Agus Setiawan (2016) Effects Of Learning Cycle 5e With Problem Posing On Polyhedron Viewed From The Mathematics Learning Motivation
The objective of this research was investigating the effect of learning models on mathematics achievement viewed from the mathematics learning motivation . This research used the quasi experimental research with the factorial design of 2 x 3. The sample of this research is 62 students in Grade VIII of Junior Secondary Schools Roudlot ul Tholibin. The instruments used to gather the data of the research were test of learning achievement in Mathematics and questionnaire of Mathematics learning motivation of the students the proposed hypotheses of the research were tested by using the two - way analysis of variance with unbalanced cells. The results of the research are students instructed with the Learning Cycle 5E model with the problem posing have a better learning achievement in Mathematics than those instructed with the Learning Cycle 5E model and the direct learning model.
Keywords : Learning Cycle 5E, Problem Posing, and Mathematics Learning Motivation
 Akay, H & Boz, N. 2010. The Efect of Problem Posing Oriented Analyses - II Course on the Atitudes toward Mathematics and Mathematics Self - Eicacy of Elementary Prospective Mathemati cs Teachers. Australian Journal of Teacher Education. 35(1): 60 - 75.  Bybee, R. W. (2002). Scientific inquiry, student learning, and the science curriculum. In R. W. Bybee (Ed.), Learning Science and the Science of Learning (pp. 25 - 35). Arlington, Virgi nia: NSTA press.  Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick & N. G. Lederman. (Eds.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education (pp. 1 - 14). Dordrecht, Netherl ands: Springer.  Ignacio, N., Nieto, L., and Barona, E. 2006. The Affective Domain In Mathematics Learning. International Electronic Journal of Mathemathics Education. 1(1):16 - 32.  Polyiem,T., Nuangchalerm,P and Wongchantra.P. 2011. Learning Achie vement, Science Process Skills, and Moral Reasoning of Ninth Grade Students Learned by 7e Learning Cycle and Socioscientific Issue - based Learning. Australian Journal of Basic and Applied Sciences, 5(10): 257 - 564.  Piyayodilokchai, H., Panjaburee, P., L aosinchai, P., Ketpichainarong, W., & Ruenwongsa, P. (2013). A 5E Learning Cycle Approach – Based, Multimedia - Supplemented Instructional Unit for Structured Query Language. Educational Technology & Society, 16 (4), 146 – 159.  Silver, E. A. 1997. Fostering Creativity through Instruction Rich in Mathematical Problem Solving and Problem Posing. The International Journal on Mathematics Education, 3: 97.  Tuna, A & Kacar, A. 2013. The Effect of 5E Learning Cycle Model in Teaching Trigonometry on Students‟ A cademik Achivement and Permanence Of Their Knowledge. International Journal on New Trends in Education and Their Implications. 4(7): 73 - 87.  Xia, X. Lü, C dan Wang, B. 2008. Research on Mathematics Instruction Experiment Based Problem Posing. Journal of Mathematics Education. 1(1): 153 - 163.