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Remap-GI : A Learning Model to Enhance Students’ Science Process Skills and Biology Cognitive Learning Outcomes
Abstract
Abstract: The purpose of this study is to investigate the effects of the Remap-GI (Reading, Concept-Mapping, Group Investigation) learning model on students' cognitive learning outcomes and Science Process Skills (SPS). The Biology class at SMA Negeri 8 Malang was used as the research sample for the quasi-experimental research design over the course of 60 students in the 12th grade. This study used the blended learning-based Remap-GI learning model opposed to the GI (Group Investigation) learning model. SPS data were collected using non-test data (observation) and cognitive learning outcome variables in the form of multiple-choice questions. The Ancova test was used to analyze cognitive learning outcome variable data and SPS. The findings revealed that the blended learning-based Remap-GI learning model had an impact on SPS and cognitive learning outcomes. The Remap-GI learning model is based on blended learning as a learning model that can be used to improve SPS and students' cognitive learning outcomes, especially after the outbreak of the COVID-19 pandemic.
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DOI: http://dx.doi.org/10.17977/jptpp.v7i11.16115
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Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
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