Implementation of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) Model to Students Learning Achievement in Chemical Basic Law Material at 10th Grade Students of SMA Negeri 1 Kalasan

Abstract

This study aimed to determine the significant differences of learning achievement at 10th grade students of SMA Negeri 1 Kalasan between the application of conventional learning models with learning models Relating, Experiencing, Applying, Cooperating, Transferring (REACT) in the domain of knowledge, attitudes, and skill on the Basic Chemical Law materials. This study also aimed to know students’ response to learning using REACT model. This research was an experimental using Quasi Experimental Design, namely Posttest Only with Nonequivalent Groups Design. The population in this study was all students of 10th grade SMA 1 Kalasan in the academic year 2017/2018. This study used two classes as the study sample. The data were analyzed using Independent Samples T-Test parametric test for the knowledge and attitude domain, and Mann Whitney U non parametric test for the skill domain. The results of this study can be concluded that (1) there was no significant difference in student learning achievement in the knowledge domain, (2) there was no significant difference in student learning achievement in the attitude domain, and (3) there was significant differences in student learning achievement in the skill domain between the application of conventional learning models with REACT learning models in the Chemical Basic Law and (4) students gave a good response to the REACT learning model performed.

Spatial Intelligence and Geographic Skills: REACT Model on Regional Development and Growth Materials

“…This model has the advantage of building a gradual understanding starting from relating. At this stage, expect a basic understanding to have emerged; students can build concepts related to the material and in-depth understanding up to the transfer stage (Cahyaningrum & Febriana, 2019).…”

“…Learning activities at the Relating stage, where the teacher connects concepts with students' prior knowledge (Nurhasanah & Luritawaty, 2021). The teacher at the Relating stage provides explanations and questions about the relationship between the material to be studied and the daily experiences of students (Cahyaningrum & Febriana, 2019). The linking stage will give students an understanding of concepts so that their initial knowledge will make it easier for them to obtain new information (Widada et al, 2019).…”

“…They are learning geography by the REACT Model in its application. The REACT model is a generative learning model that emphasizes the meaning of learning and knowledge built in students' minds (Cahyaningrum & Febriana, 2019). The application of the REACT learning model guides students to find material concepts related to life around students, collaborates in problem-solving, and encourages students to learn using new knowledge (Aliman et al, 2019).…”

Pengembangan E-Modul Pembelajaran Berbantuan Pendekatan React (Relating, Experiencing, Applying, Cooperating, Transferring) Untuk Meningkatkan Hasil Belajar

“…Langkah keempat, mengembangkan dan mempresentasikan langsung hasil dari pengamatan yang dilakukan peserta didik berbentuk laporan, gambar, rekaman video, model yang membantu peserta didik berbagi karya. Langkah kelima dengan menganalisa dan memberikan timbal balik pada proses pemecahan masalah yang dilaksanakan siswa dengan melakukan refleksi mengenai proses diskusi atas penyelidikan dan proses-proses yang mereka jalankan di dalam e-modul (Cahyaningrum & Febriana, 2019).…”

The Effect of Activities Based on REACT Strategy in Social Studies Courses on Students' Academic Achievement, Attitudes Towards Social Studies Courses and on the Retention of Learning

“…Alanyazın incelendiğinde; Akpınar ve Kasım (2017), Aktaş (2013), Ayvacı ve Bebek (2018), Aswar ve Fitriani (2018), Baltacı (2014), Baltacı ve Baki (2017), Cahyaningrum ve Febriana (2019), Coştu (2009), Çatlıoğlu (2010), Demircioğlu, Aslan, Açıkgöz, Karababa ve Güven (2019), Demircioğlu, Aşık ve Yılmaz (2019), Demircioğlu, Vural ve Demircioğlu (2012), Erdoğan Karaş ve Gül (2019Gül ( , 2020, Genç, Ulugöl ve Ünsal (2017), Gül (2016), Gül, Gürbüzoğlu Yalmancı ve Yalmancı (2017), Günter (2018), Harahap (2018), Ingram (2003), Jelatu, Sariyasa ve Ardana (2018), Junedi ve Ayu (2018), Karslı ve Yiğit (2016), Keskin (2017), Keskin ve Çam (2019), Kılıç (2015), Kirman Bilgin (2015), Kirman Bilgin ve diğerleri (2017), Kumaş (2015), Nawas (2018), Novri, Zulfah ve Astuti (2018, Özbay ve Kayaoğlu (2015), Putri, Mardiyana ve Saputro (2019), Qadri, Ikhsan ve Yusrizal (2019), Rahayu ve Kurniasih (2014), Raub, Shukor, Arshad ve Rosli (2015), Saka (2011), Sari ve Darhim (2020, Sari, Darhim ve Rosjanuardi (2018), Satriani ve Emilia (2012), Suminten (2015), Suryaningtyas ve Halimah (2017), Tatlı ve Bilir (2019), Tural (2013), Tütüncü (2016), Utami, Sumarmi, Ruja ve Utaya ( 2016), E. Ültay (2012), N. Ültay (2012), Ültay (2014), Ültay ve Çalık (2011), Ültay, Ültay ve Usta (2018), Widada ve diğerleri (2019),…”