Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

Fatia Rosyida,Mar’Atus Sholihah,Zenia Lutfi Kurniawati,Siti Zubaidah,Susriyati Mahanal

doi:10.26529/cepsj.777

Abstract

The main aim of this study was to investigate the effects of the Remap RT (Reading – Concept Mapping – Reciprocal Teaching) learning model on low-ability students’ achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students’ achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that 1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; 2) students with high academic ability had better academic achievement than students with low academic achievement; and 3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving low-ability students’ achievement in biology.

Highlights

Due to its importance, students’ academic achievement is a constant subject of discussion
Suratno (2010) integrated Reciprocal Teaching (RT) and jigsaw learning models in senior high school, and the results show that the combination of these models can improve students’ achievement and the closer distance of students’ achievement between lower and higher ability students
The results of this research indicated that students who learned using Remap RT had better achievement in biology than those who learned using conventional methods

Summary

Introduction

Students’ academic achievement is a constant subject of discussion. It reflects students’ mastery of essential skills and indicates the occurrence of learning. It is related to the knowledge and the skills that the students have developed after attending a school subject (Ganai & Maqbool, 2016). It refers to students’ gained levels in all academic content areas or the status of subject-matter knowledge, understanding, and skills in a determined period. It portrays students’ ability in completing tasks and studies (Kadian, 2016). Students’ academic achievement is the result of an educational process that describes the extent to which students, teachers, or institutions achieve their educational goals (Kulkarni, 2016)

Objectives

Methods

Results

Discussion

Conclusion