This research aimed to examine the effectiveness of a Generative Learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. The method used was a 2x2 factorial design. The participants were 250 students of the Class XI SMA Kota Kotabumi. The researcher used an intact group technique to determine the sample. The sample was divided into two groups, namely the control group using conventional modules and the experimental group using Generative Learning-based biology modules, and each sample groups were divided into two groups of high reading motivation (HRM) and low reading motivation (LRM). The instrument used to obtain the data of analysis capability was an essay test, the indicators based on Facione's analytical thinking skills. The instrument of reading motivation used the Motivations for Reading Questionnaire (MRQ). The results of the data analysis showed the effectiveness of the Generative Learning-based biology module implementation on the students' analytical thinking skills. There was not only an influence of reading motivation through students' analytical thinking skills but also interaction between the module and students' reading motivation towards their analytical thinking skills.
Module is a medium that assist teachers to transfer information in learning process. Nevertheless, many activities in conventional module do not really emphasize on students' analytical thinking skill. Therefore, the module needs innovation. Generative learning-based module is a module integrated with generative learning model activity, so it is supposed to be more effective in empowering students' analytical thinking skill. This study aims to test the validation of generative learning-based module that is being developed. This study is the initial product-testing phase of the type of research and development (RnD). Validation test in this study included construct, content, evaluation, and module readability. Data collection method used was questionnaire. The subjects of this study were education experts and practitioners. The validation results obtained the following scores: the validity score of module construct was 93.37%, the validity score of module content was 87.94%, the validity score of evaluation was 97.14%, and the validity score of readability was 88.33%. All of the scores were in "very good". Shortly, it can be concluded that generative learning-based respiratory system module is incredibly valid and worthy of being tested for its effectiveness in order to empower students' analytical thinking skill.
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