Abstract
Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.
 
 
Highlights
Learning outcomes are a description of something that is known, understood, and applied by students after going through the learning process (Wagenaar, 2008), categorized into cognitive, affective, and psychomotor domains (Kettunen et al, 2013)
This study aims to determine the effect of the Balinese culture-based biology learning model on the cognitive learning outcomes of high school students in Denpasar City on the subject matter of Plantae
Based on the corrected post-test mean score, it is known that the difference in students' cognitive learning outcomes with Balinese culture-based biology learning models and conventional learning models is 11.74 points
Summary
Learning outcomes are a description of something that is known, understood, and applied by students after going through the learning process (Wagenaar, 2008), categorized into cognitive, affective, and psychomotor domains (Kettunen et al, 2013). The cognitive domain includes aspects of knowledge and dimensions of cognitive processes (Anderson & Krathwohl, 2001), the affective domain refers to feelings and emotions (Krathwohl et al, 1980), and the psychomotor domain refers to motor abilities and skills (Simpson, 1966) Each of these learning outcomes domains has minimum criteria that students must achieve as presented in the basic competencies and set out operationally in the minimum completeness criteria. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and can develop higher-order thinking skills of high school students in Denpasar City. Penelitian ini bertujuan untuk mengungkap pengaruh model pembelajaran biologi berbasis budaya Bali terhadap hasil belajar kognitif siswa SMA di Kota Denpasar. Simpulan: Penelitian ini menyimpulkan bahwa model pembelajaran biologi berbasis budaya Bali meningkatkan hasil belajar kognitif dan berpotensi untuk mengembangkan keterampilan berpikir tingkat tinggi siswa SMA di Kota Denpasar. Diperlukan penelitian lanjutan untuk mengungkap pengaruh model pembelajaran ini secara spesifik terhadap keterampilan berpikir tingkat tinggi lainnya seperti keterampilan berpikir kritis, kreatif, dan keterampilan memecahkan masalah
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