(PEER REVIEW + SIMILARITY + DOCUMENT) THE EFECT OF RQA-COMBINED TPS ON THE BIOLOGY DEPARTMENT STUDENTS’ RETENTION IN GENETICS SUBJECT AT UNIVERSITY OF MUHAMMADIYAH JEMBER

Priantari, Ika (2016) (PEER REVIEW + SIMILARITY + DOCUMENT) THE EFECT OF RQA-COMBINED TPS ON THE BIOLOGY DEPARTMENT STUDENTS’ RETENTION IN GENETICS SUBJECT AT UNIVERSITY OF MUHAMMADIYAH JEMBER. UM Jember.

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Official URL: http://jurnal.unmuhjember.ac.id/index.php/IECO/art...

Abstract

The teaching and learning strategies applied in Biology Department at University of Muhammadiyah Jember are mostly lecturing.. This method, said to be one of the conventional methods , is also applied in Genetics course. This method has not been proven to be effective in optimizing the abilities of the students to have good thinking skill as one of the life skills should be acquired yet. As a proposed solution, a more students-centered approach, constructivists, is offered to invite more participation of the students during teaching and learning activities. Applying active learning strategies and constructivist causes students actively involved in learning. Material learned can be meaningful and retention of students increased. The strategy offered is the Combination of Reading, Questioning and Answering (RQA) and Think Pair and Share (TPS). The combination of these two is to train students to read, formulate questions, and provide answers, and discuss with their peers or groups on the material being taught. The problem of the study is to find out how significant is the effect of Reading, Questioning and Answering (RQA) and Think Pair and Share (TPS) toward students’ retention on Genetics course. The research design applied in the study is quasi- experimental design. It is aimed at giving the real description on the effects of students’ retention. The population of the study are the two classes of fifth (5th) semester students of Biology Department of the University of Muhammadiyah Jember. One class is treated as the controlled group which applied think, pair, and share strategy, and another one is of the experiment group which applied the combination of reading, questioning and answering strategy and think pair and share strategies. The results of the study show that the average retention of the students of the experiment group is higher than those of the controlled group. The average corrected score on learning strategies combined TPS and RQA are 9.6% higher compared to learning the TPS.

Item Type:	Peer Review
Subjects:	300 Social Science > 370 Education > 378 Higher Education, Universities
Divisions:	Faculty of Teaching and Education Science > Department of Biology Education (S1)
Depositing User:	Ika Priantari
Date Deposited:	26 Apr 2022 01:44
Last Modified:	20 May 2022 02:03
URI:	http://repository.unmuhjember.ac.id/id/eprint/13541

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