SQ3R model in biology education: Linking creative thinking, problem-solving, and academic achievement

Bea Hana Siswati; Erina Rizki Aulia; Eva Yunizar Yunizar; Bintang Tata Paramita Paramita; Rieziel Ann D. Bernal

doi:10.21009/biosferjpb.61147

Authors

Bea Hana Siswati Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Erina Rizki Aulia Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Eva Yunizar Yunizar Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Bintang Tata Paramita Paramita Biology Education, Faculty of Teacher Training and Education, Universitas Jember, Indonesia
Rieziel Ann D. Bernal Philippine Science High School - Main Campus, Department of Science and Technology, Philippine

DOI:

https://doi.org/10.21009/biosferjpb.61147

Keywords:

Biology learning outcomes, Creative thinking skills , Problem-solving skills, Senior high school students, SQ3R

Abstract

Creative thinking is an essential competency in biology education to support students’ problem-solving skills and learning outcomes in the 21st century. However, instructional strategies that effectively foster these abilities remain a pedagogical challenge. This study aimed to examine the relationship between creative thinking skills, problem-solving skills, and learning outcomes through the application of the Survey, Question, Read, Recite, Review (SQ3R) learning model in biology education. A correlational research design was employed involving 72 eleventh-grade students at Arjasa Public High School. Data were collected using creative thinking tests, problem-solving essay tests, and biology learning outcome assessments, and analyzed using Pearson product-moment correlation and simple linear regression. The results revealed a very strong positive correlation between creative thinking skills and problem-solving skills (r = 0.911), with creative thinking contributing 82.9% to problem-solving skills. In addition, creative thinking skills showed a strong positive correlation with learning outcomes (r = 0.613), contributing 37.5% to students’ biology learning outcomes. These findings indicate that the SQ3R learning model supports the development of creative thinking skills that are closely associated with improved problem-solving skills and learning outcomes. Therefore, SQ3R is recommended as an alternative instructional approach in biology education to promote active learning and higher-order thinking skills.

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