Students’ reading interest in biology learning model based on remap CIRC, GI and TGT
DOI:
https://doi.org/10.21009/biosferjpb.v13n2.167-182Keywords:
Concept Map, Cooperative, Remap CoopleAbstract
This study aims to determine the differences in students' reading interest in biology learning models based on remap CIRC, GI, and TGT. It is a quasi-experiment implemented in Public High School N of Malang, Indonesia and Public High School S of Malang, Indonesia in the odd semester of 2014/2015. The research population was all students of 10th grade of Public High School of Malang, Indonesia. The sampling technique was random sampling. The research sample consisted of 10th-grade science 1 of Public High School N of Malang, Indonesia, 10th-grade science 2 of Public High School N of Malang Indonesia, and 10th-grade science 1 of Public High School S of Malang, Indonesia as an experiment group; and 10th-grade science 3 of Public High School N of Malang, Indonesia as a control group. The analysis was carried out in a quantitative. The result showed that the CIRC remapping learning model had the greatest influence on students' reading interest compared to GI and TGT. The students’ reading interest scores using remap CIRC, GI, and TGT models were 82.90, 76.23, and 80.49. Remap CIRC, GI, and TGT model should be applied in biology learning because it can empower students' reading interest.
References
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Djamahar, R., Ristanto, R. H., Sartono, N., & Darmawan, E. (2020). Approaches to Respiratory and Excretion Systems Teaching: An Innovative Learning through Cirsa. Universal Journal of Educational Research, 8(6), 2204–2210. https://doi.org/10.13189/ujer.2020.080602
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Gupta, M., & Ahuja, J. (2014). Cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(5), 37–46. Retrieved from https://www.researchgate.net/publication/312198846
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?. Biosfer: Jurnal Pendidikan Biologi, 13(1), 86-100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Hayati, N., Zubaidah, S., & Mahanal, S. (2015a). Penerapan model pembelajaran biologi berbasis reading concept map cooperative integrated reading and composition (remap circ ) untuk meningkatkan hasil belajar kognitif siswa kelas x sma malang. Symbion: Symposium on Biology Education, April, 192–199. Retrieved from https://www.researchgate.net/publication/322315526
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Karafkan, M. A., & Aghazadeh, Z. (2015). Investigating the effects of group investigation (gi) and cooperative integrated reading and comprehension (circ) as the cooperative learning techniques on learner’s reading comprehension. International Journal of Applied Linguistics and English Literature, 4(6), 8–15. https://doi.org/10.7575/aiac.ijalel.v.4n.6p.8
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Maksum, A. (2018). Metodologi Penelitian dalam Olahraga (Edisi kedua). Unesa University Press.
Maldonado, J. L., & Gonzalez, E. (2010). Revised readin: gateway to learning. Texas: Laredo Community College..
Mistianah, Corebima, A. D., & Zubaidah, S. (2014). Perbedaan keterampilan metakognitif dan hasil belajar biologi antara siswa yang diberi model pembelajaran reading-concept map-gi dengan reading-concept map-jigsaw di sma negeri kota malang. Symbion: Symposium on Biology Education, 182–191. https://www.researchgate.net/publication/322315409
Mubarok, H., & Sofiana, N. (2017). Cooperative integrated reading and composition (circ) and reading motivation: examining the effect on students’ reading ability. Lingua Cultura, 11(2), 121–126. https://doi.org/10.21512/lc.v11i2.1824
Mullis, I. V., Martin, M. O., & Sainsbury, M. (2016). PIRLS 2016 reading framework. PIRLS, 11-29. Retrieved from https://timss.bc.edu/pirls2016/downloads/P16_FW_Chap1.pdf
Novak, J. D., & Canas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved from http://www.ssu.ac.ir/fileadmin/templates/fa/Moavenatha/Moavenate-Amozeshi/edicupload/olymp-3.pdf
Pangestuti, A. A. (2017). Penerapan model pembelajaran biologi berbasis remap-stad untuk meningkatkan kemampuan berpikir kritis dan hasil belajar kognitif mahasiswa ikip budi utomo malang. Edubiotik, 2(1), 13–22. Retrieved from http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik/article/view/119
