The effect of the RICOSRE learning model on science process skills, scientific literacy, and students’ biology learning outcomes on biodiversity

Abstract

The research is based on the low science process skills, science literacy, and student learning outcomes, which may hinder students’ critical thinking, scientific reasoning, problem-solving, and decision-making skills required in 21st-century education. The RICOSRE (reading, identifying, constructing, solving, reviewing, extending) model was selected because it integrates reading literacy with systematic problem solving. The research aims to determine the effect of the RICOSRE model on science process skills, science literacy, and biology learning outcomes of students. The research uses a quasi-experimental non-equivalent control group design. The experimental class applies the RICOSRE model, the control class applies the Problem Based Learning model. Analyzed using normality tests, homogeneity tests, and hypothesis tests (ANCOVA). The results are N-Gain science process skills of the experimental class 46.91% (less effective), control class 21.49% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's scientific literacy skills was 40.80% (less effective), control class 29.26% (ineffective), a significance value <0.001 means there is a difference in influence between classes. N-Gain of the experimental class's learning outcomes was 38.02% (ineffective), control class 26.56% (ineffective) and a significance value of 0.004, meaning there is a difference in influence between classes. The conclusion the RICOSRE model generally has a positive impact on the research variables, but with varying levels of effectiveness in each variable.

Abstrak. Penelitian ini didasarkan pada rendahnya keterampilan proses sains, literasi sains, dan hasil belajar siswa. yang dapat menghambat kemampuan berpikir kritis, penalaran ilmiah, pemecahan masalah, dan pengambilan keputusan siswa yang dibutuhkan dalam pendidikan abad ke-21. Model RICOSRE dipilih karena mengintegrasikan literasi membaca dengan pemecahan masalah secara sistematis. Penelitian untuk mengetahui pengaruh model RICOSRE (reading, identifying, constructing, solving, reviewing, extending) terhadap keterampilan proses sains, literasi sains, dan hasil belajar biologi siswa. Penelitian menggunakan eksperimen semu non-equivalent control group design. Kelas eksperimen menerapkan model RICOSRE, kelas kontrol menerapkan model pembelajaran berbasis masalah. Dianalisis dengan uji normalitas, uji homogenitas, dan uji hipotesis (ANCOVA). Hasilnya N-Gain keterampilan proses sains kelas eksperimen 46,91% (kurang efektif), kelas kontrol 21,49% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain kemampuan literasi sains kelas eksperimen 40,80% (kurang efektif), kelas kontrol 29,26% (tidak efektif), nilai signifikansi <0,001 berarti adanya perbedaan pengaruh antarkelas. N-Gain hasil belajar kelas eksperimen 38,02% (tidak efektif), kelas kontrol 26,56% (tidak efektif) dan nilai signifikansi 0,004, berarti adanya perbedaan pengaruh antarkelas. Kesimpulannya model RICOSRE secara umum memberikan dampak positif terhadap variabel penelitian, namun pada tingkat efektivitas yang berbeda pada masing-masing variabel.