Abstrak Artikel
This study aims to analyze the differences in students' learning outcomes taught using the Learning Cycle 7E and Discovery Learning models on the topic of environmental change and conservation at MAN 1 Sinjai, as well as to examine the significant effect of the Learning Cycle 7E model on learning outcomes. The research employed a quasi-experimental method with a non-equivalent control group design. The population consisted of 203 tenth-grade students, with a purposive sampling technique resulting in 58 participants, comprising 29 students in the experimental group and 29 in the control group. Research instruments included a learning outcomes test, teaching modules, and observation sheets for instructional implementation. Data analysis was conducted using descriptive and inferential statistics, including normality, homogeneity, hypothesis testing, and influence testing. The results revealed a significant difference between the experimental and control groups, with a significance value of α = 0.00 < 0.05 and the effect size test using Cohen’s d yielded a value of 1.268 where d > 0,8 = very large. These findings indicate that the implementation of the Learning Cycle 7E model is significantly more effective in enhancing students' learning outcomes compared to the Discovery Learning model on the topic studied.
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