Pangestuti, A. A., Mistianah, Corebima, A. D., & Zubaidah, S. (2015). Using reading-concept map-teams games tournament (remap-tgt) to improve reading interest of tenth grade student of laboratory senior high school state university of malang. American Journal of Educational Research, 3(2), 250–254. Retrieved from http://pubs.sciepub.com/education/3/2/19/
Prasmala, E. R., Zubaidah, S., & Mahanal, S. (2014). Penerapan model reading map group investigation (gi) untuk meningkatkan minat baca dan kemampuan berpikir kritis siswa kelas x sma surya buana malang. Prosiding Seminar Nasional Biologi/IPA Dan Pembelajarannya, November, 186–191. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7926
Purwaningsih, I., Mahanal, S., Prasetyo, T. I., & Zubaidah, S. (2017). Pengaruh model pembelajaran biologi reading-concept map-numbered heads together dan gender terhadap keterampilan berpikir kritis siswa kelas x sman 10 malang. Prosiding Seminar Pendidikan IPA Pascasarjana UM, 2, 466–473. http://pasca.um.ac.id/conferences/index.php/ipa2017/article/view/1076
Ramadhan, F., Mahanal, S., & Zubaidah, S. (2016). Potensi remap stad (reading concept mapping student teams achievement division) untuk meningkatkan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference, 13(1), 203–208. https://www.researchgate.net/publication/322337436
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Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Ristanto, R. H., & Darmawan, E. (2020). Biology reading literacy: Measurement and empowerment through circ learning model. Journal for the Education of Gifted Young Scientists, 8(4) 1305–1318. https://doi.org/10.17478/JEGYS.679378
Rumainah. (2018). Undergraduate students’ reading interest and reading comprehension achievement in a state islamic university. Ta’dib: Journal of Islamic Education, 23(1), 54–64. Retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/2080
Ruslan, & Wibayanti, S. H. (2019). Pentingnya meningkatkan minat baca siswa. Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, 767–775. Retrieved from https://jurnal.univpgri-palembang.ac.id/index.php/Prosidingpps/article/view/2633
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing. Retrieved from https://eric.ed.gov/?id=ED601150
Setiani, R. E., & Razak, A. (2019). Implementation of reading concept map-group investigation (remap gi) model in biology learning to improve x grade students’ learning outcomes and soft skills. International Journal of Progressive Sciences and Technologies (IJPSAT), 14(1), 93–102. Retrieved from https://ijpsat.ijsht-journals.org/index.php/ijpsat/article/view/857
Setiawan, D., Zubaidah, S., & Mahanal, S. (2020). Minat baca dan keterampilan metakognitif pada pembelajaran biologi melalui model pembelajaran remap think pair share. JPBIO (Jurnal Pendidikan Biologi), 5(1), 88–95. https://doi.org/10.31932/jpbio.v5i1.651
Shehu, I. (2015). Factors that influence students’ reading comprehension achievement in the foreign language. Anglisticum Journal (IJLLIS), 4(3), 28–32. Retrieved from http://www.anglisticum.org.mk/index.php/IJLLIS/article/view/193
Sholihah, M., Zubaidah, S., & Mahanal, S. (2016). remap rt (reading concept map reciprocal teaching) untuk meningkatkan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference, 13(1), 280–284. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/5720
Tendrita, M., Mahanal, S., & Zubaidah, S. (2017). Pembelajaran reading-concept-map think pair share (remap tps) dalam meningkatkan hasil belajar kognitif. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(6), 763–767. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/9332/4477
Wanjari, S., & Mahakulkar, V. (2011). Assessing reading habits of d.ed. trainee teachers. ISRJ: Indian Streams Research Journal, I(1), 76–81. Retrieved from http://oldisrj.lbp.world/ArchiveArticle.aspx?ArticleID=39
Wu, J. (2012). The influence of extensive reading on junior high school students’ reading motivation and reading performance in Taiwan. (Tesis Magister. Colorado State University.) Retrieved from http://hdl.handle.net/10217/67502
WWC Intervention Report. (2012). Cooperative integrated reading and composition (Issue June). https://doi.org/10.1007/978-0-387-79061-9_4594
Yonatin, V. P. (2014). Peningkatan kemampuan membaca pemahaman siswa kelas iii sd negeri congkrang ii muntilan melalui metode cooperative integrated reading composition (circ) (Skripsi Sarjana, Universitas Negeri Yogyakarta). Retrieved from http://eprints.uny.ac.id/id/eprint/14108
