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JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material

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Title: JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material
Language: English
Authors: Bustami, Yakobus, Wahyuni, Florentina Rahayu Esti, Syafruddin, Didin, Marsela, Nur, Taslim D.
Source: International Journal of Instruction. Jan 2021 14(1):17-28.
Availability: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Gender Differences, Multiple Choice Tests, Junior High School Students, Foreign Countries, Pretests Posttests, Comparative Analysis, Academic Achievement, Pollution, Environmental Education, Inferences, Teaching Methods, Models, Instructional Effectiveness, Biology, Science Education, Cognitive Development
Geographic Terms: Indonesia
ISSN: 1694-609X
Abstract: The research aimed to uncover the effect of JiRQA learning a model of based gender on students' achievement at the environmental pollution material. The method was quasi-experimental using of 2 x 2 factorial. The population was all students at junior high school from Ketungau Tengah, Indonesia. The samples were 120 students from two separate schools which represented gender differently. The instrument using a multiple-choice test. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis show that the average pre-test of achievement in the experimental and control classes both male and female genders have the same value category and post-test in the control classes have a different value category. The results of ANCOVA show that the learning model had a significant effect on achievement, while gender and the interaction of learning models and gender did not have a significant effect on achievement. Classes that use the JiRQA learning model have a higher and significantly different from conventional classes.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282333
Database: ERIC
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  Data: JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material
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  Data: <searchLink fieldCode="AR" term="%22Bustami%2C+Yakobus%22">Bustami, Yakobus</searchLink><br /><searchLink fieldCode="AR" term="%22Wahyuni%2C+Florentina+Rahayu+Esti%22">Wahyuni, Florentina Rahayu Esti</searchLink><br /><searchLink fieldCode="AR" term="%22Syafruddin%2C+Didin%22">Syafruddin, Didin</searchLink><br /><searchLink fieldCode="AR" term="%22Marsela%22">Marsela</searchLink><br /><searchLink fieldCode="AR" term="%22Nur%2C+Taslim+D%2E%22">Nur, Taslim D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instruction%22"><i>International Journal of Instruction</i></searchLink>. Jan 2021 14(1):17-28.
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  Data: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1694-609X
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  Label: Abstract
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  Data: The research aimed to uncover the effect of JiRQA learning a model of based gender on students' achievement at the environmental pollution material. The method was quasi-experimental using of 2 x 2 factorial. The population was all students at junior high school from Ketungau Tengah, Indonesia. The samples were 120 students from two separate schools which represented gender differently. The instrument using a multiple-choice test. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis show that the average pre-test of achievement in the experimental and control classes both male and female genders have the same value category and post-test in the control classes have a different value category. The results of ANCOVA show that the learning model had a significant effect on achievement, while gender and the interaction of learning models and gender did not have a significant effect on achievement. Classes that use the JiRQA learning model have a higher and significantly different from conventional classes.
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  Data: 2021
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  Data: EJ1282333
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1282333
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 17
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Pollution
        Type: general
      – SubjectFull: Environmental Education
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      – SubjectFull: Inferences
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Models
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Biology
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      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material
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              Y: 2021
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              Value: 1694-609X
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              Value: 14
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