The supports of JiRQA learning on biology students’ achievement in multi-ethnical classroom
DOI:
https://doi.org/10.36681/tused.2021.54Keywords:
Achievement, JiRQA learning, Multiethnic, Biology, Higher educationAbstract
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.
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