Please use this identifier to cite or link to this item: https://repository.unej.ac.id/xmlui/handle/123456789/92721
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dc.contributor.authorHariyadi, Slamet-
dc.contributor.authorCorebima, Aloysius Duran-
dc.contributor.authorZubaidah, Siti-
dc.contributor.authorIbrohim, Ibrohim-
dc.date.accessioned2019-09-12T03:43:00Z-
dc.date.available2019-09-12T03:43:00Z-
dc.date.issued2019-09-12-
dc.identifier.issn1304-6020-
dc.identifier.urihttp://repository.unej.ac.id/handle/123456789/92721-
dc.descriptionJournal of TURKISH SCIENCE EDUCATION, Volume 15, Issue 1, March 2018en_US
dc.description.abstractThis 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
dc.language.isoenen_US
dc.subjectLearning modelen_US
dc.subjectMind Mappingen_US
dc.subjectquestioningen_US
dc.subjectreading-questioning-answeringen_US
dc.subjectsummarizingen_US
dc.titleContribution of Mind Mapping, Summarizing, and Questioning in the RQA Learning Model to Genetic Learning Outcomesen_US
dc.typeArticleen_US
Appears in Collections:LSP-Jurnal Ilmiah Dosen

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