Biology reading literacy: measurement and empowerment through circ learning model

Abstract

Reading literacy in biology learning is related to the ability to understand the meaning of organism and its processes as well as behavior and attitude in supporting reading activities. The research aims to find out the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model on students' reading literacy in Biology context. The research method used includes a quasi-experiment using a pretest-posttest non-equivalent control group design. The independent variable is a learning model that consists of two types, namely: CIRC learning model and the conventional model. The research is conducted in 8th Grade of MAH Islamic Schools, Bogor, Indonesia, by involving 66 students as the sample by random sampling. The dependent variable is reading literacy in a Biology context, which is in the subject of plant structure and its utilization in technology. Reading literacy instruments are developed by adapting from PISA that has been stated as valid and reliable. The research results indicate that CIRC learning influenced the achievement of students' reading literacy in a Biology context. The result of sig proves it. value of 0.002<0.005. CIRC was proven to be superior compared to conventional learning in plant structure and its utilization in technology learning. CIRC learning could be applied in biology learning to empower students’ reading literacy.