(4) Fase elaboration (penerapan) pa

(4) Fase elaboration (penerapan) pada Learning Cycle 5E dapat melatih kem-ampuan siswa dalam mencari hubungan sebab akibat dengan menerapkan konsep yang telah dipelajari pada situasi yang berbeda. Pembuatan Mind Mapping pada akhir fase ini dapat mengembangkan kemampuan siswa untuk menyimpulkan hasil pembelajaran berdasarkan konsep-konsep yang baru dipahami. Kegiatan ini berguna untuk membantu siswa menguasai, mengorganisasi pengetahuan untuk memperbaiki konsep siswa yang keliru di awal pembelajaran. Mind Mapping dapat memberi pandangan yang menyeluruh pokok masalah, mengumpulkan sejumlah besar data, serta mendorong pemecahan masalah (Buzan, 2009: 5). Mind Map yang telah dibuat digunakan untuk kegiatan evaluasi.
(5) Fase evaluation (evaluasi) pada Learning Cycle 5E dapat melatih kemampuan kognitif siswa dalam menilai hasil belajarnya baik dari dimensi pengetahuan maupun keterampilan. Fase ini siswa dituntut untuk mampu menyimpulkan hasil yang diperoleh selama kegiatan pembelajaran salah satunya melalui Mind Mapping. Penggunaan Mind Mapping pada fase ini memerlukan bimbingan langsung serta pembahasan lebih mendalam dengan menunjukkan Mind Map yang baik untuk mencegah terjadinya miskonsepsi pada siswa. Menurut Seyihoglu & Kartal (2010: 1650) kegiatan Mind Mapping diakhir pembelajaran dapat membantu siswa melihat apa yang telah mereka pelajari. Bilgin et. al. (2013: 594) menjelaskana bahwa Mind Mapping dapat digunakan untuk mengevaluasi struktur berpikir siswa terhadap hubungan antar konsep sains.
Beberapa penelitian yang terkait dengan model Learning Cycle 5E, Mind Mapping dan keterampilan proses sains antara lain Karsli & Alipasa (2014) yang menyatakan bahwa model Learning Cycle 5E tidak hanya efektif untuk me-ningkatkan pemahaman konsep siswa tetapi juga keterampilan proses sains. Hasil penelitian Rilly (2014) menyatakan bahwa model Learning Cycle berbantuan teknik Mind Mapping efektif meningkatkan pemahaman konsep sains ditinjau dari keterampilan proses sains siswa. Sejalan dengan hasil penelitian tersebut hasil penelitian Jung-Mun & Yong-Seob (2014) juga menyatakan bahwa pembelajaran IPA dengan menggunakan Mind Mapping dapat meningkatkan keterampilan proses sains dan prestasi belajar siswa dalam bidang sains.
Pemaduan teknik Mind Mapping pada Learning Cycle 5E selama kegiatan pembelajaran akan dapat membantu siswa untuk terlibat aktif dalam berpikir pada setiap tahapannya. Buzan (2009:6) menjelaskan bahwa Mind Mapping dapat me-mbantu siswa dalam kegiatan merencanakan, mengkomunikasi, menyelesaikan masalah, dan mengevaluasi secara keseluruhan. Siswa yang terlibat aktif secara langsung dengan objek yang dipelajari menyebabkan pengetahuan dan pemahaman yang diperoleh siswa lebih bermakna. Saat siswa aktif dalam kegiatan ilmiah maka mereka juga akan memiliki keterampilan proses sains.

KESIMPULAN
Berdasarkan analisis data dan pembahasan, diperoleh kesimpulan bahwa penerapan model Learning Cycle 5E dipadu teknik Mind Mapping lebih efektif dalam meningkatkan keterampilan proses sains dibanding dengan model pem-belajaran Learning Cycle 5E. Hasil tes diperoleh rata-rata niai keterampilan proses sains siswa yang belajar menggunakan model Learning Cycle 5E dipadu teknik Mind Mapping (71,64) lebih tinggi dibandingkan rata-rata nilai siswa yang belajar menggunakan Learning Cycle 5E (65,09).

SARAN
Bagi guru, hasil penelitian ini dapat dijadikan referensi praktis dalam mengembangkan keterampilan proses sains siswa sebagai upaya untuk mening-katkan kualitas pembelajaran IPA. Hal yang perlu diperhatikan adalah perlu adanya bimbingan langsung dari guru ketika menggunakan teknik Mind Mapping selama proses pembelajaran Learning Cycle 5E untuk membantu siswa dalam mengem-bangkan keterampilan berpikir pada setiap tahapannya.
Bagi peneliti lain, diharapkan adanya penelitian lanjutan yang disesuaikan dengan karakteristik materi IPA yang lainnya. Mengingat model Learning Cycle 5E dipadu teknik Mind Mapping dapat meningkatkan keterampilan proses sains siswa.

