Enhancing Analytical Thinking and Scientific Attitude: The 7E Learning Cycle with Socio-Scientific Issues Context in Salt Hydrolysis
Country:
(1) Department of Chemical Education, Yogyakarta State University, Indonesia
(2) Department of Chemical Education, Yogyakarta State University, Indonesia
The low level of higher-order thinking skills of students in learning chemistry indicates that students still frequently experience difficulties in developing their thinking abilities. One of the factors is the obstacles in conceptual reasoning and misconceptions experienced by students. These obstacles not only impact the cognitive aspect but are also accompanied by issues in the affective aspect, one of which is a scientific attitude. This serves as an internal factor for establishing optimal learning. One alternative is instruction that uses contexts relevant to daily life, such as implementing the 7E learning cycle model within a socio-scientific issues (SSI) context in learning chemistry. This study aims to examine the effectiveness of the 7E learning cycle model, contextualized with SSI, on students' analytical thinking skills and scientific attitudes regarding salt hydrolysis. The research method used was a quasi-experimental pretest-posttest control group design. The study population included all eleventh-grade students in senior high schools in Madiun City. Sample classes were determined using cluster random sampling, with two experimental and two control classes, for a total of 131 students. The results showed an improvement in students' analytical thinking skills, with an N-Gain score of 0.50, which falls in the medium category, while the improvement in scientific attitude was also in the medium category, with an N-Gain score of 0.35. The MANOVA results showed a significance value of 0.000 < 0.05, indicating a significant difference between the experimental and control groups. The 7E learning cycle, contextualized with SSI, provided a simultaneous, effective contribution of 20.8% to students' analytical thinking skills and scientific attitudes. Based on these findings, it can be concluded that the 7E learning cycle model, contextualized with SSI, has the potential to be more effective in improving students' analytical thinking skills and scientific attitudes regarding salt hydrolysis.
Keywords: 7E learning cycle, socioscientific issues, analytical thinking skills, scientific attitude, salt hydrolysis.
Ad’Hiya, E., & Laksono, E. W. (2018). Students’ analytical thinking skills and chemical literacy concerning chemical equilibrium. AIP Conference Proceedings, 1–5. https://doi.org/10.1063/1.5062824
Amiruddin, Baharuddin, F. R., Takbir, & Setialaksana, W. (2023). May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation. SAGE Open, 13(4), 1–16. https://doi.org/10.1177/21582440231214375
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom’s taxonomy of educational objective. Addison Wesley Longman Inc.
Andriani, R., & Supiah, Y. L. I. (2021). Effect of problem based learning models on students’ analytical thinking abilities and scientific attitudes in chemistry. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012190
Arlianty, W. N., Febriana, B. W., Diniaty, A., & Fauzi’ah, L. (2018). Student profile in completing questions based on cognitive level of bloom’s taxonomy by Anderson and Krathwohl. AIP Conference Proceedings, 2026(1), 20063. https://doi.org/10.1063/1.5065023
Astuti, R. T. (2023). Profil Kesulitan Belajar Peserta Didik dalam Memahami Materi Hidrolisis Garam [Profile of Students' Learning Difficulties in Understanding Salt Hydrolysis Material. ORBITAL: Jurnal Pendidikan Kimia, 6(2), 250–261.
Banerjee, A. (2010). Teaching science using guided inquiry as the central theme : A professional development model for high school science teachers. Science Educator, 19(2), 1–9.
