Potensi Strategi Problem-based Learning (PBL) Terintegrasi Reading Questioning and Answering (RQA) untuk Meningkatkan Hasil Belajar Kognitif Mahasiswa Berkemampuan Akademik Berbeda

Authors

• Arsad Bahri, Jurusan Biologi–FMIPA, Universitas Negeri MakassarFollow
• Aloysius Duran Corebima, Pendidikan Biologi Pascasarjana, Universitas Negeri MalangFollow
• Mohamad Amin, Pendidikan Biologi, Universitas Negeri MalangFollow
• Siti Zubaidah, Pendidikan Biologi, Universitas Negeri MalangFollow

Abstract

The aim of this research was to determine the effect of PBL, RQA, PBLRQA, and conventional learning on cognitive learning outcome of students with different academic level in Basic Biology classroom. This research was a quasy experiment with pretest-posttest control group design. Cognitive learning outcome was measured by essay test. Data were analysed with descriptive and inferential statistics with ANCOVA. The result of research showed that: 1) learning strategy and academic level effected on cognitive learning outcome. PBLRQA had the potency to improve cognitive learning outcome greater than others strategy, 2) cognitive learning outcome of students with higher academic level was higher than lower academic level, 3) interaction between learning strategy and academic level did not effect on cognitive learning outcome. PBLRQA could use as basic of development of Biology learning strategy and others subject.

First Page

49

Last Page

59

Recommended Citation

Bahri, Arsad; Corebima, Aloysius Duran; Amin, Mohamad; and Zubaidah, Siti (2016) "Potensi Strategi Problem-based Learning (PBL) Terintegrasi Reading Questioning and Answering (RQA) untuk Meningkatkan Hasil Belajar Kognitif Mahasiswa Berkemampuan Akademik Berbeda," Jurnal Pendidikan Sains: Vol. 4: No. 2, Article 2.
DOI: https://doi.org/10.17977/jps.v4i2.8182
Available at: https://citeus.um.ac.id/jps/vol4/iss2/2