The Effect of 5E Learning Cycle Model Assisted with Mind Mapping on Students’ Science Process Skills and Academic Achievement in the Respiratory System Subject Matter Ramlawati Science Education Study Program Universitas Negeri Makassar Makassar, Indonesia ramlawati@unm.ac.id Muhammad Aqil Rusli Science Education Study Program Universitas Negeri Makassar Makassar, Indonesia aqilrusli@unm.ac.id Wahyuni Adam Science Education Study Program Universitas Negeri Makassar Makassar, Indonesia wahyuniadam654@yahoo.com Abdul Mun’im Science Education Study Program Universitas Negeri Makassar Makassar, Indonesia abdulmunim@unm.ac.id Abstract—The this study aimed to determine the effect of the 5E Learning Cycle model assisted with mind mapping on Science Process Skills (SPS) and Students’ Academic Achievement of The Respiratory System subject matter. This type of research is Quasi-Experimental, using the Nonequivalent Pretest-Posttest design. The study population was 8th-grade students of State of junior high school (SMP 3 Watampone) as many as 8 classes with 218 students in the 2017/2018 school year. The sampling method was purposive sampling technique. The research sample used 24 students in the experimental class and 19 students in the control class. The experimental class was taught by using the 5E Learning Cycle model assisted with mind mapping, while the control class was taught by the conventional learning model. Data collection uses the science process skills test (SPST) and academic achievement test (AAT). Descriptive statistical analysis results show that the average SPS score and students’ academic achievement in the experimental class are higher than the control class. Based on the results of hypothesis testing using the t-test, it shows that the 5E Learning Cycle model assisted with mind mapping has a higher effect on students’ SPS and academic achievement compared to conventional learning models on the respiratory system subject matter. Keywords—5E learning cycle model, science process skills, academic achievement I. INTRODUCTION Science is an organized body of knowledge about nature. It is the product of observations, common sense, rational thinking, and (sometimes) brilliant insights [1]. Therefore it needs a model and method to teach science. Teaching is the process of using an appropriate method, staff, and material in order to reach in the most effective manner to the predetermined goals [2]. The results of observations on science learning at SMP Negeri 3 Watampone indicated that learning involving science process skills had been carried out, but the results were still low. It can be shown from the practicum score of students generally still below the average. Likewise, with the completeness of learning in grade VIII students at SMP Negeri 3 Watampone in the 2017/2018 school year on respiratory system material, only 39% of students were completed from 43 students with the score of minimum completeness criteria was 78 The low learning completeness of students was possible because of the use of models and methods of learning that were not appropriate. For example, science learning in SMP Negeri 3 Watampone generally used a direct teaching model even though the school has implemented the 2013 curriculum. The direct teaching model is a teacher-centered learning model and is easy to use by teachers. With this learning model, students are not trained in the process of discovery and learning tends to be passive and do not develop the science process skills of students. In the recent years, many countries put emphasis on the scientific thinking and the science process skills in their curricula; the science process skills involve means and methods to reach scientific information and thus allow the pupils to think scientifically [3]. The Objectives involving the improvement of science process skills in curricula is to help understand how scientists form scientific knowledge, what processes this knowledge undergoes and how it is used in new researches, and adopting the science process skills and scientific research approach and finding solutions to the problems faced in the process of exploring the nature and understanding human-environment relations. According to [4], Science process skills consist of basic science process skills and integrated science process skills. Basic science process skills, including 1) observing, 2) communicating, 3) classifying, 4) measuring metrically, 5) inferring, 6) predicting. And the integrated process skills, including 7) identifying variables, 8) constructing a table of data, 9) constructing a graph, 10) describing relationships between variables, 11) acquiring & processing your own data, 12) analyzing experiments, 13) constructing hypotheses, 14) defining variables operationally, 15) designing investigation, and 16) experimenting. 290 Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018) Advances in Social Science, Education and Humanities Research (ASSEHR), volume 227