The Potential of Cooperative Integrated Reading and Composition in Biology Learning at Higher Education

Year 2018, Volume: 3 Issue: 1, 50 - 56, 01.01.2018

Rizhal Hendi Ristanto , Siti Zubaidah Mohamad Amin Fatchur Rohman

https://doi.org/10.24331/ijere.376727

Cited By: 4

Abstract

The implementation of CIRC
learning is expected to increase the academic achievement in biology of
pre-service elementary school teachers. Cooperative learning is based on
positive interdependency, face to face interaction, individual responsibility,
communication between members in group and process evaluation in group. The
research aimed to study the influence of CIRC on academic achievement in
biology in Course of Basic Concept of Biology for Elementary School. The
research was conducted for one semester to all students of Primary School
Teacher Education Program in Faculty of Teacher Training and Education, Pakuan
University, Indonesia consisted of 59 students. The research was quasi
experiment with randomize factor. Research variables consisted of learning
model and academic achievement in biology. Indicators used in academic
achievement in biology referred to the cognitive domain of Bloom’s Taxonomy
level. Data used was the result of pretest and posttest of academic achievement
in biology. Ancova and descriptive data statistic were used as data analysis.
Ancova test resulted in significance level of 0.000 less than alpha of 0.05. It
can be concluded that CIRC gave better influence on academic achievement in
biology compare to conventional learning. It was suggested that lecturer and
teacher could implement CIRC to increase biology achievement. Active learning
with CIRC is able to make students reconstruct biological material, thus the
knowledge could be in long term memory

Keywords

CIRC, Academic Achievement, Biology Learning

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