THE EFFECTIVENESS OF THE 7E LEARNING CYCLE MODEL ASSISTED BY VIRTUAL LABORATORY MEDIA IN IMPROVING STUDENTS’ COGNITIVE LEARNING OUTCOMES ON MOTION AND FORCE
Keywords:
7E Learning Cycle, virtual laboratory, cognitive learning outcomes, motion and force, science learning, quasi-experimentAbstract
This research was conducted to investigate the impact of applying the 7E Learning Cycle model supported by virtual laboratory media on the cognitive learning achievement of seventh-grade students in the topic of motion and force. The study took place at SMP Negeri 40 Pekanbaru during the first semester of the 2025/2026 academic year and employed a quasi-experimental approach using a post-test only control group design. The participants consisted of two randomly selected classes: an experimental class that received instruction through the 7E Learning Cycle model integrated with a virtual laboratory, and a control class that experienced conventional teaching methods. The instrument used in this study was a written post-test containing 15 multiple-choice items designed to assess students’ cognitive abilities from levels C1 to C6 according to Bloom’s Taxonomy. The collected data were processed using both descriptive and inferential statistical analyses, with the Mann–Whitney test applied to determine differences between groups. The findings revealed that students in the experimental class achieved an average cognitive learning score of 83.09, categorized as very high, while the control class obtained an average score of 66.21, categorized as high. Furthermore, the Mann–Whitney analysis produced a significance value of p = 0.001 (p < 0.05), demonstrating a statistically significant difference between the cognitive learning outcomes of the two classes. These results indicate that the use of the 7E Learning Cycle model combined with virtual laboratory media effectively improves students’ cognitive achievement in learning motion and force concepts. Therefore, this instructional model can be considered an effective alternative for science learning to promote student participation and deepen conceptual understanding.
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