The Implementation of the RQA (Reading, Questioning, and Answering) Learning Model on Motivation and Science Learning Achievement in Junior High School
Implementasi Model Pembelajaran RQA (Reading, Questioning, and Answering) terhadap Motivasi dan Prestasi Belajar IPA di Sekolah Menengah Pertama
Keywords:
RQA learning model; learning motivation; learning achievement; science learning; Junior High SchoolAbstract
This study aims to analyze the effect of implementing the Reading, Questioning, and Answering (RQA) learning model on the motivation and science learning achievement of junior high school students, as well as to analyze the relationship between motivation and learning achievement. A quasi-experimental research with a Pre-test Post-test Control Group Design was conducted on 64 eighth-grade students, divided into an experimental class treated with the RQA model and a control class using a conventional learning model. Data were collected through a learning motivation questionnaire and a science learning achievement test. The results showed that the implementation of the RQA learning model had a significant effect on improving learning motivation (t=4.82; p<0.05) and students' science learning achievement (t=5.36; p<0.05). There was a significant positive correlation between learning motivation and science learning achievement (r=0.763; p<0.05). The RQA learning model was proven effective in enhancing motivation and science learning achievement through the stages of reading, questioning, and answering, which actively involve students in the learning process. This study provides important implications for the development of science teaching practices at the junior high school level.References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Rinehart and Winston.
Bahri, A. (2016). Strategi pembelajaran Reading Questioning and Answering (RQA) pada perkuliahan fisiologi hewan untuk meningkatkan hasil belajar kognitif mahasiswa. Jurnal Bionature, 17(2), 106–113. https://doi.org/10.35580/bionature.v17i2.2814
Bloom, B. S. (1976). Human characteristics and school learning. New York, NY: McGraw-Hill.
Chin, C., & Osborne, J. (2008). Students' questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup. Proceeding Biology Education Conference, 13(1), 8–22.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York, NY: Viking.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Priantari, I. (2014). Pengaruh strategi pembelajaran Reading Questioning and Answering (RQA) terhadap keterampilan metakognitif siswa kelas XI SMA Negeri Probolinggo. Jurnal Pendidikan Biologi Indonesia, 1(1), 22–32. https://doi.org/10.22219/jpbi.v1i1.2302
Ramdani, A., & Badriah, L. (2018). Korelasi antara kemampuan berpikir kritis dengan hasil belajar siswa melalui model pembelajaran Reading, Questioning, and Answering (RQA) dalam pembelajaran biologi. Jurnal Ilmiah Biologi "Bioscientist", 6(1), 33–43. https://doi.org/10.33394/bioscientist.v6i1.1014
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.
Sardiman, A. M. (2018). Interaksi dan motivasi belajar mengajar. Depok, Indonesia: Rajawali Press.
Sumampouw, H. M. (2011). Keterampilan metakognitif dan berpikir tingkat tinggi dalam pembelajaran genetika (artikulasi konsep dan verifikasi empiris). Bioedukasi: Jurnal Pendidikan Biologi, 4(2), 23–39. https://doi.org/10.24127/bioedukasi.v4i2.236
Uno, H. B. (2019). Teori motivasi dan pengukurannya: Analisis di bidang pendidikan. Jakarta, Indonesia: Bumi Aksara.
Wala, G. N. (2025). Strategi peningkatan literasi dan minat belajar siswa: Studi kasus pada peserta didik sekolah menengah. COSMOS: Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi, 2(3), 485–494.
Wisudawati, A. W., & Sulistyowati, E. (2014). Metodologi pembelajaran IPA. Jakarta, Indonesia: Bumi Aksara
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 COSMOS: Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
