<![CDATA[This study aims to determine the effect of the RICOSRE-FC learning model (Reading, Identifying, Constructing, Solving, Reviewing, Extending – Flipped Classroom) on scientific reasoning and self-esteem of Grade X students in Biology subjects at senior high school. The research method used was quantitative with a quasi-experimental design, employing the Nonequivalent Control Group Design. The population of this study consisted of all Grade X students at SMA Perintis 2 Bandar Lampung. The sample included two classes: the experimental class (X-3) and the control class (X-4), selected through cluster random sampling. The research instruments consisted of a scientific reasoning test with 12 items and a self-esteem questionnaire with 26 statements, both of which had been tested for validity and reliability. Data were analyzed using normality tests, homogeneity tests, and hypothesis testing with an independent sample t-test. The results showed a significant effect of the RICOSRE-FC learning model on students’ scientific reasoning and self-esteem, with a significance value of 0.000 < 0.05. Therefore, the RICOSRE-FC learning model is effective in enhancing students’ scientific reasoning and self-esteem in Biology learning.]]>
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