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

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

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 popul...

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Bibliographic Details
Main Authors: Siti Zubaidah, Susriyati Mahanal, Mar’atus Sholihah, Fatia Rosyida, Zenia Lutfi Kurniawati
Format: Article
Language:English
Published: University of Ljubljana 2020-09-01
Series:Center for Educational Policy Studies Journal
Subjects:
students’ achievement
academic ability
reading ability
concept map
cooperative learning
remap rt
Online Access:https://cepsj.si/index.php/cepsj/article/view/777/424
Description
Summary: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.
ISSN:1855-9719
2232-2647

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