Improving Students' Conceptual Understanding with the 5E Learning Cycle Model in Static Fluid Material
DOI:
https://doi.org/10.37891/kpej.v9i1.1069Abstract
Static fluids are a difficult topic, and students must understand many of the concepts involved. Students often misunderstand buoyancy, hydrostatic pressure, and Pascal's law. A learning method that uses the 5E learning cycle model can help overcome these misunderstandings. This method trains students to create and use models, analyze data, think mathematically, design experiments, and provide scientific explanations. Through these learning experiences, students should gain a deep understanding of the main ideas of static fluids. This study aimed to enhance students' conceptual understanding of static fluids using the 5E learning cycle model. The research design was a one-group pretest-posttest study with 29 high school students from Brawijaya Smart School in Malang as the subjects. Conceptual understanding was measured using a test comprising 10 multiple-choice questions. Data analysis was performed using the Wilcoxon test to calculate the n-gain value. The analysis revealed a significant improvement in students' conceptual understanding of static fluids after implementing the 5E learning cycle model. The research yielded an n-gain value of 0.55, which falls within the moderate category. Therefore, it can be concluded that the 5E learning cycle model improves students' conceptual understanding of static fluid material.
References
Adisna, Q. D. P. P., Wahuni, A., & Suyudi, A. (2020). Analisis Pemahaman Konsep Fisika Siswa pada Pokok Bahasan Fluida Statis. Jurnal Ilmu Fisika dan Pembelajarannya (JIFP), 3(2), 68–75. https://doi.org/10.19109/jifp.v3i2.4632
Affandy, H., Arya Nugraha, D., Nourma Pratiwi, S., & Cari, C. (2021). Calibration for Instrument Argumentation Skills on the Subject of Fluid Statics Using Item Response Theory. Journal of Physics: Conference Series, 1842(1). https://doi.org/10.1088/1742-6596/1842/1/012032
Al-Qoyyim, T. M., Wahyudi, W., Gunawan, G., & Doyan, A. (2024). The Influence of Problem Based Learning Model Assisted by Video on Student’s Problem-Solving Skills in Static Fluid Material. Journal of Science and Science Education, 5(1), 22–30. https://doi.org/10.29303/jossed.v5i1.7382
Alamsyah, M., Marhento, G., Siburian, M. F., Astuti, I. A. D., & Bhakti, Y. B. (2021). Application of Blended Learning with Edmodo based on POE Learning Model to Increase Students Understanding of Science Concepts. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012121
Ari, P., Parno, P., Khusaini, & Abd Hadi Bunyamin, M. (2024). Investigation of Scientific Reasoning Skills Survey Research on Static Fluid Topics. Kasuari: Physics Education Journal (KPEJ), 7(2), 396–408. http://jurnal.unipa.ac.id/index.php/kpej
Burner, T., & Svendsen, B. (2020). Activity theory—Lev Vygotsky, Aleksei Leont'ev, Yrjö Engeström. In B. Akpan & T. J. Kennedy (Eds.), Science Education in Theory and Practice: An Introductory Guide to Learning Theory (pp. 311–322). Springer. https://doi.org/10.1007/978-3-030-43620-9_21
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications. Biological Sciences Curriculum Study (BSCS).
Danar, I., Irawan, A., Islamiyah, M., Basri, N. A., & Lutfiah, S. (2025). Students ’ Conceptual Understanding and Difficulties on Static Fluids : A Literature Review. Phi: Jurnal Pendidikan Fisika dan Terapan, 12(1), 212–219. https://doi.org/10.22373/p-jpft.v12i1.30339
Demkanin, P., Šromeková, K., & Slovák, A. (2020). Exponential Function in Physics Education from the View of Knowledge in Pieces Theory. In F. J. García-Peñalvo, A. J. Mendes, & M. A. Conde (Eds.), Proceedings INNODOCT/20: International Conference on Innovation, Documentation and Education (pp. 95–102). Editorial Universitat Politècnica de València. https://doi.org/10.4995/INN2020.2020.11829
Ding, L., & Beichner, R. (2009). Approaches to Data Analysis of Multiple-Choice Questions. Physics Education Research, 5(2), 1–17. https://doi.org/10.1103/PhysRevSTPER.5.020103
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of Discipline-Based Education Research in Physics. Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23(7), 5–12. https://doi.org/https://doi.org/10.2307/1176933
Fazri, R. N., & Mustadi, A. (2020). Learning cycle 5E: An attempt to improve creative thinking skills' pre-service primary school teachers in classroom action research. In Proceedings of the 4th International Conference on Learning Innovation and Quality Education (ICLIQE 2020) (Article 48). Association for Computing Machinery. https://doi.org/10.1145/3452144.3452248
Hake, R. R. (1998). Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hamid, A. (2025). Analisis Faktor Penyebab Miskonsepsi Mahasiswa pada Materi Aljabar: Perspektif Kognitif dan Pedagogis. VENN: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences, 4(2), 71–80. https://doi.org/10.53696/venn.v4i2.264
Hammer, D. (1996). Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure Influence Instructional Perceptions and Intentions?. Journal of the Learning Sciences, 5(2), 97–127. https://doi.org/10.1207/s15327809jls0502_1
Kane, S. N., Mishra, A., & Dutta, A. K. (2016). Preface: International Conference on Recent Trends in Physics (ICRTP 2016). Journal of Physics: Conference Series, 755(1), 1–5. https://doi.org/10.1088/1742-6596/755/1/011001
Knight, R. D. (2017). Physics for Scientists and Engineers: A Strategic Approach. Pearson.