Zarei, A. A. (2012). The effects of stad and circ on l2 reading comprehension and vocabulary learning. Frontiers of Language and Teaching, 3, 161–173. Retrieved from https://www.researchgate.net/publication/312472049
Zubaidah, S. (2014). Pemberdayaan keterampilan penemuan dalam scientific approach melalui pembelajaran berbasis remap coople. Prosiding Seminar Nasional XI Pendidikan Biologi FKIP UNS Biologi, Sains, Lingkungan, Dan Pembelajarannya, 11(1), 1000–1011. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7970
Zubaidah, S., Corebima, A. D., Mahanal, S., & Mistianah. (2018). Revealing the relationship between reading interest and critical thinking skills through remap gi and remap jigsaw. International Journal of Instruction, 11(2), 41–56. https://doi.org/10.12973/iji.2018.1124a
Zubaidah, S., Mahanal, S., Sholihah, M., Rosyida, F., & Kurniawati, Z. L. (2019). Using remap rt (reading – concept mapping – reciprocal teaching) learning model to improve low-ability students’ achievement in biology. Center for Educational Policy Studies Journal, 10(3). 1–28. https://doi.org/10.26529/cepsj.777
Antika, L. T., Corebima, A. D., & Zubaidah, S. (2015). Pengaruh pembelajaran biologi berbasis reading-concept map-stad terhadap keterampilan metakognitif dan hasil belajar siswa kelas x sma malang. Symbion: Symposium on Biology Education, April, 150–157. https://www.researchgate.net/publication/322315196
Dinnurriya, M. S., Zubaidah, S., & Mahanal, S. (2015). Penerapan model pembelajaran biologi berbasis reading-concept map- numbered heads together (remap nht) untuk meningkatkan keterampilan metakognitif dan hasil belajar kognitif siswa kelas x sma n 9 malang. Symbion: Symposium on Biology Education, April, 166–175. Retrieved from https://www.researchgate.net/publication/322315747
Djamahar, R., Ristanto, R. H., Sartono, N., & Darmawan, E. (2020). Approaches to Respiratory and Excretion Systems Teaching: An Innovative Learning through Cirsa. Universal Journal of Educational Research, 8(6), 2204–2210. https://doi.org/10.13189/ujer.2020.080602
Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533. https://www.jstor.org/stable/20201660
Gupta, M., & Ahuja, J. (2014). Cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh graders. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(5), 37–46. Retrieved from https://www.researchgate.net/publication/312198846
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?. Biosfer: Jurnal Pendidikan Biologi, 13(1), 86-100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Hayati, N., Zubaidah, S., & Mahanal, S. (2015a). Penerapan model pembelajaran biologi berbasis reading concept map cooperative integrated reading and composition (remap circ ) untuk meningkatkan hasil belajar kognitif siswa kelas x sma malang. Symbion: Symposium on Biology Education, April, 192–199. Retrieved from https://www.researchgate.net/publication/322315526
Hayati, N., Zubaidah, S., & Mahanal, S. (2015b). Perbandingan minat baca siswa kelas x sma pada model pembelajaran biologi berbasis reading concept map circ (remap circ), reading concept map gi (remap gi) dan reading concept map tgt (remap tgt). Prosiding Seminar Nasional Biologi / IPA Dan Pembelajarannya, October, 1522–1530. Retrieved from https://www.researchgate.net/publication/325809643
Iftanti, E. (2012). A survey of the english reading habits of efl students in Indonesia. TEFLIN Journal, 23(2), 149–164. Retrieved from http://journal.teflin.org/index.php/journal/article/view/144
Jafari, H., Aghaei, A., & Khatony, A. (2019). Relationship between study habits and academic achievement in students of medical sciences in kermanshah-iran. Advances in Medical Education and Practice, 10, 637–643. https:/doi.org/10.2147/amep.s208874
Karafkan, M. A., & Aghazadeh, Z. (2015). Investigating the effects of group investigation (gi) and cooperative integrated reading and comprehension (circ) as the cooperative learning techniques on learner’s reading comprehension. International Journal of Applied Linguistics and English Literature, 4(6), 8–15. https://doi.org/10.7575/aiac.ijalel.v.4n.6p.8
Kurniawati, Z. L., Zubaidah, S., & Mahanal, S. (2016). Model pembelajaran remap cs (reading concept map cooperative script) untuk pemberdayaan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference, 13(1), 399–403. https://jurnal.uns.ac.id/prosbi/article/view/5760
Latif, M.A., Corebima, A. D., & Zubaidah, S. (2015). Minat baca dan hasil belajar kognitif peserta didik pada pembelajaran biologi berbasis reading-concept map – tgt. Symbion: Symposium on Biology Education, April, 176–181.
