Reading Literacy on Biology: Measuring and Developing through Cooperative Learning
Rizhal Hendi Ristanto (a*); Ericka Darmawan (b); Ahmad Muhlisin
a) Department of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
*rizhalhendi[at]unj.ac.id
b) Department of Biology Education, Faculty of Teacher Training and Education, Universitas Tidar, Indonesia
c) Department of Science Education, Faculty of Teacher Training and Education, Universitas Tidar, Indonesia
Abstract
Reading literacy is concerned not only with the ability to understand the meaning of a passage, but also with the behaviors and attitudes that support reading. Biology learning process can not be separated by reading activities. This study aims to determine the effect of Cooperative integrated reading and Composition (CIRC) to reading literacyof students in the context of biology. The research method used is quasy experiment using pretest-postest non equivalent control group design. Independent variable is a learning model, which consists of 2 types of learning model CIRC and conventional learning. The study was conducted in Grade VIII MTS Al-Hidayah Citaringgul, Bogor involving a sample of 66 students. The dependent variable in this study is literacy reading in the context of biology, that is on the material of plant structure and its utilization in technology. The reading literacy instrument was developed by adapting from PISA. The results showed that CIRC had an effect on the literacy of reading students in biological context as evidenced by the result of sig. 0.002 <0.005. CIRC proved to be superior compared to conventional learning in plant structure learning and its utilization on technology with a 2% increase in the increase. CIRC learning can be applied to Biology learning in empowering students reading literacy
Keywords: Biology; Cooperative learning; CIRC; Reading Literacy
Topic: Biology