Learning Cycle Model and Improvement of Cognitive Ability of Elementary School Students

Abstract

This study aims to analyze the cognitive abilities that can be developed by grade 1 elementary school students in learning using the learning cycle model based on Bloom’s taxonomy. The Learning Cycle model is a learning model that has learning stages that contain high-level thinking activities. The stages in the Learning Cycle model are engagement, exploration, explanation, elaboration, and evaluation. This type of research is qualitative. This research was conducted at SDN 175 Bonto Masunggu, Bone Regency, South Sulawesi. The subjects of the study were 26 grade 1 students. The determination of subjects was carried out using the Purposive Sampling technique. The data collection technique uses tests to measure learning outcomes, observation to observe student activities in thinking activities, and documentation. Then the data was analyzed using the qualitative method of the Miles and Huberman Interactive Model. The results show that the Learning Cycle model can support the development of cognitive abilities by providing better efforts in packaging activities and guiding student learning activities. This is shown in the cognitive activity of students at a low level (C1-C3) which increases significantly. In the first cycle, 77% of students appeared, while in the last cycle, 97% of students showed C1-C3 cognitive activity. Meanwhile, the analysis activity (C4) is packed with cognitive games. One of them is to find 5 differences in 2 similar images. Games like this arouse interest to be active and focused on learning activities.