Blegur, J., Rajagukguk, C. P. M., Sjioen, A. E., & Souisa, M. (2023). Innovation of analytical thinking skills instrument for throwing and catching game activities for elementary school students. International Journal of Instruction, 16(1), 723–740. https://doi.org/10.29333/iji.2023.16140a
Carlson, J. (2015). Learning Cycle. In Encyclopedia of Science Education (pp. 584–588). Springer Science+Business Media Dordrecht. https://doi.org/10.1007/978-3-030-10576-1_211
Chen, D. P., Chang, S. W., Burgess, A., Tang, B., Tsao, K. C., Shen, C. R., & Chang, P. Y. (2023). Exploration of the external and internal factors that affected learning effectiveness for the students: a questionnaire survey. BMC Medical Education, 23(1), 1–7. https://doi.org/10.1186/s12909-023-04035-4
Davut Gül, M., & Ayık, Z. (2025). Impacts of enrichment programs on cognitive and affective skills of gifted students: A meta-analysis. Plos One, 20(10 October), 1–21. https://doi.org/10.1371/journal.pone.0333714
Do, H. N., Do, B. N., & Nguyen, M. H. (2023). How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach. Heliyon, 9(12), e22862. https://doi.org/10.1016/j.heliyon.2023.e22862
Dusturi, N., Nurohman, S., & Wilujeng, I. (2024). Socio-scientific issues (SSI) approach implementation in science learning to improve students’ critical thinking skills: Systematic literature review. Jurnal Penelitian Pendidikan IPA, 10(3), 149–157. https://doi.org/10.29303/jppipa.v10i3.6012
Fahmidani, Y., & Rohaeti, E. (2020). Attitude toward chemistry: Student’s perception based on learning experience. Journal of Physics: Conference Series, 1440(1), 12016. https://doi.org/10.1088/1742-6596/1440/1/012016
Fatonah, S., Prasetyo, Z. K., Utami, A. D., Chasanah, U., Lusiana, L., & Siregar, V. V. (2023). Scientific attitude and its effect on students’ productivity. Jurnal Pendidikan IPA Indonesia, 12(4), 658–671. https://doi.org/10.15294/jpii.v12i4.47727
Febri, A., Sarwanto, & Rahardjo, D. T. (2020). Pengaruh eksperimentasi inkuiri terbimbing (guided inquiry) dan learning cycle 7E pada pembelajaran fisika terhadap kemampuan kognitif ditinjau dari motivasi belajar siswa di SMA [The influence of guided inquiry experimentation and the 7E learning cycle on physics learning on cognitive abilities as viewed from the perspective of student learning motivation in high school]. Jurnal Sains Edukatika Indonesia (JSEI), 2(1), 5–13.
Febriani, F., & Singasari, M. I. M. (2020). Peningkatan sikap tanggung jawab dan prestasi belajar melalui model pembelajaran kolaboratif tipe cycle 7E [Improving the attitude of responsibility and learning achievement through the collaborative learning model of the 7E cycle type]. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 10(2), 175–186. https://doi.org/10.25273/pe.v10i2.6335
Fitriyana, N., Marfuatun, M., & Priyambodo, E. (2019). The Profile of Students’ Analytical Thinking Skills on Chemistry Systemic Learning Approach. Scientiae Educatia, 8(2), 207. https://doi.org/10.24235/sc.educatia.v8i2.5272
Gading, R. M. A. D. P., & Rohaeti, E. (2024). Developing an instrument for scientific attitude assessment in learning chemistry. Jurnal Penelitian Pendidikan IPA, 10(3), 1039–1047. https://doi.org/10.29303/jppipa.v10i3.6669
Gette, C. R., Kryjevskaia, M., Stetzer, M. R., & Heron, P. R. L. (2018). Probing student reasoning approaches through the lens of dual-process theories: A case study in buoyancy. Physical Review Physics Education Research, 14(1), 10113. https://doi.org/10.1103/PhysRevPhysEducRes.14.010113
Gul, M. D., & Akcay, H. (2020). Structuring a new socioscientific issues (SSI) based instruction model: impacts on pre-service science teachers’ (PSTs) critical thinking skills and dispositions. International Journal of Research in Education and Science (IJRES), 6(1), 141–159.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. In Pearson Education. https://doi.org/10.4324/9781351269360
Harta, J., Rasuh, N. T., & Seriang, A. (2020). Using HOTS-based chemistry national exam questions to map the analytical abilities of senior high school students. Journal of Science Learning, 3(3), 143–148. https://doi.org/10.17509/jsl.v3i3.22387
Herman, B. C., Newton, M. H., & Zeidler, D. L. (2021). Impact of place-based socioscientific issues instruction on students’ contextualization of socioscientific orientations. Science Education, 105(4), 585–627. https://doi.org/10.1002/sce.21618
Högström, P., Gericke, N., Wallin, J., & Bergman, E. (2024). Teaching socioscientific issues: A systematic review. Science and Education, 34(5), 3079–3122. https://doi.org/10.1007/s11191-024-00542-y
Horvat, S. A., Mihajlović, J., Rončević, T. N., & Rodić, D. D. (2021). Procedure for the assessment of cognitive complexity: development and implementation in the topic “hydrolysis of salts.” Macedonian Journal of Chemistry and Chemical Engineering, 40(1), 119–130. https://doi.org/10.20450/MJCCE.2021.2240
Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017). Students’ science process skill and analytical thinking ability in chemistry learning. AIP Conference Proceedings, 1868(1), 30001. https://doi.org/10.1063/1.4995100
Jaenudin, R., Chotimah, U., Farida, & Syarifuddin. (2020). International Journal of Multicultural and Multireligious Understanding Student Development Zone : Higher Order Thinking Skills (HOTS) in Critical Thinking Orientation. International Journal of Multicultural and Multireligious Understanding, 7(9), 11–19.
