tend memorization of concepts and formulas indicating the low science process skills. Based on these results, the application of skills-learning process in the creation IPA needs to be presented with innovative models. The intended use of innovative models is that the students can be trained in the skills Scientific and actively construct knowledge.
One model of learning that can increase retention of understanding of the concepts and skills of the process is the Learning Cycle 5E (Balci & Tekaya, 2006; Hanuscin & Michele, 2008) , Phase Learning Cycle 5E includes Enggagement, Exploration, Explanation, Elaboration, and Evaluation (Bybee, et al, 2006). Each phase of the "E" in sequence gives students learning experience for connecting prior knowledge with new concepts (Kurnaz & Chalik, 2008: 4). Model Learning Cycle 5E constructivist theory which is based on improving students' skills in finding a pen-approach concepts through inquiry (Budprom, 2010: 201). Components of the approach of inquiry on the model Learning Cycle 5E can assist students in gaining a more comprehensive understanding of all the science process skills (Wenning, 2010: 10).
According to Rahma (2013: 188), during the implementation of the model Learning Cycle 5E most of the teachers lacking misconceptions students may find the engagement phase. Misconception show students not yet ready to follow the learning process in the classroom. The lack of preparedness of students can either causes a lot of wasted time learning in the exploration phase and ex-planasi.
Efforts to improve efektvitas Learning Cycle 5E learning model in this research is using Mind Mapping technique. Mind Mapping is a recording technique that can help students review and remember information more by considering the shape, color, or keyword (Adodo, 2013: 168). Mechanical Mind Mapping is a technique that allows the engagement between teachers and students in the process of the invention (discovery) (Hay, et al, 2008: 309). The use of Mind Mapping technique is expected to support the effectiveness of the Leaning Cycle 5E learning model to help improve students' science process skills (Balci & Tekaya, 2006: 200). Results of previous studies show that aided 5E Learning Cycle Mind Mapping more effective in increasing mastery of the concepts in terms of students' science process skills compared with conventional models (Rilly, 2014: 66).