Mastery of student concepts about substance pressure in biological systems viewed from Marzano's new taxonomy through the implementation of the Think Read Group Share Reflect strategy
Abstract
Substance pressure is a difficult material for junior high school students, so it is necessary to find a way to solve this problem. The purpose of conducting research on the application of the Think-Read-Group-Share-Reflect (TRGSR) strategy is to find ways to facilitate learning about substance pressure so that it can reveal the mastery profile of students' concepts in terms of Marzano's new taxonomy. The research method used is action research by focusing on the application of the TRGSR strategy, starting with pre-test, then studying substance pressure in animals and humans using the TRGSR strategy, then post-test 1. Furthermore, students study substances pressure in plants using the TRGSR strategy, then posttest 2. The research participants were 30 grade VIII students. The instruments used were questions, worksheets, observation sheets of TRGSR implementation and student response questionnaires to learning. Students' mastery of the concept of substance pressure in biological systems through the application of the TRGSR strategy shows that nutrients transportation in plants and the structure of plant tissue with its function are the highest mastery. The lowest concept mastery is in implementing substance pressure in daily life. Almost all projected mastery of concepts according to Marzano's taxonomy includes level of mental processing integration with the information domain knowledge. Most students gave a positive response to learning using the TRGSR strategy and the implementation of this strategy was also relatively high. Thus, the TRGSR has the potential as one of the strategies to anticipate learning in other materials that are considered difficult. .
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DOI: https://doi.org/10.17509/aijbe.v8i3.81326
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