Karenina, A., Widoretno, S., & Prayitno, B. A. (2020). Effectiveness of problem solving-based module to improve analytical thinking. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/012093
Ke, L., Sadler, T. D., Zangori, L., & Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42(8), 1339–1361. https://doi.org/10.1080/09500693.2020.1759843
Kurniawan, S. (2025). Transformation Education System and Challenges and Opportunities in the 21st Century. Nuris Journal of Education and Islamic Studies, 5(2), 139–150. https://doi.org/10.52620/jeis.v5i2.121
Kusumaningrum, Y. D., Budiasih, E., & Suharti, S. (2021). Effect of integration of SETS (science-environment-technology-society) in 7E learning cycle on students’ critical thinking skills. AIP Conference Proceedings, 2330. https://doi.org/10.1063/5.0043357
Laliyo, L. A. R., La Kilo, A., Paputungan, M., Kunusa, W. R., Dama, L., & Panigoro, C. (2022). Rasch Modelling To Evaluate Reasoning Difficulties, Changes of Responses, and Item Misconception Pattern of Hydrolysis. Journal of Baltic Science Education, 21(5), 817–835. https://doi.org/10.33225/jbse/22.21.817
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Lowell, V. L., & Moore, R. L. (2020). Developing practical knowledge and skills online instructional design students through authentic learning and real-world activities. TechTrends, 64(4), 581–590. https://doi.org/10.1007/s11528-020-00518-z
Madina, N. (2024). Factors influencing students’ attitude towards science subjects in Secondary Schools: A case study of Secondary Schools in Kisseka Sub-County, Masaka District. Iaa Journal of Education, 10(2), 13–26. https://doi.org/10.59298/iaaje/2024/102.1326.11
Malik, R. S. (2018). Educational Challenge in 21st Century and Sustainable Development. Journal of Sustainable Development Education and Research, 2(1), 9–20.
Mardhiyah, R. H., Aldriani, S. N. F., Chitta, F., & Zulfikar, M. R. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia [The importance of learning skills in the 21st century as a requirement in human resource development]. Lectura : Jurnal Pendidikan, 12(1), 29–40. https://doi.org/10.31849/lectura.v12i1.5813
Marfilinda, R., Zaturrahmi, & Suma Indrawati, E. (2019). Development and application of learning cycle model on science teaching and learning: A literature review. Journal of Physics: Conference Series, 1317(1). https://doi.org/10.1088/1742-6596/1317/1/012207
Martin, R., Sexton, C., & Gerlovich, J. (2001). Teaching Science for All Childern (3th ed.). Person Education Company.
Mekonnen, Z. B., Yehualaw, D. D., Mengistie, S. M., & Mersha, B. S. (2024). The effect of 7E learning cycle enriched with computer animations on students’ conceptual understanding and overcoming misconceptions. In Journal of Pedagogical Research (Vol. 8, Issue 2). https://doi.org/10.33902/JPR.202425017
Misbah, M., Dewantara, D., Hasan, S. M., & Annur, S. (2018). The development of student worksheet by using guided inquiry learning model to train student’s scientific attitude. Unnes Science Education Journal, 7(1), 19–26.
