PEMBAHASANModel pembelajaran Learni

PEMBAHASAN
Model pembelajaran Learning Cycle 5E dipadu teknik Mind Mapping dapat membantu mengembangkan keterampilan proses sains siswa. Pernyataan tersebut dibuktikan dengan adanya perbedaan keterampilan proses sains siswa antara kelompok siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping dengan kelompok siswa yang belajar menggunakan model Learning Cycle 5E. Rata- rata hasil tes keterampilan proses sains siswa yang belajar dengan model Learning Cycle 5E dipadu teknik Mind Mapping (71,64) lebih tinggi dibandingkan kelompok siswa yang belajar dengan model Learning Cycle 5E (65,09). Berdasarkan hasil analisis menggunakan uji-t diketahui bahwa terdapat perbedaan keterampilan proses sains siswa antara kedua kelompok dengan nilai signifikansi sebesar 0,024 (< 0,05). Hasil ini mengindikasikan bahwa penerapan model Learning Cycle 5E yang dipadu dengan teknik Mind Mapping dapat meningkatkan keterampilan proses sains siswa.
Pembuatan Mind Map dilakukan pada tahap engagement dan elaboration untuk membantu siswa dalam meningkatkan keterampilan proses sains. Mind Mapping yang dibuat pada tahap engagement digunakan untuk mempersiapkan siswa dalam pembelajaran pada tahap exploration dan explanation, sedangkan Mind Map yang dibuat siswa pada tahap elaboration digunakan sebagai bahan evaluasi. Hubungan tersebut dijelaskan sebagai berikut.
(1) Fase engagement (pendahuluan) pada Learning Cycle 5E dapat melibatkan siswa dalam kegiatan mengajukan prediksi-prediksi terhadap fenomena yang akan dipelajarai. Ketika siswa melakukan prediksi siswa dituntut untuk mampu berpikir kreatif seperti kemampuan dalam mengajukan hipotesis (Özgelen, 2012:287). Kemampuan siswa dalam berpikir kreatif pada penelitian ini difasilitasi melalui Mind Mapping. Oleh karena itu, Mind Mapping pada fase ini dapat berdampak pada pengembangan keterampilan proses sains siswa seperti meramalkan, mengajukan hipotesis, dan mengidentifikasi variabel secara operasional. Hal ini didukung oleh persentase keterampilan - keterampilan tersebut pada siswa yang belajar model Learning Cycle 5E dipadu teknik Mind Mapping lebih tinggi dibandingkan dengan kelompok siswa yang belajar menggunakan model Learning Cycle 5E. Fase engagement dilakukan dengan memunculkan masalah atau pertanyaan untuk menggali pengetahuan awal siswa. Hilger et. al. (2012) menyatakan bahwa pengetahuan awal siswa lebih baik diverivikasi menggunakan Mind Map. Teknik Mind Mapping diperlukan untuk membantu agar siswa siap dalam melakukan penyelidikan (exploration) (Rahma, 2013:191) dan eksplanasi (eksplanation) (Seyihoglu & Kaltal, 2010:1650).
(2) Fase exploration (eksplorasi) pada Learning Cycle 5E dapat melatih kemampuan berpikir siswa dalam menguji hipotesis melalui pengumpulan data pengamatan dan mendiskusikannya untuk menarik kesimpulan. Fase ini akan melibatkan kemampuan kognitif siswa dalam merencanakan dan mengolah infor-masi yang diperoleh. Fase eksplorasi dapat berdampak positif pada pengembangan kemampuan siswa yang berhubungan keterampilan proses sains seperti interpretasi data, merancang eksperimen, dan pengontrolan variabel (Karsli & Alipasa, 2014: 666). Selama kegiatan eksplorasi siswa akan terbantu dengan Mind Map yang dibuat pada awal pembelajaran karena menjadikan siswa untuk fokus terhadap tuju-an percobaan. Teknik Mind Mapping dapat membantu siswa dalam mengasimilasi informasi baru dan mengembangkan skema konseptual mereka untuk memecahkan permasalahan melalui percobaan (Balim, 2013: 351). Selama kegiatan percobaan Mind Mapping dinilai sebagai teknik yang praktis, bermanfaat serta menyenangkan dalam membantu siswa mengklasifikasikan, mem-visualisasi (Kellez, 2012:6) dan mengiterpretasikan data hasil pengamatan (Seyihoglu & Kartal, 2010:1652). Ber-dasarkan hal ini Mind Mapping pada fase eksplorasi dapat berdampak positif pada keterampilan proses sains interpretasi data, merancang eksperimen, dan pe-ngontrolan variabel. Pernyataan tersebut didukung dari rata-rata hasil kete-rampilan proses sains pada indikator tersebut lebih tinggi dibandingkan dengan kelompok siswa yang belajar menggunakan model Learning Cycle 5E.
(3) Fase explanation (eksplanasi) dapat melibatkan kemampuan siswa dalam mengkomunikasi dan menyimpulkan hasil percobaan. Kemampuan komunikasi dan menyimpulkan temasuk dalam indikator keterampilan proses sains. Fase ini secara langsung akan mengkonstruksi kognitif siswa dalam mengklarifikasi ga-gasan yang diajukan untuk mengembangkan konsep yang diperoleh ketika eksplorasi. Teknik Mind Mapping dalam penelitian ini dilakukan untuk membantu siswa dalam menjelaskan hasil temuan. Sutarni (2011: 28) menyatakan bahwa Mind Map membantu siswa berfokus pada pokok bahasan, membantu menunjukkan hubungan antar bagian informai yang saling terpisah, memberi gambaran yang jelas, memungkinkan siswa mengelompokkan konsep, serta membantu memban-dingkannya.
(4) Fase elaboration (penerapan) pada Learning Cycle 5E dapat melatih kem-ampuan siswa dalam me

