Research Article
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Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach

Year 2021, Volume: 8 Issue: 1, 28 - 47, 01.01.2021
https://doi.org/10.17275/per.21.2.8.1

Abstract

The excretory system should be taught through constructivism so as conceptual understanding could be built well, and students could apply their knowledge in daily life. The research aims to find out the influence of a learning model of Cooperative Integrated Reading and Composition (CIRC) based on scientific approach (Cirsa) on conceptual understanding of excretory system. The methods used include quasi-experiment with pre-test and post-test control group design. Instruments used are conceptual understanding tests of excretory system referring to Bloom's revised taxonomy of C1 to C6 consisted of 12 question items that are valid and have high-reliability categories. The research is conducted in 11th grade of Mathematics and Science of a senior high school in excretory system subject. Learners involved in the research consist of 68 people. Sampling technique uses simple random sampling. The results of Kolmogorov-Smirnov test and Fisher test obtained that conceptual understanding excretory system data are normally distributed and homogeneous. The results of hypothesis testing on normalized gain and effect size calculation indicate that there was an influence of Cirsa learning model on conceptual understanding of excretory system which cateqorized into effective. Based on the research findings, it is expected that excretory system learning could be taught to learners using Cirsa learning model.

Thanks

The authors would like to thank teachers and students of State Senior Highschool 5 of Depok, Indonesia, who had helped the research process. We would also like to thank Mrs. Yulilina Retno Dewahrani, M.Biomed, Mrs. Nurmasari Sartono, M.Biomed, and Dr. Diana Vivanti Sigit for their inputs in the research process.

