Enhancing Problem-Solving Skills in Biology using Problem-Based Learning integrated with Reading Questioning Answering Model

Abstract

Problem-solving skills help students to face the complexity of real, uncertain problems by finding various solutions. Problem-solving skills can be trained by applying a learning model involving active students, namely Problem-Based Learning integrated with Reading Questioning Answering (PBL-RQA). This research aims to describe the effectiveness of the PBL-RQA model on students' problem-solving skills. This research is a quasi-experiment that uses the non-randomized control group pretest post-test design. The research subjects were 96 students in class VIII of SMP Negeri 1 Kamal in Bangkalan Regency, East Java, Indonesia, who were distributed into three classes, namely VIII A (experimental class, taught using the PBL-RQA model), VIII C (control class, taught using the PBL model), and VIII D (control class, taught using the RQA model). Problem-solving skills were measured using a test instrument in the form of a description provided via Google form. Then, the results obtained were analyzed using the ANCOVA test, which had a significance level of 5%, and the test with the least significant difference (LSD) was continued. The ANCOVA test results show that the three learning models affect increasing problem-solving skills with a p-value of 0.001. The LSD test also indicates that the PBL-RQA model significantly affects problem-solving skills compared to other learning models. Based on the research results, the PBL-RQA model has the best influence on improving students' problem-solving skills compared to PBL and RQA. The things that need to be considered during the implementation of PBL-RQA are providing apperception and ice-breaking to motivate students' interest in learning and the need to optimize time during presentations, discussions and assessments of summary assignments.