Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan, aktivitas siswa, peningkatan pemahaman konsep, dan respon siswa setelah diterapkan model pembelajaran Learning Cycle 5-E pada materi redoks. Jenis penelitian ini adalah penelitian pre experimental design dengan rancangan penelitian “One Group Pretest-Postest Design”. Subjek penelitian adalah siswa kelas X IPA 2 di SMA Negeri 1 Driyorejo Gresik yang berjumlah 36 siswa. Instrumen penelitian yang digunakan adalah lembar pengamatan keterlaksanaan model pembelajaran Learning Cycle 5-E, lembar pengamatan aktivitas siswa, lembar tes (Pretest dan Posttest), dan lembar angket respon siswa. Hasil penelitian ini menunjukkan (1) Kualitas keterlaksanaan model pembelajaran Learning Cycle 5-E dalam kategori sangat baik dengan skor rata-rata berturut-turut yaitu 3,81; 3,93 dan 3,86, (2) Aktivitas siswa yang teramati, diperoleh persentase waktu aktivitas siswa yang relevan lebih besar dari pada persentase waktu aktivitas siswa yang tidak relevan, dengan persentase waktu aktivitas setiap fase berturut-turut yaitu fase Engagement 5,76%, fase Exploration 8,05%, fase Explanation 14,19%, fase Elaboration 10,06%, dan fase Evaluation 14,69%, sedangkan persentase waktu aktivitas yang tidak relevan sebesar 1,48%, (3) Peningkatan pemahaman konsep siswa secara klasikal sebesar 88,89% siswa telah mencapai nilai ketuntasan ≥ 80 (B+), serta hasil N-gain score 72,22% siswa dengan kategori tinggi dan 27,78% siswa dengan kategori sedang, dan (4) Hasil angket respon siswa terhadap penerapan model pembelajaran Learning Cycle 5-E dalam kategori sangat baik yaitu dari 11 butir soal seluruhnya memperoleh persentase >81%. Kesimpulan dari penelitian ini yaitu penerapan model pembelajaran Learning Cycle 5-E dapat meningkatkan pemahaman konsep siswa kelas X SMA Negeri 1 Driyorejo Gresik pada materi redoks.

Kata kunci: Learning Cycle 5-E, Aktivitas siswa, Pemahaman konsep, Redoks, Respon siswa

This study aims to describe of the implementation, student activities, increase understanding of concepts, and student responses after the learning model of Learning Cycle 5-E is applied to redox material. This type of research is a pre-experimental design research design with "One Group Pretest-Postest Design". The research subjects were students of class X IPA 2 in Senior High School 1 Driyorejo Gresik, amounting to 36 students. The research instruments used were observation sheets for the implementation of the 5-E Learning Cycle learning model, student activity observation sheets, test sheets (Pretest and Posttest), and student response questionnaire sheets. The results of this study indicate (1) The quality of the implementation of the 5-E Learning Cycle learning model is in a very good category with a mean score of 3.81; 3.93 and 3.86, (2) Observed student activities, the relevant percentage of student activity time is greater than the irrelevant percentage of student activity time, with the percentage of activity in each phase in a row namely the 5.76 Engagement phase %, Exploration phase 8.05%, Explanation phase 14.19%, Elaboration phase 10.06%, and Evaluation phase 14.69%, while irrelevant activity time percentage is 1.48%, (3) Improved concept understanding students in classics amounted to 88.89% of students have achieved completeness scores ≥ 80 (B +), and the results of N-gain score 72.22% of students with high categories and 27.78% of students with moderate categories, and (4) Results of questionnaire responses students towards the application of the 5-E Learning Cycle learning model in a very good category, namely from 11 items all obtained a percentage of> 81%. The conclusion of this study is the application of the learning model 5-E Learning Cycle can improve concept understanding of class X Senior High School 1 Driyorejo Gresik students on redox material.

Keywords: 5-E Learning Cycle, Student Activity, Concept Understanding, Redox, Student Response