References

  • Al-Mansour, N. S., & Al-Shorman, R. A. (2014). The effect of an extensive reading program on the writing performance of saudi efl university students. International Journal of Linguistics, 6(2), 247.
  • Anderson, L.W & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman.
  • Brown, P.J.P. (2010). Process oriented guided inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advan in Physiol Edu,34 (2), 150-155.
  • Bustami, Y., Riyati, Y., & Julung, H. (2019). Think talk write with pictured cards on human digestive system: impact of critical thinking skills. Biosfer: Jurnal Pendidikan Biologi, 12(1), 13-23.
  • Cimer, A. (2012). What makes biology learning difficult and effective: students views. Educational Research and Reviews, 7(3), 61–71.
  • Darmawan, E., Alamsyah, M. R. N., Permadani, K. G., Pamungkas, S. J., Prajoko, S., Sukmawati, I., ... & Zamzami, M. R. A. (2019). Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing. Biosfer: Jurnal Pendidikan Biologi, 12(1), 1-12.
  • Daryanto & Karim, S. (2017). Pembelajaran Abad 21. Yogyakarta: Gaya Media.
  • Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., & Muhlisin, A. (2018). CIRSA: Designing Instructional Kits to Empower 21 st Century Skill. Educational Process: International Journal, 7(3), 200–208.
  • Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., & Muhlisin, A. (2019). Empowering Student's Metacognitive Skill Through Cirsa Learing. Journal of Physis: International Conference on Mathematics and Science Education.
  • Durukan, E. (2011). Effect of Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills. Academic Journals, 6(1), 103-110.
  • Faisal. (2015). Mengintegrasikan Revisi Taksonomi Bloom kedalam Pembelajaran Biologi. Jurnal Sainsmat, 6(2), 102-112.
  • Garnasih, T. (2018). Kemampuan siswa dalam mengelola extraneous cognitive load pada pembelajaran klasifikasi tumbuhan dengan menggunakan apersepsi tayangan video. Bioeduin: Jurnal Program Studi Pendidikan Biologi, 8(2), 29-33.
  • Gunawan, I & Palupi, R.A. (2016). Taksonomi bloom-revisi ranah kognitif: kerangka landasan untuk pembelajaran, pengajaran dan penilaian. Jurnal Premiere Educandum, 2(2), 98-117.
  • Gunel, M., Hand, B., & McDermott, M. A. (2009). Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and instruction, 19(4), 354-367.
  • Gupta, M & Ahuja, J. (2014). Cooperative integrated reading and composition (circ): impact on reading comprehension achievement in english among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(5), 37-46.
  • Hariyadi, S., & Corebima, A. D. (2019). The distribution of patterns and types of questions in genetic learning implementing reading-questioning-answering learning model. International Journal of Environmental and Science Education, 14(8), 469-477. Hayati, N., Zubaidah, S., & Mahanal, S. (2015). Penerapan Model Pembelajaran Biologi berbasis Reading Concept Map Cooperative Integrated Reading and Composition (Remap Circ) untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas X SMA Malang. Conference Paper, pp. 192-199.
  • Hamdani, D., Kurniati, E., & Sakti, I. (2012). Pengaruh model pembelajaran generatif dengan menggunakan alat peraga terhadap pemahaman konsep cahaya kelas viii di smp negeri 7 kota bengkulu. Jurnal Exacta, 10 (1) , 79-88.
  • Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Jakarta: Ghalia Indonesia.
  • Huda, M. (2013). Model-model Pengajaran dan Pembelajaran: Isu-isu Metodis dan Paradigmatis. Yogyakarta: Pustaka Pelajar.
  • Huang, Y.M., Liao, Y.W., Huang, S.H., & Chen, H.C. (2014). A jigsaw-based cooperative learning. Educational Technology & Society, 17(1), 128-140.
  • Ichsan, I. Z., Hasanah, R., Aini, S., Ristanto, R. H., & Miarsyah, M. (2019). Higher order thinking skills assessment based on environmental problem (HOTS-AEP): Mendesain evaluasi pembelajaran abad 21. Jurnal Biotek, 7(1), 14-26.
  • Ilahi, M.T. (2016). Pendidikan Berbasis Moral. Jakarta: Ar-Ruzz Media.
  • Indriani, D., & Mercuriani, I. S. (2019). Experiential learning model with mind mapping on fungi: how to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, 12(2), 223-237.
  • Kurniawan, A.D. (2013). Metode inkuiri terbimbing dalam pembuatan media pembelajaran biologi untuk meningkatkan pemahaman konsep dan kreativitas siswa smp. Jurnal Pendidikan IPA Indonesia, 2(1), 8-11.
  • Lammers, A., Goedhart, M. J., & Avraamidou, L. (2019). Reading and synthesizing science texts using a scientific argumentation model by undergraduate biology students. International Journal of Science Education, 41(16), 2323-2346.
  • Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122-134.
  • Lestari, P., Ristanto, R. H., & Miarsyah, M. (2019). Analysis of conceptual understanding of botany and metacognitive skill in pre-service biology teacher in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 199-214.
