<![CDATA[This study aimed to determine the effect of PBLRQA strategy combined with learning journals on biology cognitive retention and scientific attitudes of students with different academic abilities. This study was a quasi-experimental using a pretest-posttest nonequivalent control group design 2 x 2 factorial pattern. The research sample was 4 classes in class XI MIA SMAN 17 Makassar, selected by random sampling. Each 2 classes are taught with PBLRQA combined with a learning journal and 2 classes are taught with PBLRQA. The research instrument consisted of cognitive retention instruments in the form of essay tests and scientific attitude instruments in the form of questionnaires and scientific attitude observation sheets. Data were analyzed descriptively and inferentially. The results showed that (i) there was difference in the retention of students with different academic abilities between students taught with PBLRQA combined with learning journals with PBL. The PBLRQA combined with learning journals has more potential to maintain student retention than PBL. The mean corrected retention value of students with higher academic ability compared to students with lower academic ability. The interaction between learning strategy and academic abilities influences student retention; and (ii) there was differences in the scientific attitudes of students with different academic abilities between students who was taught with PBLRQA combined with learning journals and PBL. The PBLRQA strategy has more potential to grow students' scientific attitudes than PBL. The mean corrected scientific attitude of students with higher academic ability compared to students with lower academic ability. The interaction between learning strategies with academic abilities affect the scientific attitude of students.]]>
