JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material

Autor/inn/en	Bustami, Yakobus; Wahyuni, Florentina Rahayu Esti; Syafruddin, Didin; Marsela; Nur, Taslim D.
Titel	JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Gender Differences; Multiple Choice Tests; Junior High School Students; Foreign Countries; Pretests Posttests; Comparative Analysis; Academic Achievement; Pollution; Environmental Education; Inferences; Teaching Methods; Models; Instructional Effectiveness; Biology; Science Education; Cognitive Development; Indonesia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Ausland; Schulleistung; Schadstoffbelastung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Inference; Inferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Unterrichtserfolg; Biologie; Naturwissenschaftliche Bildung; Kognitive Entwicklung; Indonesien
Abstract	The research aimed to uncover the effect of JiRQA learning a model of based gender on students' achievement at the environmental pollution material. The method was quasi-experimental using of 2 x 2 factorial. The population was all students at junior high school from Ketungau Tengah, Indonesia. The samples were 120 students from two separate schools which represented gender differently. The instrument using a multiple-choice test. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis show that the average pre-test of achievement in the experimental and control classes both male and female genders have the same value category and post-test in the control classes have a different value category. The results of ANCOVA show that the learning model had a significant effect on achievement, while gender and the interaction of learning models and gender did not have a significant effect on achievement. Classes that use the JiRQA learning model have a higher and significantly different from conventional classes. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01