Contribution of mind mapping, summarizing, and questioning in the rqa learning model to genetic Learning outcomes

Slamet  Harıyadı; Aloysius Duran  Corebıma; Siti  Zubaıdah

doi:10.36681/

Authors

Slamet Harıyadı
Aloysius Duran Corebıma
Siti Zubaıdah

DOI:

https://doi.org/10.36681/

Keywords:

Learning model, mind mapping, questioning, reading-questioning-answering, summarizing

Abstract

This study aimed to measure the contribution of summarizing and questioning in the Reading-Questioning-Answering (RQA) learning model integrated with mind mapping on the genetic learning outcomes. This study was a correlational research and has been analyzed using multiple regressions. Mind mapping, summarizing, and questioning were positioned as predictors, and genetic learning outcomes were positioned as a criterion. The research sample comprised 33 students. There was a strong correlation (97.4%) between mind mapping, summarizing, and questioning with the learning outcomes. The value of the relative contribution of each predictor (questioning, mind mapping, and summarizing) was 58.74%, 39.76%, and 1.50%, respectively. The value of the effective contribution ofquestioning, mind mapping, and summarizing was 57.21%, 38.73%, and 1.46% respectively. Thus, the contribution of questioning was higher than that of mind mapping and summarizing on the genetic learning outcomes. Future studies need to be conducted in order to confirm these research results.

Downloads

Download data is not yet available.

References

Akinoglu, O., & Yasar, Z. (2007). The effects of note taking in science education through the mind mapping technique on students’ attitudes, academic achievement and concept learning. Journal of Baltic Science Education, 6(3), 34-43.

Ali, A. Z. A. R. (2005). Analysis of Turkish high-school physics-examination questions and university entrance exams questions according to Blooms’ taxonomy. Journal of Turkish Science Education, 2(2), 133-150.

Ali, M. M. (2016). Are We Asking the Same Questions in Different Contexts: Translation Techniques in Cross-Culture Studies in Science Education?. Journal of Turkish Science Education, 13(1), 31-44.

Ayala, F.J. and Kiger, J.A. (1984). Modern Genetics. Menlo Prk California: The Benyamin Cumings Publishing Company, Inc

Aykac, V. (2015). An application regarding the availability of mind maps in visual art education based on active learning method. International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France. Procedia - Social and Behavioral Sciences, 174, 1859 –1866.

Bahtiar. (2013). Potensi Pembelajaran Yang Memadukan Strategi Think Pairs Share (TPS) dan Reading Questioning Answering (RQA) Untuk Meningkatkan Sikap Sosial dan Penguasaan Konsep Biologi Siswa SMA Multietnis di Ternate [The Potential of theIntegration of Think Pairs Share (TPS) and Reading Questioning Answering (RQA) Learning Strategy to increase social Attitudes and Biology Concepts Mastery of multiethnic Senior High School Students in Ternate]. Proceedings of the National Seminar on Life Sciences, Biology Education Study Program Teacher Training and Education Faculty, Sebelas Maret University, 10(2), 1-7.

Buzan, T. (2015). Mind mapping: Scientific research and studies. Retrieved 15 June, 2016 from https://b701d59276e9340c5b4ba88e5c92710a8d62fc2e3a3b5f53bbb.ssl.cf2.rackcdn.com/docs/Mind%20Mapping%20Evidence%20Report.pdf

Calaprice, A. (2011). The Ultimate Quotable Einstein. New Jersey, NJ: Princeton University Press.

Campbell, J., & Mayer, R.E. (2009). Questioning as an instructional method: Does it affect learning from lectures?. Appl. Cognit. Psychol. 23(6), 747–759.

Çoban, G. Ü. (2011). The Turkish primary students’ understanding of scientific events and questions. Journal of Turkish Science Education, 8(2):23-38

Corebima, A.D. & Bahri, A. (2011). Reading, Questioning, and Answering (RQA): a new learning strategy to enhance student metacognitive skill and concept gaining. In International Symposium di National Institute of Education, Nanyang Technological University, Singapore.

D’Antoni, A V., Zipp, G.P., Olson, V.G., & Cahill, T.F. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?. BMC Medical Education, 10(61), 1-11.

Duit, R., & Treagust, D.F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. Journal of Science Education, 25(6), 671-688.

Farrand, P., Hussain, F., & Hennessy, E. (2002). The Efficacy of the ‘mind map’ study technique. Medical Education 36(5), 426–431.

Hariyadi, S. (2014). Bertanya, pemicu kreativitas dalam interaksi belajar (Questioning, the trigger of creativity in the learning interactions). Biology Science and Education, Biosel IAIN Ambon. 3(1), 144-159.

Hariyadi, S. (2015a). Evaluasi akademik mahasiswa biologi terhadap perkuliahan genetika di universitas jember (Academic evaluation of biology students on genetics class at jember university). Jurnal Bioedukasi, Universitas Khairun. 3(2), 336-348.