  • Masupah, M., Hidayat, A., & Latifah, R. (2017). Penerapan model pembelajaran cooperatif integrated reading and composition (circ) dengan mind mapping terhadap kemampuan berpikir kritis siswa kelas xi ipa sman 1 bojongsoang. Jurnal Program Studi Pendidikan Biologi UIN SGD, 8(1), 34-42.
  • Maurisa, A.M. & Abdullah, H. (2016). Hubungan kemampuan membuat peta konsep dengan hasil belajar siswa di kelas xi pada materi pokok sistem ekskresi manusia. Jurnal Pelita Pendidikan, 4(2), 15-19.
  • Mueller, P.A., & Oppenheimer, D.M. (2014). The pen is mightier than the keyboard: advantages of longhand over laptop not taking. Journal of Psychological Science, 25(6), 1159-1168.
  • Mustafa, F., & Samad, N. M. A. (2015). Cooperative Integrated Reading and Composition Technique for improving content and organization in writing. Studies in English Language and Education, 2(1), 29-44.
  • Ningrum, W.N. (2009). Penerapan model pembelajaran pictureand picture untuk mempercepat penyelesaian soal-soal matematis dalam upaya meningkatkan prestasi belajar fisika. Jurnal Pendidikan MIPA, 1(1), 48-53
  • Nurdyansyah & Fahyuni, E.F. (2016). Inovasi Model Pembelajaran Sesuai Kurikulum 2013. Sidoarjo: Nizamial Learning Center.
  • OECD. (2017). PISA 2015 Result (Volume V): Collaborating Problem Solving, PISA. Paris: OECD Publishing.
  • Prawita, W., & Prayitno, B. A. (2019). Effectiveness of a generative learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. International Journal of Instruction, 12(1), 1459-1476.
  • Remli, M. A., Mohamad, M. S., Deris, S., Samah, A. A., Omatu, S., & Corchado, J. M. (2019). Cooperative enhanced scatter search with opposition-based learning schemes for parameter estimation in high dimensional kinetic models of biological systems. Expert Systems with Applications, 116, 131-146.
  • Riduwan & Sunarto, H. (2015). Pengantar Statistika untuk Penelitian Pendidikan, Sosial, Ekonomi, dan Bisnis. Bandung: Alfabeta.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2017). Scientific literacy of students learned through guided inquiry. International Journal of Research and Review, 4(5), 23-30.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2018a). From a reader to scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 89-99.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2018b). The potential of cooperative integrated reading and composition in biology learning at higher education. International Journal of Educational Research Review, 3(1), 50-56.
  • Ristanto, R. H., & Djamahar, R. (2019). Penguatan keterampilan penilaian autentik guru ipa biologi di kabupaten bogor. BAKTIMAS: Jurnal Pengabdian pada Masyarakat, 1(1), 61-69.
  • Sani, R.A. (2018). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.
  • Sastrika, I.A.K., Sadia, I.W., & Muderawan, I.W. (2013). Pengaruh model pembelajaran berbasis proyek terhadap pemahaman konsep kimia dan keterampilan berpikir kritis. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(3), 1-13.
  • Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248.
  • Siregar, E & Nara, H. (2010). Teori Belajar dan Pembelajaran. Bogor: Ghalia Indoenesia.
  • Supriyatin, Rahayu, S., Ristanto, R.H., Ichsan, I.Z. (2019). Improving hots in biology learning: A supplement book of plant growth and development. Universal Journal of Educational Research, 7(12), 2642-2646.
  • Suyanto, S. (2018). The implementation of the scientific approach through 5m of the revised curriculum 2013 in Indonesia. Cakrawala Pendidikan, 37 (1), 22-29.
  • Tamaya, E., Suyono & Roekhan. (2018). Membaca menulis sebagai metode belajar analisis meta teori. Jurnal Pendidikan, 3(3), 349-356.
  • Trilipi, D., Subali, B., Anwar, Y., & Santoso, L. M. (2019). Note-taking roundhouse diagram strategy: improving student retention on body defense system concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 157-169.
  • Yeni, L.F., Yekhebed., & Khalsum, U. (2012). Efektivitas model pembelajaran cooperative integrated reading and composition (circ) terhadap hasil belajar siswa pada sub materi pencemaran lingkungan di kelas x sma negeri 4 pontianak. Jurnal Visi Ilmu Pendidikan, 8(2), 803-814.
  • Yunanda, I., Susilo, H., & Ghofur, A. (2019). Misconceptions identification on biodiversity and protist using multiple-choice open reason (mcor). Biosfer: Jurnal Pendidikan Biologi, 12(2), 170-181.
  • Zainudin, M., & Istiyono, E. (2019). Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?. European Journal of Educational Research, 8(3), 801-808.
  • Zarei, A.A. (2012). The Effects of stad and circ on l2 reading comprehension and vocabulary learning. Frontiers of Language and Teaching 3, 161-173.
  • Zivkonic, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 7(19), 468-475.
  • Zubaidah, S & Corebima, D.A. (2016). Remap Coople (Reading-Concept Map-Cooperative Learning). Malang: Aditya Media Publishing.
Year 2021, Volume: 8 Issue: 1, 28 - 47, 01.01.2021
https://doi.org/10.17275/per.21.2.8.1

