Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Learning Cycle 7E terhadap keterampilan proses sains siswa kelas X SMA Negeri 3 Majene pada materi Bryophyta. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi experiment berbentuk non-equivalent control group design, yang melibatkan kelas eksperimen (X MIPA A) dan kelas kontrol (X MIPA B). Kelas eksperimen menggunakan model Learning Cycle 7E, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Hasil post-test menunjukkan bahwa rata-rata nilai kelas eksperimen (78,10) lebih tinggi dibandingkan kelas kontrol (56,67). Persentase siswa pada kategori keterampilan
proses sains tinggi juga lebih besar di kelas eksperimen (52,17%) dibandingkan kelas kontrol (18,18%). Uji hipotesis dengan Independent Samples T-test menunjukkan nilai signifikansi sebesar 0,000 < 0,05, yang berarti terdapat perbedaan signifikan antara kedua kelas. Observasi keterlaksanaan pembelajaran menunjukkan bahwa penerapan model Learning Cycle 7E tergolong “Sangat Baik” dan lebih efektif dalam melibatkan siswa secara aktif. Dengan demikian, dapat disimpulkan bahwa model Learning Cycle 7E berpengaruh signifikan dalam
meningkatkan keterampilan proses sains siswa.
This study aims to determine the effect of the Learning Cycle 7E model on the science process skills of tenth-grade students at SMA Negeri 3 Majene in the topic of Bryophyta. The research employed a quantitative approach with a quasiexperimental design using a non equivalent control group design, involving an experimental class (X MIPA A) and a control class (X MIPA B). The experimental class was taught using the Learning Cycle 7E model, while the control class received conventional instruction. Post-test results showed that the experimental class achieved a higher average score (78.10) than the control class (56.67). The percentage of students in the high science process skills category was also greater in the experimental class (52.17%) compared to the control class (18.18%). A hypothesis test using the Independent Samples T-test yielded a significance value of 0.000 < 0.05, indicating a significant difference between the
two groups. Classroom observation revealed that the implementation of the Learning Cycle 7E model was categorized as “Very Good” and was more effective in engaging students actively in the learning process. Therefore, it can be concluded that the Learning Cycle 7E model significantly improves students' science process skills.