Hariyadi, S. (2015b). Diagram mind mapping sebagai pemandu penyusunan resume (Mind mapping diagram as the guides of making a summarising). Proceedings of the National Seminar on Education Biology I: Challenges and Hopes 21st Century. Biology Education Study Program, Teacher Training and Education Faculty, University of Jember, 433-446.

Hasanuddin. (2013). Pemberdayaan kemampuan berpikir metakognitif melalui pembelajaran reading questioning and answering pada matakuliah taksonomi tumbuhan (Empowering metacognitive thinking skills through reading questioning and answering learning on plant taxonomy course). Jurnal Mentari, 16(2), 1-14.

Kirszner., L.G & Mandell, S.R. (2013). The Brief Wadsworth Handbook. 7th Ed. Boston: Wadsworth Cengage Learning.

Liu，Y., Zhao, G., Ma, G., & Bo, Y. (2014). The effect of mind mapping on teaching and learning：A meta-analysis. Standard Journal of Education and Essay, 2(1), 17-31.

Mulyadi., Adlim., & Djufri. (2014). Memberdayakan kemampuan berpikir mahasiswa melalui model pembelajaran Reading Questioning and Answering (RQA) (Empowering students’ thinking skills through Reading Questioning and Answering learning model). Jurnal Biotik, Program Studi Pendidikan Biologi, Fakultas Tarbiyah IAIN Ar-Raniry Banda Aceh, 2(1), 33-37.

O’Connor, R. (2011). The Use of Mind Maps as an Assessment Tool. International Conference on Engaging Pedagogy 2011 (ICEP11) NCI, Dublin, Ireland, 1-14

Peet, R.v.d. (2001). Mind mapping, concept mapping en concept webbing. Onderwijs en gezondheidszorg, 25(5), 23–27.

Pelamonia, J., & Corebima, A.D. (2015). Syllogistic reasoning and cognitive bias of senior high scholl student in Ambon, Indonesia. Indian Journal of Science & Technology, 8(35), 1-12.

Priantari, I. (2014). Pengaruh strategi RQA dipadu dengan TPS terhadap kemampuan berpikir kritis mahasiswa prodi pendidikan biologi universitas muhammadiyah jember mata kuliah genetika tahun akademik 2012-2013 (The effect of RQA integrated with TPS learning strategy on the critical thinking skills of the students of biology education department at the university of muhammadiyah jember on genetics course, academic year 2012-2013). Proceedings of the National Seminar on Life Sciences, Biology Education Study Program Teacher Training and Education Faculty, Sebelas Maret University, 11(1), 756-762.

Prunckun, H. (2015). Scientific Methods of Inquiry for Intelligence Analysis. 2nd Ed. London: Rowman & Littlefield.

Rahmawati, D. (2014). Increasing student’s learning acitivities and achievement in general biology course using reading, questioning, and answering method. Proceeding of International Conference On Research, Implementation and Education of Mathematics and Sciences 2014, Yogyakarta State University, 77-82.

Riswanto., & Putra, P.P. (2012). The use of mind mapping strategy in the teaching of writing at SMAN 3 Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(21), 60-68.

Solas, E. C., & Wilson, K. (2015). Lessons Learned and Strategies Used While Teaching Core-Curriculum Science Courses To English Language Learners At A Middle Eastern University. Journal of Turkish Science Education, 12(2), 81-94.

Stein, G.C., Strzalkowski, T & Wise, G.B. (2000). Interactive, text-based summarization of multiple documents. Computational Intelligence, 16(4), 606-613.

Sumampouw, H. M. (2011). Kajian perkuliahan dan asesmen genetika dalam memberdayakan keterampilan metakognitif, berpikir tingkat tinggi, keterampilan proses sains dan daya retensi mahasiswa jurusan biologi S1 dan S2 universitas negeri malang (The study of genetics class and assessment in empowering metacognitive skills, higher-order thinking, science process skills and retention of the S1 and S2 students of biology department at state university of malang). Retrieved 09 July, 2016, from http://karya

ilmiah.um.ac.id/index.php/disertasi/article/view/18025

Walsh, J.A., & Sattes, B.D. (2011). Thinking Through Quality Questioning, Deepening Student Engagement. California: Corwin A Sage Company.

Whitman, N.R. (2015). A Comparison of the impacts of PQ4R and mind mapping. Ohio Social Studies Review, 52(2), 63-72.

Zunaidah, N. (2015). Pengaruh strategi pembelajaran Reading Questioning and Answering (RQA) dipadu Student Team Achievement Division (STAD) terhadap kemampuan berpikir kritis dan kemampuan metakognitif di MTs Negeri Rejoso Kab. Pasuruan [The effect of Reading Questioning and Answering (RQA) learning strategy integrated with Student Team Achievement Division (STAD) on the critical thinking skills and metacognitive skill at State Junior High School Rejoso Kab. Pasuruan]. Retrieved 09 July, 2016, from http://mulok.library.um.ac.id/index3.php/71569.html