IMPLEMENTING RECIPROCAL TEACHING (RT), ON BIOLOGY LEARNING TOWARD METACOGNITION SKILL THE UPPER AND LOWER ABILITY SENIOR HIGH SCHOOL STUDENT IN JEMBER
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Findings showed that: 1)the learning strategy affected toward the metacognition skill measured through rubric; 2) there was difference between the students with UA and LA. 3) there was no effect between the learning strategy and the academic ability toward the metacognition skill. RT strategies could increase the metacognition skill. The RT strategies was significantly approved in increasing the metacognition skill. The interactions of the RT with the academic ability could minimize the gap of the metacognition skill of the students with UA and LA.