Abstract:

There have been many studies investigating the effects of learning models on the retention of biology concept gaining at Senior High Schools in Indonesia. Moreover, those studies mainly used the conventional learning as the control variable. In this case, any other learning model was hardly used as the control variable. For example, the studies related to the effect of inquiry, Reading Questioning and Answering (RQA), and Think Pair Share (TPS) learning models on the retention of Biology concept gaining, in fact, almost always used the conventional learning as the control variable; any other learning model was hardly used as the control variable. In this regard, a quasi-experimental study on Biology Learning, investigating the effect of inquiry learning model, RQA learning model, TPS learning model, mixed-learning model (Inquiry, RQA, TPS), and conventional learning, has been conducted at a Senior High School in Malang Indonesia. In this case, the mixed-learning model was used as the experimental learning model, while the inquiry learning model, RQA learning model, and TPS learning model were used as the positive control, and the conventional learning was used as the negative control. This quasi-experimental study has been carried out for 3 months, using non-equivalent control group design. The data were analyzed using non-factorial Ancova. The results of the data analysis showed that the RQA learning model and the Inquiry learning model had the greatest effect, followed by the effects of TPS learning model and the mixed-learning model; the conventional learning had the least effect.

Keywords:

Biology Learning, Inquiry learning, RQA learning, TPS learning, retention.