Musfiroh, M., Suwarma, I. R., & Efendi, R. (2024). Enhancing physics learning through the 7E learning cycle model: A systematic literature review. Indonesian Journal of Science and Mathematics Education, 7(3), 531. https://doi.org/10.24042/ijsme.v7i3.24125
Mustafa, L. K., & Suyanta. (2019). Exploring students’ integrated ability and creativity: Using 7e learning cycle model in chemistry learning. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012019
Muthma’Innah, M., Dahlan, J. A., & Suhendra, S. (2019). Ability of mathematical critical thinking - What about Learning Cycle 7E model? Journal of Physics: Conference Series, 1157(3). https://doi.org/10.1088/1742-6596/1157/3/032129
Noreen, Z., Iqbal, M., & Hayat, K. (2024). Effect of the 7E learning cycle model on students’ achievement in the subject of science at the elementary school level. Qlantic Journal of Social Sciences, 5(2), 34–45. https://doi.org/10.55737/qjss.315497375
Nurlatifah, S., Tukiran, T., & Erman, E. (2018). The development of learning material using learning cycle 7E with socio-scientific issues context in rate of reaction to improve studentrs argumentation skills in senior high school. Advances in Intelligent Systems Research (AISR), 157(Miseic), 81–86. https://doi.org/10.2991/miseic-18.2018.20
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2022). Guided inquiry-based learning in secondary-school chemistry classes: A case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/d2rp00110a
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
Owens, D. C., & Sadler, T. D. (2024). Socio-scientific issues instruction for scientific literacy: 5E Framing to enhance teaching practice. School Science and Mathematics, 124(3), 203 – 210. https://doi.org/10.1111/ssm.12626
Perdana, R., Yanfika, H., Sholehurrohman, R., & Bertiliya, W. A. (2024). Developing worksheet-based 7E learning cycle to foster elementary school students’ critical and creative thinking skills. Journal of Educational Management and Instruction (JEMIN), 4(1), 196–212. https://doi.org/10.22515/jemin.v4i1.9659
Prastika, F. N. K., & Arianingrum, R. (2025). The socioscientific issues approach in chemistry education: A literature study and its implication. Jurnal Pendidikan MIPA, 15(3), 723–731.
Prianti, T., Susanti VH, E., & Indriyanti, N. Y. (2020). Misconceptions of high school students in salt hydrolysis topic using a three-tier diagnostic test (TTDT). JKPK (Jurnal Kimia Dan Pendidikan Kimia), 5(1), 32. https://doi.org/10.20961/jkpk.v5i1.34502
Puspita, L., Budiman, H., & Thessalonica, M. A. (2018). Pengaruh model learning cycle tipe 7E disertai teknik talking stick terhadap sikap ilmiah siswa pada materi protista [The influence of the 7E type learning cycle model accompanied by the talking stick technique on students' scientific attitudes towards protist material]. Biosfer: Jurnal Tadris Biologi, 9(2), 205–216. https://doi.org/10.24042/biosfer.v9i2.3966
Rahman, M. S., & Chavhan, D. R. (2022). 7E model: An effective instructional approach for teaching learning. EPRA International Journal of Multidisciplinary Research (IJMR), 8(1), 339–345. https://doi.org/10.36713/epra9431
Ramadani, A. S., Supardi, Z. A. I., Tukiran, & Hariyono, E. (2021). Profile of analytical thinking skills through inquiry-based learning in science subjects. Studies in Learning and Teaching, 2(3), 45–60. https://doi.org/10.46627/silet.v2i3.83
Rampean, B., Roheti, E., Septriwanto, J., & Lengkong, M. (2021). How can open inquiry enhancing students’ scientific attitude through chemistry learning? Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528(Icriems, 2020), 238–245. https://doi.org/10.2991/assehr.k.210305.035
Ren, X., Zu, Y., & Ud Din, S. Z. (2025). Optimizing Classroom Ecology through Learning Analytics to Improve Teaching and Student Engagement. Interciencia, 408(6), 2–27. https://doi.org/10.59671/anvbo
Rohaeti, E., Prodjosantoso, A. K., & Irwanto. (2020). Research-oriented collaborative inquiry learning model: Improving students’ scientific attitudes in general chemistry. Journal of Baltic Science Education, 19(1), 108–120. https://doi.org/10.33225/jbse/20.19.108
Rosidin, A., Sudirman, S., Mufti, M. I., Pramono, S. A., Susanty, L., Dudin, A., Ernawati, & Arifin, A. (2025). Exploring Educational Policy Innovations and Curriculum Development in Indonesian Higher Education: A Systematic Review. Journal of Education Culture and Society, 16(2), 943–958. https://doi.org/10.15503/jecs2025.3.943.958
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/tea.20009
Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. In Studies in Science Education (Vol. 45, Issue 1). https://doi.org/10.1080/03057260802681839
Sadler, T. D., & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112–138. https://doi.org/10.1002/tea.20042
Sarwanto, S., Fajari, L. E. W., & Chumdari, C. (2021). Critical thinking skills and their impacts on elementary school students. Malaysian Journal of Learning and Instruction, 18(2), 161–188.
