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DOI Prefix 10.20431 |
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The Comparison of the Question Types in the RQA (Reading, Questioning, and Answering) Learning Model and Conventional Learning Model
Slamet Hariyadi1, Aloysius Duran Corebima3*,Siti Zubaidah3,Ibrohim3
2.Faculty of Teacher's Training and Education, University of Jember, Indonesia
3.Faculty of Mathematics and Natural Science, Universitas Negeri Malang, Indonesia
Citation :Slamet Hariyadi,et.al, The Comparison of the Question Types in the RQA (Reading, Questioning, and Answering) Learning Model and Conventional Learning Model International Journal of Humanities Social Sciences and Education 2017,4(7) : 10-18
The purpose of this study was to observe the types of questions in the learning interaction to determine the distribution of cognitive, knowledge and cross section dimension. The subjects of the study were 64 students of the Genetics course with the age between 18-20 years old. The data is taken as a question frequency (percentage) of questions arising through the observation in the RQA and conventional class based on Bloom's taxonomy of Krathwohl version. Related to the cognitive dimension, Q2 (Understand) question obtains the highest frequency (34,91%) in the RQA class but in the conventional class Q1 (Remember) question obtains the highest one (47.62%). Related to the knowledge dimension the frequency of the QC (Conceptual) question obtained is the highest one (40.57%) in RQA class but in the conventional class the frequency of the QF (Factual) question is the highest one (44.44%). Related to the cross section between cognitive and knowledge dimension, the frequency of the Classify question is the highest one in the RQA class (18.87%), whereas in the conventional class the highest frequency is belonged to the List question (25.40%). The RQA learning model is suggested to be used in the genetics course because it's better potency than the conventional learning.