Pengaruh Model Pembelajaran Reading Questioning and Answering (Rqa) Melalui Virtual Class Terhadap Keterampilan Metakognitif Dan Hasil Belajar Kognitif Mahasiswa Program Studi Pendidikan Biologi Pada Mata Kuliah Kemampuan Dasar Mengajar

Abstract

This study aims to determine the effect of the Reading Questioning And Answering (RQA) learning model through Virtual Class on metacognitive skills and cognitive learning outcomes of students in the biology education study program in the basic teaching ability course. There are two variables in this study, namely the independent variable is the Reading Questioning And Answering (RQA) Learning Model and the dependent variable is Metacognitive Skills and Cognitive Learning Outcomes. The method used in this research is a quantitative method. The form of research used is a quasi-experimental research design with pretest posttest control group design. Data collection techniques using the Metacognitive Awareness Inventory (MCAI) Questionnaire, Cognitive Learning Outcomes Test and Documentation. The results of this study indicate that there is an effect of the Reading Questioning And Answering (RQA) learning model through the Virtual Class on metacognitive skills and cognitive learning outcomes of students of the biology education study program in the subject of basic teaching abilities.

The Effect of SIMAS ERIC Learning Model on Protist Material to Improve Students' Cognitive Learning Outcomes in Class X

“…Based on these findings, it can be said that the Simas Eric learning model has better potential than conventional learning in improving students' cognitive biology learning outcomes. These findings are also in line with the findings of Bahri [8], Thalib [9], Hariyadi [10], and Samudera [11] where this is supported by Putri's research [12] where Simas Eric's syntax consists of (Skimming, Mindmapping, Questioning, Exploring, Answering, and Writing). This was taken from the results of Erica Darmawan's research [13]which stated that the syntax of Simas Eric's learning model consisted of Skimming, Mindmapping, Questioning, Exploring, Answering, and Writing.…”

Enhancing Cognitive Retention of Different Academic Abilities Undergraduate Students Through PBLRQA Strategy

“…Related to learning, learning using PBLRQA strategies that involve many five senses in the thought process could allow learning to be more meaningful, thus enabling strong retention of students to the concepts taught [15,28]. The learning experience conducted by students directly would have a great impact on the material received by students, so that they can store and remember the material they have obtained well [14,29].…”

“…Some studies have noted that student retention in Indonesia was still low [13,14]. This can be seen in the pattern of lectures in the Department of Biology FMIPA Makassar State University, especially in animal physiology lectures which were still largely dominated by learning strategies that are oriented towards cognitive learning outcomes and have not sought the empowerment of thinking skills including student metacognitive skills [15]. In addition, Bahri's research [16] shows that students' reading interest in lecture materials to prepare for the next lecture is still very low, so the initial knowledge of students at the time of the lecture, is still lacking.…”

“…However, to find out the effectiveness of the learning model, it is necessary to analyze whether the concepts taught can be attached in the long-term memory (retention) of students, even though retention is one of the indicators of the quality of learning. The survey showed that only 60% of lecturers seek to implement learning strategies that allow students to store the knowledge gained to be attached to their long-term memory [15]. Student retention could be improved by actively engaging them in the learning process [17].…”

Pengaruh Model Pembelajaran Reading Questioning and Answering (Rqa) Berbantuan Aplikasi Kipin School Terhadap Hasil Belajar Kognitif Siswa Kelas Vii SMP Negeri 3 Kota Ternate

“…Menurut Darmawan et al, (2018;Imel, (2002), siswa yang menggunakan pengetahuan dengan melibatkan kognitif lebih baik karena pengetahuan siswa untuk melakukan perencanaan, mengikuti perkembangan, dan memonitor proses belajarnya. Model pembelajaran (RQA) Reading, Questioning and Answering dapat membantu memberdayakan pengetahuan siswa yang mengarah pada kemampuan siswa untuk dapat memonitor belajar siswa itu sendiri (Azhar et al, 2021), menjadi manajer atas diri sendiri serta menjadi penilai atas pemikiran dan pembelajaran sendiri dengan tahapan-tahapan model pembelajaran (RQA) Reading Questioning and Answering yaitu reading (membaca), questioning (bertanya) dan answering (menjawab). Selanjutnya menurut Fauzi et al, (2013) mengatakan bahwa meringkas tidak hanya akan meningkatkan pemahaman siswa, tetapi juga akan membantu mereka memonitor pemahamannya.…”