Results (English) 1:

DISCUSSIONLearning Learning Cycle model 5E combined technique of Mind Mapping can help develop the skills of the process of science students. The statement is proved by the existence of differences between students of science process skills of groups of students who learn to use model 5E Learning Cycle combined the techniques of Mind Mapping with a group of students who learn to use the Learning Cycle model 5E. The average test results of the science process skills of students who study with model 5E Learning Cycle combined the techniques of Mind Mapping (71.64) higher than groups of students who learn Learning Cycle model 5E (65,09). Based on the results of the analysis using the test-t is well known that there is a difference process skills science students between the two groups with significance value of 0.024 (< 0.05). These results indicate that the application of the 5E Learning Cycle model combined with the technique of Mind Mapping can increase the process skills science students. The making of Mind Folder is done at the stage of engagement and elaboration to assist students in improving the skills of the process of science. Mind Mapping made on the stage of engagement used to prepare students in learning at this stage of exploration and explanation, while the Mind Map that made students at the stage of elaboration used as material for evaluation. These relationships are described as follows. (1) phase of the engagement (introduction) in the 5E Learning Cycle can involve students in activities put forth predictions against a phenomenon that will be dipelajarai. When students do predictions of students being required to afford such creative thinking ability in asking the hypothesis (Özgelen, 2012:287). Students ' ability in creative thinking on this research is facilitated through Mind Mapping. Therefore, the Mind Mapping on this phase can have an impact on the development of science process skills of students as predicted, ask a hypothesis, and identify the variables are operational. This is supported by the percentage of the skills students learn model 5E Learning Cycle combined the techniques of Mind Mapping is higher than with a group of students who learn to use the Learning Cycle model 5E. Phases of the engagement is done with bring up problems or questions to dig an early knowledge of students. Hilger et. Al. (2012) stated that the initial knowledge students better diverivikasi using Mind Map. The technique of Mind Mapping is necessary to help students ready to conduct investigations (exploration) (Rahma, 2013:191) and empirical research (eksplanation) (Seyihoglu & Kaltal, 2010:1650).(2) exploration Phase (exploration) in the 5E Learning Cycle can train students ' thinking ability in testing the hypothesis through observation and discuss data collection to draw conclusions. This phase will involve the cognitive ability of students in planning and cultivate infor-masi. The exploration phase can impact positively on the development of students ' ability of science process skills related such as the interpretation of the data, designing experiments, and the control variable (Karsli & Alipasa, 2014:666). During exploration activities students will be helped by the Mind Map that is created at the beginning of learning because it makes students to focus on go-an experiment. The technique of Mind Mapping can help students assimilate new information and develop their conceptual scheme for solving problems through experiment (Balim, 2013:351). During the trial activities of the Mind Mapping technique was considered practical, usable and fun in helping students classify, mem-visualization (Kellez, 2012:6) mengiterpretasikan data and observations (Seyihoglu & Kartal, 2010:1652). Air-based this Mind Mapping on the exploration phase can positively impact on data interpretations of science process skills, designing experiments, and pe-ngontrolan variable. The statement supported the average results of kete-rampilan the process of science on these indicators are higher than with a group of students who learn to use the Learning Cycle model 5E.(3) phase explanation (of empirical research) can involve students ' ability in mengkomunikasi and concluded the experiment results. Communication ability and skill indicators included in concluding the process of science. This phase will directly construct cognitive students in clarifying the ga-gasan asked to develop a concept that is obtained when the exploration. The technique of Mind Mapping in this research was conducted to help students in explaining the findings. Sutarni (2011:28) States that the Mind Folder helps students focus on the subject, help demonstrate the connections between parts of the informai themselves, give a clear picture, allowing students classify concepts, as well as helping NGOs dingkannya.(4) elaboration Phase (implementation) in the 5E Learning Cycle can train those ampuan students in me

