Analysis of Students' Learning Interest in the Implementation of the 5 E Cycle Model on Chemical Equilibrium Material

: This study aims to analyze students' learning interests in the application of the 5E cycle model to chemical equilibrium material at SMA Negeri 1 Seyegan. The research design used in this study was pre-experimental with a one-shot case study. The research sample consisted of all class X MIPA 1 students, with a total of 27 students. The sampling technique used was purposive sampling. Data collection techniques are carried out with an eye toward measuring student learning interest. The type of data analysis used is descriptive, calculating the proportion of the overall score at the level of interest in learning. The result of the study is that the level of interest in studying at SMA Negeri 1 Seyegan is in the moderate-high category.


Introduction
Education in the 21st century creates new challenges in the world of education, today's young generation takes people through the dangers and opportunities that will come. Since the younger generation will collectively determine whether civilization survives or not, the aim of educators today is to provide them with the basis for making an intelligent and wise decision (Gentili, 2019). Competencies that occur in the 21st century include critical thinking, creativity, collaboration and complex problem solving (Chen et al., 2020). This competence increasingly makes students required to master material concepts, but before mastering material concepts, students' interest in learning is needed so that understanding material concepts is more meaningful.
Interest in learning is an important part of students to participate in the learning process, in addition to interest in learning how to deliver teacher material will also affect the success of student interest in learning (Moallem et al., 2019). Students' motivation to continue learning is influenced by their interest in learning. Sutrisno (2021) states that interest in learning is a psychological aspect that can encourage individuals to concentrate their thoughts so that they become concentrated in the learning process. Interest in learning can also arouse students' enthusiasm in carrying out further research activities to increase mastery of the material (Münkel-Jiménez et al., 2020) and student learning (Schmidt et al., 2020). Individual learning interest and self-regulation are the two pillars of independent learning (Lai et al., 2023), demonstrated interest is understood as a multidimensional construct and students' relationship with experiences while in the environment is seen as a central element (Syskowski et al., 2022). Interest is also interpreted as a mental desire that directs individuals to a choice (Rahmawati, 2021). According to Otoo et al. (2018), student learning interest is an important factor that can encourage students to learn more about something and then do it. Interest in learning is proven to have a large influence on student learning achievement (Karina et al., 2017), because if the learning material being studied is not in accordance with students' learning interests, then students cannot learn as well as possible (Rusmiati, 2017).
Observations were made in November 2022 at SMA 1 Seyegan using a SWOT analysis (Strengths, Weaknesses, Opportunities, and Threads). SMA 1 Seyegan is located in Sleman, has large classes, a large number of students, and qualified teachers. Internet access is not easy for students to reach, so that the role of the teacher is more dominant than the students'. The learning model used in education should focus on the teacher instead of the students so that students understand chemistry better (Sunandar et al., 2017).
Students are expected to have complete knowledge and a good understanding of chemical material so that they can relate various representations, macroscopic, submicroscopic, and symbolic, which are commonly found in everyday life. But because students think that chemical material is abstract and difficult to understand, they would be elusive and boring. This can make students' interest in learning decrease in class (Sinaga, 2022).
The cycle 5 e-learning model involves the active role of students in both offline and online learning (Sartika et al., 2023). The cycle 5 e model helps students in making decisions, and problem-solving abilities, and increases students' understanding of concepts (Bahtaji, 2021). Students must build their information about and knowledge by examining, exploring, testing, and refining student's previous knowledge (Khan et al., 2020). There are five phases in the 5E cycle model: engagement, exploration, explanation, elaboration, and evaluation (Pratama & Saputra, 2023). The cycle 5 e learning model can assist teachers in connecting the material being taught to students' real-world situations and its application in everyday life so that it can help students understand the concept of chemical equilibrium (Ramadhani, 2018). Learning models can also affect student learning interest (Rotgans et al., 2019). The purpose of this study was to analyze students' interest in learning towards the implementation of the Cycle 5E model.
Continuous material with the cycle 5 e learning model, one of which is chemical equilibrium material, is a complex material. Chemical equilibrium is one of the most difficult concepts in chemistry, due to its abstract character and the requirement to understand a large number of derivatives from equilibrium (Özmen & Naseriazar, 2018). The concept of equilibrium is an abstract with concrete examples which are considered difficult by most students, in learning objectives it is stated that students master the concept through experimentation or practicum (Minarni et al., 2023).
Therefore, several studies on chemical equilibrium have included understanding the basic concepts and developing techniques to facilitate solving problems regarding chemical equilibrium (Ollino et al., 2018). With proper guidance, students can relate themselves to the chemical equilibrium concepts they have obtained from the teacher, so that new concepts can be integrated with new knowledge (Ye et al., 2020).

