JiRQA Learning Model of Based Gender: Cognitive Learning Students in Environmental Pollution Material

The research aimed to uncover the effect of JiRQA learning model of based gender on students’ achievement at the environmental pollution material. The
method was quasy-experimental using of 2 x 2 factorial. The population was all
students at junior high school from Ketungau Tengah, Indonesia. The samples
were 120 students from two separate schools which represented gender differently.
The instrument using a multiple-choice test. Data were analyzed using descriptive
and inferential analysis. The results of the descriptive analysis show that the
average pre-test of achievement in the experimental and control classes both male
and female genders have the same value category and post-test in the control
classes have a different value category. The results of ANCOVA show that the
learning model had a significant effect on achievement, while gender and the
interaction of learning models and gender did not have a significant effect on
achievement. Classes that use the JiRQA learning model have a higher and
significantly different from conventional classes.

Keywords: JiRQA learning, cooperative, gender, cognitive learning, biology students