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The Effect of Learning Cycle 7E Model for Geographic Achievement on Multi-ethnic Students
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  Advances in Social Science, Education and Humanities Research
  doi:10.2991/icge-16.2017.59 (how to use a DOI)
Iya' Setyasih, Mei Vita Romadhon N., Ach. Amirudin, Ach. Fatchan, Sugeng Utaya
corresponding author:
Iya' Setyasih
publication date:
May 2017
Learning cycle 7E, geographic achievment, multiethnic School
Geographic achievement are influenced by many factors. Teachers can implement 7E learning cycle models that exploit the capabilities early so that students can understand the material and develop the knowledge initially. East Kalimantan is the province which has students of various ethnicities, including Java, Kutai, Dayak, Bugis, Banjar, Batak, Toraja, and others. The aim of this study to describe the influence of the model LC 7E on geographic achievement at high school students of the school multi-ethnic. This study uses a quasi experimental nonequivalent pretest-posttest control group design with research subjects class X SMA totaling 96 people. Collecting data by using interview techniques, documentation, questionnaire, and test. Based on the test results are known that the multi-ethnic group of students with learning models have the results of the pretest LC 7E 53.40; posttest 75.60; and a gain of 21.60, while the multi-ethnic group of students with learning conventional models have the results of the pretest 50.95; posttest 67.67 and 16.64 gain. It shows the model LC 7E significantly affect results in students learning geography multi-ethnic than conventional models. Results of study of geography was not affected by ethnicity of students, but is influenced by the model and teaching methods. Understanding of teachers will be material, models and methods of learning and culture character students, greatly affect the learning undertaken by teachers that learning objectives can be achieved.
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