The Supports of JiRQA Learning on Biology Students’ Achievement in Multi-Ethnical Classroom

The purpose of this quasi-experimental research was to reveal the JiRQA learning supports
on biology students’ achievement in the multi-ethnical classroom in higher education. The
research sample was included 125 students consisting of the ethnics of Dayak, Javanese,
and Malay. The achievement data were obtained from the pretest and posttest using an
essay test and analyzed by using ANCOVA at the level of significance 5%, followed by
LSD test. The analysis results show that the achievement in JiRQA learning is 30.91% higher
and significantly different from that of conventional learning. The achievement of Dayak
ethnic students is 20.30% higher from the Javanese ethnic and 19.53% from Malay ethnic.
The achievement among ethnics in JiRQA learning was not significantly different, but
significantly different in conventional learning. Therefore, JiRQA learning has the
accommodate biology students' achievement in the multi-ethnical classroom.