Results (English) 2:

DISCUSSION
Model Learning Cycle 5E combined Mind Mapping techniques can help develop students' science process skills. The statement is evidenced by the differences in students' science process skills among groups of students who learn to use the model 5E Learning Cycle Mind Mapping technique combined with a group of students who learn to use the model Learning Cycle 5E. The average results of science process skills test students learning with Learning Cycle 5E model of Mind Mapping technique combined (71.64) was higher than the group of students who study with the model Learning Cycle 5E (65.09). Based on the analysis using t-test is known that there are differences in students' science process skills between the two groups with a significance value of 0.024 (<0.05). These results indicate that the application of the model Learning Cycle 5E combined with Mind Mapping technique can improve students' science process skills.
Making the Mind Map is done at this stage of engagement and elaboration to assist students in improving science process skills. Mind Mapping is made ​​at the stage of engagement used to prepare students in learning at this stage of exploration and explanation, while Mind Map created student at the stage of elaboration used as an evaluation. Such a relationship is described as follows.
(1) The engagement Phase (Preliminary) on Learning Cycle 5E can involve students in activities put forward predictions of phenomena which will dipelajarai. When students make predictions students are required to be able to think creatively as the ability to put forth hypotheses (Özgelen, 2012: 287). Students' ability to think creatively in this study facilitated through Mind Mapping. Therefore, Mind Mapping in this phase can have an impact on the development of students' science process skills such as predicting, proposed a hypothesis, and identify variables operationally. It is powered by a percentage of skills - the skills of the students who study models combined 5E Learning Cycle Mind Mapping technique is higher than the group of students who learn to use the model Learning Cycle 5E. Phase engagement carried out by bringing up issues or questions to explore students' prior knowledge. Hilger et. al. (2012) states that the students' initial knowledge is better verified using Mind Map. Mechanical Mind Mapping necessary to help students be ready in the investigation (exploration) (Rahman, 2013: 191) and explanation (eksplanation) (Seyihoglu & Kaltal 2010: 1650).
(2) Phase exploration (exploration) in the Learning Cycle 5E can train the students' thinking skills in testing hypotheses through observation data collection and discuss them to draw conclusions. This phase will involve the students' cognitive abilities in planning and processing infor-masi obtained. Exploration phase can have a positive impact on the development of students' abilities related science process skills such as the interpretation of the data, designing experiments and control variables (Karsli & Alipasa, 2014: 666). During exploration activities students will be helped by Mind Map created at the beginning of the learning because it makes students to focus on go-an experiment. Mind Mapping techniques can assist students in assimilating new information and develop their conceptual scheme to solve the problem through trial (Balim, 2013: 351). During the trial events Mind Mapping technique is considered as a practical, useful and fun in helping students to classify, mem-visualization (Kellez, 2012: 6) and interpretable observations (Seyihoglu & Kartal 2010: 1652). Air-ity it is Mind Mapping in the exploration phase can have a positive impact on the interpretation of data science process skills, designing experiments, and pe-ngontrolan variables. The statement was supported from the average results of kete-rampilan science process the indicator is higher than the group of students who learn to use the model Learning Cycle 5E.
(3) Phase explanation (explanation) can involve the student's ability to communicate and conclude the trial. Communication skills and concluding in indicators including the science process skills. This phase will directly clarify the students' cognitive construct ga-IDEAS proposed to develop a concept that gained when exploration. Mind Mapping technique in this research is done to assist students in explaining the findings. Sutarni (2011: 28) states that the Mind Map helps students focus on the subject, helps show the relationship between parts informai mutually exclusive, gives a clear picture, enabling students to group concept, as well as help in assisting the dingkannya.
(4) Phase elaboration (application ) on Learning Cycle 5E-kem Ampuan can train students in me