Results (English) 1:

(4) elaboration Phase (implementation) in the 5E Learning Cycle can train those ampuan students in finding causal relations by implementing a concept that has been studied in different situations. The making of Mind Mapping by the end of this phase can develop students ' ability to conclude the learning outcomes based on new concepts to grasp. These activities are useful to help students master the knowledge to fix, organize concepts students are mistaken in their early learning. Mind Mapping can provide an overall view of the subject matter, collect large amounts of data, as well as encourage troubleshooting (Buzan, 2009:5). Mind folders that you have created is used for evaluation activities.(5) this phase of the evaluation (evaluation) in the 5E Learning Cycle can train the student's cognitive ability in assessing the results of his studies from both the dimensions of knowledge or skills. This phase, students are required to be able to conclude the results obtained during the learning activities through one Mind Mapping. The use of Mind Mapping in this phase requires immediate guidance as well as more in-depth discussion by showing a good Mind Folder to prevent the onset of misconceptions on students. According to Seyihoglu & Kartal (2010:1650) activities of Mind Mapping in learning can help students see what they have learned. Bilgin et. Al. (2013:594) menjelaskana that Mind Mapping can be used to evaluate the structure of thinking students against relationships between concepts of science. Some research related to the Learning Cycle model 5E, Mind Mapping and science process skills among other Karsli & Alipasa (2014) stating that the model 5E Learning Cycle is not only effective for me-ningkatkan understanding the students but also the science process skills. Research results Rilly (2014) stated that the Learning Cycle model-aided effective Mind Mapping technique increases the understanding of the concept of science process skills of science students. In line with the results of such research results research Jung-Mun & Yong-Seob (2014) also stated that learning the IPA by using Mind Mapping can increase the process skills science and learning achievements of students in the field of science.Design technique of Mind Mapping in the 5E Learning Cycle during the learning activities can help students to engage actively in thinking on each of the steps. Buzan (2009:6) explained that Mind Mapping can be me-mbantu students in the activity plan, mengkomunikasi, solve problems, and evaluate the overall. Students who are actively involved directly with the objects studied causes of acquired knowledge and understanding the student more meaningful. When students are active in scientific activities then they will also have a science process skills.CONCLUSIONBased on the data analysis and discussion, conclusion that the application of the Learning Cycle model 5E combined more effective Mind Mapping techniques in improving science process skills compared with the model of pem-belajaran 5E Learning Cycle. The test results obtained average niai science process skills of students who learn to use model 5E Learning Cycle combined the techniques of Mind Mapping (71.64) higher than average students who learn to use the 5E Learning Cycle (65,09).ADVICEFor teachers, the results of this research can be used as a reference in developing practical skills in the process of science students in an effort to learning katkan mening-IPA. It is necessary to note the presence of direct guidance from teachers when using Mind Mapping techniques during the learning process 5E Learning Cycle to assist students in developing the skills of thinking is developing on each steps. For other researchers, the expected presence of advanced research adapted to the characteristics of the material of the IPA. Considering the Learning Cycle model 5E combined technique of Mind Mapping can increase the process skills science students.

Results (English) 2:

(4) Phase elaboration (the application) on the Learning Cycle 5E-kem Ampuan can train students in finding a causal relationship by applying concepts learned in different situations. Making Mind Mapping at the end of this phase can develop students' ability to infer results based learning new concepts understandable. This activity is useful to help students master, organizing knowledge to correct erroneous concepts students at the beginning of learning. Mind Mapping can provide a comprehensive view of the subject matter, to collect large amounts of data, and encourage problem solving (Buzan, 2009: 5). Mind Map that has been made ​​is used for evaluation activities.
(5) Phase evaluation (evaluation) on Learning Cycle 5E can train students' cognitive abilities in assessing learning results both from the dimension of knowledge and skills. This phase students are required to be able to conclude the results obtained during the learning activities one through Mind Mapping. The use of Mind Mapping in this phase requires the direct guidance and more in-depth discussion by showing good Mind Map to prevent misconceptions in students. According Seyihoglu & Kartal (2010: 1650) at the end of Mind Mapping learning activities can help students see what they have learned. Bilgin et. al. (2013: 594) menjelaskana that Mind Mapping can be used to evaluate the structure of the student's thinking on the relationship between science concepts.
Some studies associated with the model Learning Cycle 5E, Mind Mapping and science process skills, among others Karsli & Alipasa (2014) which states that the model Learning Cycle 5E is not only effective for me-increase students' understanding of concepts but also the science process skills. Rilly research results (2014) states that the model-aided Learning Cycle Mind Mapping technique effectively improve the understanding of scientific concepts in terms of students' science process skills. In line with the results of the research results Jung-Mun & Yong-Seob (2014) also states that learning science by using Mind Mapping can improve science process skills and student achievement in science.
Integrating the techniques of Mind Mapping on Learning Cycle 5E for learning activities will be able to help students to be actively involved in thinking at every stage. Buzan (2009: 6) explains that Mind Mapping Can to mbantu students in activities to plan, communicate, solve problems, and evaluate overall. Students who are actively involved directly with the object being studied led to the knowledge and understanding gained students more meaningful. When students are active in scientific activities so they will have the science process skills. CONCLUSION Based on data analysis and discussion, we concluded that the application of the model Learning Cycle 5E combined technique of Mind Mapping more effective in enhancing science process skills compared with the model estab-learning Learning Cycle 5E , The test results obtained an average niai science process skills that students learn to use models combined 5E Learning Cycle Mind Mapping technique (71.64) is higher than the average grades of students who learned using the Learning Cycle 5E (65.09). SUGGESTIONS For teachers , the results of this study can be used as a practical reference in developing science process skills of students as effort and thus increasing the quality of science teaching. The thing to note is the need for direct guidance of teachers when using the technique of Mind Mapping during the learning process Learning Cycle 5E which help students developed the skills of thinking at every stage. For other researchers, it is hoped their advanced research adapted to the characteristics of the material IPA more. Given models combined 5E Learning Cycle Mind Mapping technique can improve students' science process skills.