Examining the 5E Learning Cycle via Market Place Activity on Students’ Scientific Reasoning in Grade VII Science Learning

Abstract

cientific reasoning is a high-level thinking skill essential in science learning that needs to be developed through active, student-centered learning. This study aims to analyze the differences in scientific reasoning between students engaged in the 5E learning cycle integrated with market place activity and those taught using direct instruction on the topic of living organism classification. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The population comprised 255 seventh-grade students at State Junior High School X, Surakarta, in the 2025/2026 academic year. Using cluster random sampling, Class VII G was selected as the experimental group with 31 students and Class VII F as the control group with 32 students. The experimental group received 5E learning cycle instruction through market place activity, while the control group received direct instruction. Primary data were collected using 20 two-tier multiple-choice items measuring Lawson's six scientific reasoning indicators. Data were analyzed using ANCOVA with pretest scores as a covariate and N-Gain for improvement. ANCOVA showed a significant difference between groups, with a p-value below 0.001 and a partial eta squared of 0.354. The experimental group had an adjusted mean score of 75.414, with a 95 percent confidence interval from 71.407 to 79.420, compared with 59.287, with a 95 percent confidence interval from 55.343 to 63.230, in the control group. N-Gain was 0.60 for the experimental group and 0.33 for the control group, both categorized as medium. These findings indicate that the experimental group achieved higher scientific reasoning scores after controlling for pretest performance.