<![CDATA[Problem-solving skills are essential competencies in biology education, enabling students to analyze problems, evaluate evidence, and construct logical solutions. Although various learning models have been developed to enhance these skills, most studies have focused on short-term instructional outcomes. Limited research has examined their sustained development through cohort-based longitudinal implementation characterized by stable learning groups, continuous interaction, and shared learning experiences. This study investigated the effect of cohort-based longitudinal implementation of the Reading–Questioning–Answering (RQA) learning model on high school students’ problem-solving skills in biology. A quasi-experimental design involved an experimental group (RQA) and a control group (conventional learning) at SMAN 9 Malang City, Indonesia. The same cohort participated in continuous learning from Grade 10 to Grade 11 over two consecutive semesters, enabling longitudinal examination of skill development. Problem-solving skills were measured using a standardized essay test administered as pretest and posttest. Data were analyzed using ANCOVA and effect size analysis. The results showed a significant effect of the learning model on problem-solving skills (F = 35.711, p < 0.001), with a large effect size (partial η² = 0.217). These findings indicate that cohort-based longitudinal RQA implementation effectively promotes sustained development of problem-solving skills in biology learning.]]>
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