Abstract
This study aims to determine the use of SQ3R learning method on biology learning outcomes of students at State High School 1 Bandar the subject matter of food digestion system and determine the barriers of SQ3R learning method on biology subject of State High school 1 Bandar. This research is quantitative research. This research subject is 33 students in State High School 1 Bandar with the composition of 11 male students and 22 female students in second semester of 2018/2019 academic year. The result is implementation on learning methodology of SQ3R (Survey, Question, Read, Recite, and Review) as an effort to improve student learning outcomes on the subject material of human digestive system, consider as an effective learning method. It can be concluded that the learning outcomes of students within the application of the SQ3R learning method (Survey, Question, Read, Recite, and Review) especially on the subject matter of the human digestive system have been increased.
Highlights
Learning is an action and behavior of student that consider as complex
This study aims to determine the use of SQ3R learning method on biology learning outcomes of students at State High School 1 Bandar the subject matter of food digestion system and determine the barriers of SQ3R learning method on biology subject of State High school 1 Bandar
Learning process occurs because students obtain something around their environment, such as nature, objects, animals, plants, humans and any other aspect that can be used as learning materials (Yamin, 2009)
Summary
Learning is an action and behavior of student that consider as complex. As an action, learning is only experienced by students themselves (Sagala, 2003). Learning process occurs because students obtain something around their environment, such as nature, objects, animals, plants, humans and any other aspect that can be used as learning materials (Yamin, 2009). It needs more interaction between teacher and students. According to Dimyanti and Mudjiono, Cognitive learning theory indicated that there is an active subject, the subject processes the received information, storing without transforming. This is related to a principle of learning which is student activeness (Dimyanti & Mudjiono, 2013). This activeness can only happen if student directly faced the problem
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