Lawrence, A. S. . (2014). Relationship between study habits and academic achievement of higher secondary school students. Indian Journal of Applied Research, 4(6), 143–145. https://doi.org/10.36106/ijar
Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2016). Improving students’ critical thinking skills through remap nht in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(2), 1–19. Retrieved from https://www.eduhk.hk/apfslt/v17_issue2/zubaidah/index.htm
Maksum, A. (2018). Metodologi Penelitian dalam Olahraga (Edisi kedua). Unesa University Press.
Maldonado, J. L., & Gonzalez, E. (2010). Revised readin: gateway to learning. Texas: Laredo Community College..
Mistianah, Corebima, A. D., & Zubaidah, S. (2014). Perbedaan keterampilan metakognitif dan hasil belajar biologi antara siswa yang diberi model pembelajaran reading-concept map-gi dengan reading-concept map-jigsaw di sma negeri kota malang. Symbion: Symposium on Biology Education, 182–191. https://www.researchgate.net/publication/322315409
Mubarok, H., & Sofiana, N. (2017). Cooperative integrated reading and composition (circ) and reading motivation: examining the effect on students’ reading ability. Lingua Cultura, 11(2), 121–126. https://doi.org/10.21512/lc.v11i2.1824
Mullis, I. V., Martin, M. O., & Sainsbury, M. (2016). PIRLS 2016 reading framework. PIRLS, 11-29. Retrieved from https://timss.bc.edu/pirls2016/downloads/P16_FW_Chap1.pdf
Novak, J. D., & Canas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Retrieved from http://www.ssu.ac.ir/fileadmin/templates/fa/Moavenatha/Moavenate-Amozeshi/edicupload/olymp-3.pdf
Pangestuti, A. A. (2017). Penerapan model pembelajaran biologi berbasis remap-stad untuk meningkatkan kemampuan berpikir kritis dan hasil belajar kognitif mahasiswa ikip budi utomo malang. Edubiotik, 2(1), 13–22. Retrieved from http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik/article/view/119
Pangestuti, A. A., Mistianah, Corebima, A. D., & Zubaidah, S. (2015). Using reading-concept map-teams games tournament (remap-tgt) to improve reading interest of tenth grade student of laboratory senior high school state university of malang. American Journal of Educational Research, 3(2), 250–254. Retrieved from http://pubs.sciepub.com/education/3/2/19/
Prasmala, E. R., Zubaidah, S., & Mahanal, S. (2014). Penerapan model reading map group investigation (gi) untuk meningkatkan minat baca dan kemampuan berpikir kritis siswa kelas x sma surya buana malang. Prosiding Seminar Nasional Biologi/IPA Dan Pembelajarannya, November, 186–191. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7926
Purwaningsih, I., Mahanal, S., Prasetyo, T. I., & Zubaidah, S. (2017). Pengaruh model pembelajaran biologi reading-concept map-numbered heads together dan gender terhadap keterampilan berpikir kritis siswa kelas x sman 10 malang. Prosiding Seminar Pendidikan IPA Pascasarjana UM, 2, 466–473. http://pasca.um.ac.id/conferences/index.php/ipa2017/article/view/1076
Ramadhan, F., Mahanal, S., & Zubaidah, S. (2016). Potensi remap stad (reading concept mapping student teams achievement division) untuk meningkatkan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference, 13(1), 203–208. https://www.researchgate.net/publication/322337436
Restuningsih, M. A., Nyoman, D., & Sudiana, N. (2017). Kemampuan membaca kritis ditinjau dari kemampuan berpikir kritis dan minat membaca pada siswa kelas v sd kristen harapan denpasar. PENDASI: Jurnal Pendidikan Dasar Indonesia, 1(1), 45–54. https://doi.org/10.23887/jpdi.v1i1.2680
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Ristanto, R. H., & Darmawan, E. (2020). Biology reading literacy: Measurement and empowerment through circ learning model. Journal for the Education of Gifted Young Scientists, 8(4) 1305–1318. https://doi.org/10.17478/JEGYS.679378