Long, L., Minervini, A., & Gladd, J. (2020). Toulmin Argument Model. In Writing Arguments in STEM. California State University. https://pressbooks.calstate.edu/writingargumentsinstem/chapter/toulmin-argument-model
Naf'atuzzahrah, N., Taufik, M., Gunawan, G., & Sahidu, H. (2022). Pengembangan Perangkat Pembelajaran Model Learning Cycle 5E untuk Meningkatkan Penguasaan Konsep Fisika Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi, 8(Special Issue), 23–30. https://doi.org/10.29303/jpft.v8ispecialissue.3393
Nisa', M., Munawaroh, F., Yasir, M., & Wulandari, A. Y. R. (2022). Analisis Miskonsepsi Siswa pada Konsep Tekanan Zat di SMP Negeri 2 Bangkalan. Natural Science Education Research, 4(3), 183–192. https://doi.org/10.21107/nser.v4i3.8365
NRC. (2012). K-12 Science A Framework For Education Practices, Crosscutting Concepts, and Core Ideas Committee. The National Academies.
Nuryantini, A. Y., Sulastri, F., & Septia Mahen, E. C. (2018). Students’ Critical Thinking Ability Through Guided Inquiry-Based Digital Student Worksheet. In Proceedings of the 3rd International Conference on Social Sciences, Laws, Arts and Humanities (BINUS-JIC) (pp. 572–576). SciTePress. https://doi.org/10.5220/0010024705720576
Papakonstantinou, M., & Skoumios, M. (2021). Science and Engineering Practices in the Content of Greek Middle School Physics Textbooks about Forces and Motion. Journal of Technology and Science Education, 11(2), 457–473. https://doi.org/10.3926/jotse.1286
Piaget, J., & Inhelder, B. (1972). The Psychology of the Child. Basic Books.
Puspita, W. I., Sutopo, S., & Yuliati, L. (2019). Identifikasi Penguasaan Konsep Fluida Statis pada Siswa. Momentum: Physics Education Journal, 3(1), 53–57. https://doi.org/10.21067/mpej.v3i1.3346
Putra, F., Nur Kholifah, I. Y., Subali, B., & Rusilowati, A. (2018). 5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(2), 171–181. https://doi.org/10.24042/jipfalbiruni.v7i2.2898
Putriardi, I. M. T., Sukarmin, & Ekawati, E. Y. (2023). Remediasi Miskonsepsi Menggunakan Model Learning Cycle 5E pada Materi Fluida Statis. Jurnal Materi dan Pembelajaran Fisika, 13(1), 1–6. https://doi.org/10.20961/jmpf.v13i1.59345
Rohmawati, W., Sutopo, S., Waldrip, B., Kurnaz, M. A., & Levy, S. T. (2024). Analysis of students concept mastery on forces on objects in static fluid with interactive demonstration learning. Classroom Experiences, 2(2), 69–77. https://doi.org/10.59535/care.v2i2.323
Senturk, H. E., & Camliyer, H. (2016). A New Learning Model on Physical Education: 5E Learning Cycle. Universal Journal of Educational Research, 4(1), 26–29. https://doi.org/10.13189/ujer.2016.040104
Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K., & Soankwan, C. (2009). Developing, Evaluating and Demonstrating the Use of a Conceptual Survey in Mechanical Waves. International Journal of Science Education, 31(18), 2437–2457. https://doi.org/10.1080/09500690802389605
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wicaksono, I., Jatmiko, B., & Prastowo, T. (2015). Pengembangan Perangkat Pembelajaran Fisika Model Learning Cycle 5E untuk Meningkatkan Pemahaman Konsep Siswa pada Materi Fluida Statis. Jurnal Penelitian Pendidikan Sains, 4(2), 518–524. https://doi.org/10.26740/jpps.v4n2.p518-524
Wijaya, C. P., Supriyono Koes, H., & Muhardjito. (2016). The Diagnosis of Senior High School Class X MIA B Students Misconceptions about Hydrostatic Pressure Concept using three-tier. Jurnal Pendidikan IPA Indonesia, 5(1), 14–21. https://doi.org/10.15294/jpii.v5i1.5784
Yusal, Y., Nurazmi, N., & Harnipa, H. (2023). Application of Problem Based Learning to Enhance Students’ Problem Solving Ability in Static Fluid. Kasuari: Physics Education Journal (KPEJ), 6(2), 98–106. http://jurnal.unipa.ac.id/index.php/kpej
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Universitas Papua
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Kasuari: Physics Education Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Whatsapp 
