Implementation of the RQA Learning Model Assisted by Electronic Student Worksheets in an Effort to Improve Students' Critical Thinking Skills in the Reproductive System Material

Fina Marselina Azesta; Novianti Muspiroh; Evi Roviati; Ani Noviani

doi:10.17509/pdgia.v23i2.86789

Implementation of the RQA Learning Model Assisted by Electronic Student Worksheets in an Effort to Improve Students' Critical Thinking Skills in the Reproductive System Material

Fina Marselina Azesta, Novianti Muspiroh, Evi Roviati, Ani Noviani

Abstract

This study aims to test the effectiveness of the implementation of the RQA (Reading, Questioning, and Answering) learning model assisted by interactive E-LKPD in improving students' critical thinking skills in the reproductive system material. The research method used is a quantitative method with a research approach in the form of surveys and observations. The research sample consisted of 2 classes selected using purposive sampling techniques, namely class XI MIPA 4 and XI MIPA 5. The data collection instrument was a critical thinking ability test given before and after treatment. The results of the study proved that the learning activities of students in the experimental class increased with the percentage of learning activities in general reaching 85%, 79%, and 88% at the first, second, and third meetings. In addition, there was a significant difference in critical thinking skills between the experimental class (average N-gain 95%) and the control class (average N-gain 39%), which was supported by the results of the hypothesis test with a significance value of 0.000 (<0.050). Student responses to the implementation of the RQA learning model also showed positive results, where most students (79%) gave positive responses. Thus, it can be concluded that the RQA learning model assisted by interactive E-LKPD is effective in improving students' critical thinking skills.

Keywords

Critical Thinking Skills, Interactive E-Worksheet (E-LKPD), Reproductive System, RQA Learning Model

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DOI: https://doi.org/10.17509/pdgia.v23i2.86789