Abstract

References

  • Al-Mansour, N. S., & Al-Shorman, R. A. (2014). The effect of an extensive reading program on the writing performance of saudi efl university students. International Journal of Linguistics, 6(2), 247.
  • Anderson, L.W & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman.
  • Brown, P.J.P. (2010). Process oriented guided inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advan in Physiol Edu,34 (2), 150-155.
  • Bustami, Y., Riyati, Y., & Julung, H. (2019). Think talk write with pictured cards on human digestive system: impact of critical thinking skills. Biosfer: Jurnal Pendidikan Biologi, 12(1), 13-23.
  • Cimer, A. (2012). What makes biology learning difficult and effective: students views. Educational Research and Reviews, 7(3), 61–71.
  • Darmawan, E., Alamsyah, M. R. N., Permadani, K. G., Pamungkas, S. J., Prajoko, S., Sukmawati, I., ... & Zamzami, M. R. A. (2019). Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing. Biosfer: Jurnal Pendidikan Biologi, 12(1), 1-12.
  • Daryanto & Karim, S. (2017). Pembelajaran Abad 21. Yogyakarta: Gaya Media.
  • Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., & Muhlisin, A. (2018). CIRSA: Designing Instructional Kits to Empower 21 st Century Skill. Educational Process: International Journal, 7(3), 200–208.
  • Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., & Muhlisin, A. (2019). Empowering Student's Metacognitive Skill Through Cirsa Learing. Journal of Physis: International Conference on Mathematics and Science Education.
  • Durukan, E. (2011). Effect of Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills. Academic Journals, 6(1), 103-110.
  • Faisal. (2015). Mengintegrasikan Revisi Taksonomi Bloom kedalam Pembelajaran Biologi. Jurnal Sainsmat, 6(2), 102-112.
  • Garnasih, T. (2018). Kemampuan siswa dalam mengelola extraneous cognitive load pada pembelajaran klasifikasi tumbuhan dengan menggunakan apersepsi tayangan video. Bioeduin: Jurnal Program Studi Pendidikan Biologi, 8(2), 29-33.
  • Gunawan, I & Palupi, R.A. (2016). Taksonomi bloom-revisi ranah kognitif: kerangka landasan untuk pembelajaran, pengajaran dan penilaian. Jurnal Premiere Educandum, 2(2), 98-117.
  • Gunel, M., Hand, B., & McDermott, M. A. (2009). Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and instruction, 19(4), 354-367.
  • Gupta, M & Ahuja, J. (2014). Cooperative integrated reading and composition (circ): impact on reading comprehension achievement in english among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(5), 37-46.
  • Hariyadi, S., & Corebima, A. D. (2019). The distribution of patterns and types of questions in genetic learning implementing reading-questioning-answering learning model. International Journal of Environmental and Science Education, 14(8), 469-477. Hayati, N., Zubaidah, S., & Mahanal, S. (2015). Penerapan Model Pembelajaran Biologi berbasis Reading Concept Map Cooperative Integrated Reading and Composition (Remap Circ) untuk Meningkatkan Hasil Belajar Kognitif Siswa Kelas X SMA Malang. Conference Paper, pp. 192-199.
  • Hamdani, D., Kurniati, E., & Sakti, I. (2012). Pengaruh model pembelajaran generatif dengan menggunakan alat peraga terhadap pemahaman konsep cahaya kelas viii di smp negeri 7 kota bengkulu. Jurnal Exacta, 10 (1) , 79-88.
  • Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Jakarta: Ghalia Indonesia.
  • Huda, M. (2013). Model-model Pengajaran dan Pembelajaran: Isu-isu Metodis dan Paradigmatis. Yogyakarta: Pustaka Pelajar.
  • Huang, Y.M., Liao, Y.W., Huang, S.H., & Chen, H.C. (2014). A jigsaw-based cooperative learning. Educational Technology & Society, 17(1), 128-140.
  • Ichsan, I. Z., Hasanah, R., Aini, S., Ristanto, R. H., & Miarsyah, M. (2019). Higher order thinking skills assessment based on environmental problem (HOTS-AEP): Mendesain evaluasi pembelajaran abad 21. Jurnal Biotek, 7(1), 14-26.
  • Ilahi, M.T. (2016). Pendidikan Berbasis Moral. Jakarta: Ar-Ruzz Media.
  • Indriani, D., & Mercuriani, I. S. (2019). Experiential learning model with mind mapping on fungi: how to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, 12(2), 223-237.
  • Kurniawan, A.D. (2013). Metode inkuiri terbimbing dalam pembuatan media pembelajaran biologi untuk meningkatkan pemahaman konsep dan kreativitas siswa smp. Jurnal Pendidikan IPA Indonesia, 2(1), 8-11.
  • Lammers, A., Goedhart, M. J., & Avraamidou, L. (2019). Reading and synthesizing science texts using a scientific argumentation model by undergraduate biology students. International Journal of Science Education, 41(16), 2323-2346.
  • Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer: Jurnal Pendidikan Biologi, 12(2), 122-134.
  • Lestari, P., Ristanto, R. H., & Miarsyah, M. (2019). Analysis of conceptual understanding of botany and metacognitive skill in pre-service biology teacher in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 199-214.
  • Masupah, M., Hidayat, A., & Latifah, R. (2017). Penerapan model pembelajaran cooperatif integrated reading and composition (circ) dengan mind mapping terhadap kemampuan berpikir kritis siswa kelas xi ipa sman 1 bojongsoang. Jurnal Program Studi Pendidikan Biologi UIN SGD, 8(1), 34-42.
