| dc.description.abstract | This study aimed to measure the contribution of summarizing and questioning in the ReadingQuestioning-Answering
(RQA) learning model integrated with mind mapping on the genetic learning
outcomes. This study was a correlational research and has been analyzed using multiple
regressions. Mind mapping, summarizing, and questioning were positioned as predictors, and genetic
learning outcomes were positioned as a criterion. The research sample comprised 33 students. There was
a strong correlation (97.4%) between mind mapping, summarizing, and questioning with the learning
outcomes. The value of the relative contribution of each predictor (questioning, mind mapping, and
summarizing) was 58.74%, 39.76%, and 1.50%, respectively. The value of the effective contribution
ofquestioning, mind mapping, and summarizing was 57.21%, 38.73%, and 1.46% respectively. Thus, the
contribution of questioning was higher than that of mind mapping and summarizing on the genetic
learning outcomes. Future studies need to be conducted in order to confirm these research results. | en_US |