Rumainah. (2018). Undergraduate students’ reading interest and reading comprehension achievement in a state islamic university. Ta’dib: Journal of Islamic Education, 23(1), 54–64. Retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/2080
Ruslan, & Wibayanti, S. H. (2019). Pentingnya meningkatkan minat baca siswa. Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, 767–775. Retrieved from https://jurnal.univpgri-palembang.ac.id/index.php/Prosidingpps/article/view/2633
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD Publishing. Retrieved from https://eric.ed.gov/?id=ED601150
Setiani, R. E., & Razak, A. (2019). Implementation of reading concept map-group investigation (remap gi) model in biology learning to improve x grade students’ learning outcomes and soft skills. International Journal of Progressive Sciences and Technologies (IJPSAT), 14(1), 93–102. Retrieved from https://ijpsat.ijsht-journals.org/index.php/ijpsat/article/view/857
Setiawan, D., Zubaidah, S., & Mahanal, S. (2020). Minat baca dan keterampilan metakognitif pada pembelajaran biologi melalui model pembelajaran remap think pair share. JPBIO (Jurnal Pendidikan Biologi), 5(1), 88–95. https://doi.org/10.31932/jpbio.v5i1.651
Shehu, I. (2015). Factors that influence students’ reading comprehension achievement in the foreign language. Anglisticum Journal (IJLLIS), 4(3), 28–32. Retrieved from http://www.anglisticum.org.mk/index.php/IJLLIS/article/view/193
Sholihah, M., Zubaidah, S., & Mahanal, S. (2016). remap rt (reading concept map reciprocal teaching) untuk meningkatkan keterampilan berpikir kritis siswa. Proceeding Biology Education Conference, 13(1), 280–284. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/5720
Tendrita, M., Mahanal, S., & Zubaidah, S. (2017). Pembelajaran reading-concept-map think pair share (remap tps) dalam meningkatkan hasil belajar kognitif. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(6), 763–767. Retrieved from http://journal.um.ac.id/index.php/jptpp/article/view/9332/4477
Wanjari, S., & Mahakulkar, V. (2011). Assessing reading habits of d.ed. trainee teachers. ISRJ: Indian Streams Research Journal, I(1), 76–81. Retrieved from http://oldisrj.lbp.world/ArchiveArticle.aspx?ArticleID=39
Wu, J. (2012). The influence of extensive reading on junior high school students’ reading motivation and reading performance in Taiwan. (Tesis Magister. Colorado State University.) Retrieved from http://hdl.handle.net/10217/67502
WWC Intervention Report. (2012). Cooperative integrated reading and composition (Issue June). https://doi.org/10.1007/978-0-387-79061-9_4594
Yonatin, V. P. (2014). Peningkatan kemampuan membaca pemahaman siswa kelas iii sd negeri congkrang ii muntilan melalui metode cooperative integrated reading composition (circ) (Skripsi Sarjana, Universitas Negeri Yogyakarta). Retrieved from http://eprints.uny.ac.id/id/eprint/14108
Zarei, A. A. (2012). The effects of stad and circ on l2 reading comprehension and vocabulary learning. Frontiers of Language and Teaching, 3, 161–173. Retrieved from https://www.researchgate.net/publication/312472049
Zubaidah, S. (2014). Pemberdayaan keterampilan penemuan dalam scientific approach melalui pembelajaran berbasis remap coople. Prosiding Seminar Nasional XI Pendidikan Biologi FKIP UNS Biologi, Sains, Lingkungan, Dan Pembelajarannya, 11(1), 1000–1011. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7970
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Published
2020-10-21
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Hayati, N., Zubaidah, S., & Mahanal, S. (2020). Students’ reading interest in biology learning model based on remap CIRC, GI and TGT. Biosfer: Jurnal Pendidikan Biologi, 13(2), 167–182. https://doi.org/10.21009/biosferjpb.v13n2.167-182
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