  • Maurisa, A.M. & Abdullah, H. (2016). Hubungan kemampuan membuat peta konsep dengan hasil belajar siswa di kelas xi pada materi pokok sistem ekskresi manusia. Jurnal Pelita Pendidikan, 4(2), 15-19.
  • Mueller, P.A., & Oppenheimer, D.M. (2014). The pen is mightier than the keyboard: advantages of longhand over laptop not taking. Journal of Psychological Science, 25(6), 1159-1168.
  • Mustafa, F., & Samad, N. M. A. (2015). Cooperative Integrated Reading and Composition Technique for improving content and organization in writing. Studies in English Language and Education, 2(1), 29-44.
  • Ningrum, W.N. (2009). Penerapan model pembelajaran pictureand picture untuk mempercepat penyelesaian soal-soal matematis dalam upaya meningkatkan prestasi belajar fisika. Jurnal Pendidikan MIPA, 1(1), 48-53
  • Nurdyansyah & Fahyuni, E.F. (2016). Inovasi Model Pembelajaran Sesuai Kurikulum 2013. Sidoarjo: Nizamial Learning Center.
  • OECD. (2017). PISA 2015 Result (Volume V): Collaborating Problem Solving, PISA. Paris: OECD Publishing.
  • Prawita, W., & Prayitno, B. A. (2019). Effectiveness of a generative learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. International Journal of Instruction, 12(1), 1459-1476.
  • Remli, M. A., Mohamad, M. S., Deris, S., Samah, A. A., Omatu, S., & Corchado, J. M. (2019). Cooperative enhanced scatter search with opposition-based learning schemes for parameter estimation in high dimensional kinetic models of biological systems. Expert Systems with Applications, 116, 131-146.
  • Riduwan & Sunarto, H. (2015). Pengantar Statistika untuk Penelitian Pendidikan, Sosial, Ekonomi, dan Bisnis. Bandung: Alfabeta.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2017). Scientific literacy of students learned through guided inquiry. International Journal of Research and Review, 4(5), 23-30.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2018a). From a reader to scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 89-99.
  • Ristanto, R.H., Zubaidah, S., Amin, M., & Rohman, F. (2018b). The potential of cooperative integrated reading and composition in biology learning at higher education. International Journal of Educational Research Review, 3(1), 50-56.
  • Ristanto, R. H., & Djamahar, R. (2019). Penguatan keterampilan penilaian autentik guru ipa biologi di kabupaten bogor. BAKTIMAS: Jurnal Pengabdian pada Masyarakat, 1(1), 61-69.
  • Sani, R.A. (2018). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara.
  • Sastrika, I.A.K., Sadia, I.W., & Muderawan, I.W. (2013). Pengaruh model pembelajaran berbasis proyek terhadap pemahaman konsep kimia dan keterampilan berpikir kritis. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(3), 1-13.
  • Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248.
  • Siregar, E & Nara, H. (2010). Teori Belajar dan Pembelajaran. Bogor: Ghalia Indoenesia.
  • Supriyatin, Rahayu, S., Ristanto, R.H., Ichsan, I.Z. (2019). Improving hots in biology learning: A supplement book of plant growth and development. Universal Journal of Educational Research, 7(12), 2642-2646.
  • Suyanto, S. (2018). The implementation of the scientific approach through 5m of the revised curriculum 2013 in Indonesia. Cakrawala Pendidikan, 37 (1), 22-29.
  • Tamaya, E., Suyono & Roekhan. (2018). Membaca menulis sebagai metode belajar analisis meta teori. Jurnal Pendidikan, 3(3), 349-356.
  • Trilipi, D., Subali, B., Anwar, Y., & Santoso, L. M. (2019). Note-taking roundhouse diagram strategy: improving student retention on body defense system concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 157-169.
  • Yeni, L.F., Yekhebed., & Khalsum, U. (2012). Efektivitas model pembelajaran cooperative integrated reading and composition (circ) terhadap hasil belajar siswa pada sub materi pencemaran lingkungan di kelas x sma negeri 4 pontianak. Jurnal Visi Ilmu Pendidikan, 8(2), 803-814.
  • Yunanda, I., Susilo, H., & Ghofur, A. (2019). Misconceptions identification on biodiversity and protist using multiple-choice open reason (mcor). Biosfer: Jurnal Pendidikan Biologi, 12(2), 170-181.
  • Zainudin, M., & Istiyono, E. (2019). Scientific Approach to Promote Response Fluency Viewed from Social Intelligence: Is It Effective?. European Journal of Educational Research, 8(3), 801-808.
  • Zarei, A.A. (2012). The Effects of stad and circ on l2 reading comprehension and vocabulary learning. Frontiers of Language and Teaching 3, 161-173.
  • Zivkonic, S. (2014). The importance of oral presentations for university students. Mediterranean Journal of Social Sciences, 7(19), 468-475.
  • Zubaidah, S & Corebima, D.A. (2016). Remap Coople (Reading-Concept Map-Cooperative Learning). Malang: Aditya Media Publishing.
There are 55 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Rizhal Rıstanto 0000-0001-8655-2030

Sri Rahayu This is me 0000-0002-7050-0583

Sri Mutmainah This is me 0000-0002-7050-0583

Publication Date January 1, 2021
Acceptance Date July 20, 2020
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Rıstanto, R., Rahayu, S., & Mutmainah, S. (2021). Conceptual Understanding of Excretory System: Implementing Cooperative Integrated Reading and Composition Based on Scientific Approach. Participatory Educational Research, 8(1), 28-47. https://doi.org/10.17275/per.21.2.8.1