Method
The research design uses quasi-experimental methods, especially with the one-shot case study, by providing treatment (an independent variable) in the form of a cycle 5 e-learning model and observing the dependent variable in the form of students' learning interest (Sugiyono, 2019). The research design used in Figure 1 X O Figure 1. One-shot case study This study was conducted in November for two weeks or two meetings for class 11 SMA 1 Seyegan, with a total of 27 students. The research instrument used was a questionnaire to measure students' interest in learning, with a total of 21 items. The analysis used is descriptive analysis by calculating the percentage of the overall score of the interest in learning questionnaire that has been filled in by students and categorized. The overall percentage equation 1.

% = x 100%
(1) N = Sum of scores from students T = Total maximum score = 105 The categories of student learning motivation are listed in Table 1.

Result and Discussion
In this study, SWOT analysis was conducted at SMA 1 reluctant. The strength analysis carried out aims to determine the strengths of SMA 1 Seyegan. The strengths possessed at the time of observation are adequate laboratory tools and materials, and teachers who are competent in their fields. Weakness analysis aims to be able to find out the components that are not yet in school, and what you want to achieve at SMA 1 Seyegan is that laboratory facilities are adequate but chemistry teachers do not do practicums in chemistry laboratories related to chemical material. Because there are these weaknesses, the researcher wants to see the learning interests of students using the cycle 5E model, which applies learning using practicum on chemical equilibrium material. Opportunity analysis aims to analyze the main favorable situations for education .
There are relationships between components in this SWOT analysis, such as the relationship between strengths and opportunities (S-O) that exist in Seyegan 1 High School, which the researchers can take advantage of; the relationship between weaknesses and opportunities (W-O) to overcome weaknesses that occur in schools and take advantage of opportunities already existing; the relationship between weaknesses and threats (W-T) that can be used as a strategy to prevent various existing threats; and the relationship between strengths and threats (S-T) that can be used to reduce threats with the strengths possessed by SMA 1 Seyegan (Aisyi et al., 2020). This SWOT analysis can provide benefits for students and researchers in developing discussions about solving a problem and can help schools that still have weaknesses become better (Amri et al., 2020).  The dependent variable in this study is student learning motivation, which is treated using the learning model cycle 5 e. The cycle 5E model's impact on student learning outcomes in chemical equilibrium material (Prihastoto et al., 2019). The cycle 5E model is used because it can enable students to have critical thinking skills that can help them in the group work process in class (Irhamna et al., 2017;Superni, 2018). This also affects student learning outcomes because the way men and women think is also different (Izzati et al., 2019;Gunawan et al., 2020). The stages in the cognitive learning cycle aim to increase student understanding (Putra et al., 2018). The learning model using cycle 5 e is ideal in realizing learning that integrates scientific practice, disciplinary core ideas and cross-sectoral concepts (Rodriguez et al., 2019). The documentation in this syntax in Figure 2.
The next step is for the teacher to help students with the practicum by giving directions during the practicum. This is in accordance with the cycle 5 e-learning model, which provides opportunities for students to find themselves, apply, and use learning methods that can build individual understanding within the students themselves. The results of the students' interest in learning are shown in table 2. Students' interest in learning after studying chemical equilibrium with the cycle 5E model obtained 15 students in the high category, with 12 students having an interest in learning in the good category. Based on the results of students' learning interest in chemical equilibrium material, the cycle 5E model has a positive influence on students' interest in learning chemistry, especially chemical equilibrium material. Factors that can influence the learning process consist of internal factors and external factors. Internal factors that influence the learning process are physical, psychological and fatigue factors, while external factors include family, school and community factors. Internal factors that influence the learning process are physical factors, including student learning interest. Interest in learning in question is students' interest in learning a lesson, there are students who have a high interest in learning so they can more easily understand the lesson (Harefa et al., 2023).

Conclusion
This study provides an overview of students' learning interests in chemical equilibrium materials using the cycle 5E model in the "good" category. The learning interest of students is influenced by several factors, but the teacher in the cycle 5 e-learning model has a big role to play in developing it. The researcher recommends conducting further research to compare students' learning interests in the cycle 5 model.