Remap-GI : A Learning Model to Enhance Students’ Science Process Skills and Biology Cognitive Learning Outcomes

Ikramina Yusti Amina (Universitas Negeri Malang)
Siti Zubaidah (Universitas Negeri Malang)
Abdul Gofur (Universitas Negeri Malang)
Azizul Ghofar Candra Wicaksono (Doctoral School of Education, University of Szeged)

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Vol 7, No 11: NOVEMBER 2022

Abstract: The purpose of this study is to investigate the effects of the Remap-GI (Reading, Concept-Mapping, Group Investigation) learning model on students' cognitive learning outcomes and Science Process Skills (SPS). The Biology class at SMA Negeri 8 Malang was used as the research sample for the quasi-experimental research design over the course of 60 students in the 12th grade. This study used the blended learning-based Remap-GI learning model opposed to the GI (Group Investigation) learning model. SPS data were collected using non-test data (observation) and cognitive learning outcome variables in the form of multiple-choice questions. The Ancova test was used to analyze cognitive learning outcome variable data and SPS. The findings revealed that the blended learning-based Remap-GI learning model had an impact on SPS and cognitive learning outcomes. The Remap-GI learning model is based on blended learning as a learning model that can be used to improve SPS and students' cognitive learning outcomes, especially after the outbreak of the COVID-19 pandemic.