GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes

Abstract

The discovery of new knowledge is inseparable from the process of determining whether that applies science process skills (SPS). Science process skills are essential for students to develop science. This study aimed to determine the effect of the GIReSiMCo (Guided Inquiry, Reading, Sharing, Mind Mapping, and Communication) learning model as a new guided inquiry on students’ SPS and cognitive learning outcomes. A quasi-experimental research design was applied in biology classrooms at seven senior high schools for one semester. One hundred and twenty-six eleventh-grade students who were interested in mathematics and natural sciences were selected as the research sample. In this study, the application of the GIReSiMCo learning model was compared to that of a guided inquiry model, the Reading Mind Mapping Sharing (RMS) model, and traditional learning models. The two dependent variables are science process skills and cognitive learning outcomes. The data collection instrument for the two variables is in the form of an essay test. The reliability of the instrument test was 0.75 for cognitive learning outcomes, and 0.68 for SPS. The dependent variable data were analyzed using the ANCOVA test. The result showed that the GIReSiMCo learning model had a higher impact on students’ cognitive performance and SPS, compared to the traditional learning models. In short, the GIReSiMCo learning model can enhance students’ SPS and cognitive learning outcomes. The GIReSiMCo as a student-centered learning model is recommended in Biology learning.