An Investigation of the Influence of the 5E-LC Model on The Learning Outcome and Practical Performance of Vocational School Students

Abstract

This study aimed to ascertain the impact of implementing the engagement, exploration, explanation, extension, and evaluation (5E) learning cycle model on learning outcomes and practical performance in vocational school subjects. This quantitative study employs a quasi-experimental design utilising a non-equivalent control group design. This study involved a control group and an experimental group. The study focused on vocational students in Serang City, and the sampling method employed was purposive sampling. The measures include multiple-choice tests for learning outcomes and practical performance questionnaires, utilising 4-point Likert scales. The data were analysed using the multivariate analysis of variance test and the independent sample test. The findings indicate a significant disparity between the average post-test scores of the experimental class and the control class. Furthermore, it shows a substantial disparity between the mean score of the experimental class in practice performance and the control class in practice performance. Therefore, it can be inferred that the 5E-LC model has an impact on both learning outcomes and practical performance in the field of electric lighting installation. In vocational secondary schools, teachers are required to possess the ability to apply the 5E-LC model in teaching subjects relevant to their field of study. © 2025, Penerbit UTHM. All rights reserved.

Keywords

Author Keywords

Learning outcome Vocational school Vocational Student 5E-LC model practical performance

Index Keywords

Author Affiliations

Department of Civil Engineering, Universitas Sebelas Maret, Surakarta, Central Java, Indonesia

Department of Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia, Department of Electrical Engineering Vocational Education, Universitas Sultan Ageng Tirtayasa, Serang, Banten, Indonesia, Center for Vocational and Technical Education and Training, Serang City, Indonesia

Department of Vocational and Technology Education, Universitas Negeri Jakarta, Jakarta, Jakarta, Indonesia, Center for Vocational and Technical Education and Training, Serang City, Indonesia

Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia

Department of Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia, Department of Automotive Technology Vocational Education, Universitas PGRI Yogyakarta, Yogyakarta, Special Region of Yogyakarta, Indonesia, Center for Vocational and Technical Education and Training, Serang City, Indonesia

Funding & Acknowledgements

Universitas Sebelas Maret

The authors would like to express their gratitude to Universitas Sebelas Maret, Universitas Sultan Ageng Tirtayasa, Universitas Negeri Yogyakarta, Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas PGRI Yogyakarta for their support in making this project possible. We also extend our thanks to Asih Setio Wati for her assistance in collecting data for this research in the field. Additionally, we appreciate the valuable feedback provided by the Editor-in-Chief of JTET, the editorial board of JTET, the organizing committee of the 9th World Conference of TVET 2024 (WoCTVET 2024), and the anonymous reviewers, all of whom helped enhance the quality of this paper.

Universitas Negeri Yogyakarta, YSU

The authors would like to express their gratitude to Universitas Sebelas Maret, Universitas Sultan Ageng Tirtayasa, Universitas Negeri Yogyakarta, Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas PGRI Yogyakarta for their support in making this project possible. We also extend our thanks to Asih Setio Wati for her assistance in collecting data for this research in the field. Additionally, we appreciate the valuable feedback provided by the Editor-in-Chief of JTET, the editorial board of JTET, the organizing committee of the 9th World Conference of TVET 2024 (WoCTVET 2024), and the anonymous reviewers, all of whom helped enhance the quality of this paper.

Universitas Sultan Ageng Tirtayasa, UNTIRTA

The authors would like to express their gratitude to Universitas Sebelas Maret, Universitas Sultan Ageng Tirtayasa, Universitas Negeri Yogyakarta, Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas PGRI Yogyakarta for their support in making this project possible. We also extend our thanks to Asih Setio Wati for her assistance in collecting data for this research in the field. Additionally, we appreciate the valuable feedback provided by the Editor-in-Chief of JTET, the editorial board of JTET, the organizing committee of the 9th World Conference of TVET 2024 (WoCTVET 2024), and the anonymous reviewers, all of whom helped enhance the quality of this paper.

Universitas Pendidikan Indonesia, UPI

The authors would like to express their gratitude to Universitas Sebelas Maret, Universitas Sultan Ageng Tirtayasa, Universitas Negeri Yogyakarta, Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas PGRI Yogyakarta for their support in making this project possible. We also extend our thanks to Asih Setio Wati for her assistance in collecting data for this research in the field. Additionally, we appreciate the valuable feedback provided by the Editor-in-Chief of JTET, the editorial board of JTET, the organizing committee of the 9th World Conference of TVET 2024 (WoCTVET 2024), and the anonymous reviewers, all of whom helped enhance the quality of this paper.

Grant: WoCTVET 2024

The authors would like to express their gratitude to Universitas Sebelas Maret, Universitas Sultan Ageng Tirtayasa, Universitas Negeri Yogyakarta, Universitas Negeri Jakarta, Universitas Pendidikan Indonesia, and Universitas PGRI Yogyakarta for their support in making this project possible. We also extend our thanks to Asih Setio Wati for her assistance in collecting data for this research in the field. Additionally, we appreciate the valuable feedback provided by the Editor-in-Chief of JTET, the editorial board of JTET, the organizing committee of the 9th World Conference of TVET 2024 (WoCTVET 2024), and the anonymous reviewers, all of whom helped enhance the quality of this paper.

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An Investigation of the Influence of the 5E-LC Model on The Learning Outcome and Practical Performance of Vocational School Students

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