Shidiq, A. S., Yamtinah, S., & Masykuri, M. (2019). Identifying and addressing students’ learning difficulties in hydrolysis using testlet instrument. AIP Conference Proceedings, 2194(December). https://doi.org/10.1063/1.5139849
Solbes, J., Torres, N., & Traver, M. (2018). Use of socio-scientific issues in order to improve critical thinking competences. Asia-Pacific Forum on Science Learning and Teaching, 19(1).
Suardana, I. N., Redhana, I. W., Sudiatmika, A. A. I. A. R., & Selamat, I. N. (2018). Students’ critical thinking skills in chemistry learning using local culture-based 7E learning cycle model. International Journal of Instruction, 11(2), 399–412. https://doi.org/10.12973/iji.2018.11227a
Sugrah, N., Suyanta, & Wiyarsi, A. (2023). Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom. Lumat, 11(1), 140–165. https://doi.org/10.31129/LUMAT.11.1.1856
Supardi, R., Istiyono, E., & Setialaksana, W. (2019). Developing scientific attitudes instrument of students in chemistry. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012025
Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329
Tsai, C.-Y. (2018). The effect of online argumentation of socio-scientific issues on students’ scientific competencies and sustainability attitudes. Computers & Education, 116, 14–27. https://doi.org/https://doi.org/10.1016/j.compedu.2017.08.009
Üce, M., & Ceyhan, İ. (2019). Misconception in Chemistry Education and Practices to Eliminate Them: Literature Analysis. Journal of Education and Training Studies, 7(3), 202. https://doi.org/10.11114/jets.v7i3.3990
Udonsathian, T., & Worapun, W. (2024). Enhancing analytical thinking in grade 8 science education: Integrating 5E inquiry-based and 5W1H techniques. International Journal of Advanced and Applied Sciences, 11(5), 62–69. https://doi.org/10.21833/ijaas.2024.05.007
Uyanık, G. (2016). Effect of learning cycle approach-based science teaching on academic achievement, attitude, motivation, and retention. Universal Journal of Educational Research, 4(5), 1223–1230. https://doi.org/10.13189/ujer.2016.040536
Wahyudiati, D. (2022). Critical thinking skills and scientific attitudes of pre-service chemistry teachers through the implementation of problem-based learning model. Jurnal Penelitian Pendidikan IPA, 8(1), 216–221. https://doi.org/10.29303/jppipa.v8i1.1278
Wen, C., Liu, C., Chang, H., & Chang, C. (2020). Computers & education students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149(February), 103830. https://doi.org/10.1016/j.compedu.2020.103830
Whudian, A., Park, Y., & Atanga, R. A. (2023). The effect of applying the learning cycle learning model on students’ learning outcomes of geography. Indonesian Journal of Education Research (IJoER), 4(4), 97–106. https://doi.org/10.37251/ijoer.v4i4.708
Wibowo, A., & Suyanta. (2019). Integrated thinking ability and activities on eleventh grader students through learning cycle 7E. Journal of Physics: Conference Series, 1156(1). https://doi.org/10.1088/1742-6596/1156/1/012016
Wodaj, H., & Belay, S. (2021). Effects of 7E Instructional Model with Metacognitive Scaffolding on Students’ Conceptual Understanding in Biology. Journal of Education in Science, Environment and Health (JESEH), 7(1), 26–43. https://doi.org/https://doi.org/10.21891/jeseh.770794
Yennita, Astriawati, F., Jumiarni, D. (2023). Learning cycle 7E: efektivitasnya dalam meningkatkan high order thinking skills (HOTS) mahasiswa pada mata kuliah anatomi tumbuhan [Learning cycle 7E: Its effectiveness in improving students' high order thinking skills (HOTS) in plant anatomy courses]. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 7(1), 124–132. https://doi.org/10.33369/diklabio.7.1.124-132
Zamakhsyari & Rahayu, S. (2020). Fostering ill-structured problem-solving skills of chemistry students using socioscientific issues as learning contexts. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000533
Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–9. https://doi.org/10.1186/s43031-019-0008-7
Zeidler, D. L., & Keefer, M. (2003). The role of moral reasoning on socioscientific issues and discourse in science education.
Refbacks
- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


