The Effect of SIMAS ERIC Learning Model on Protist Material to Improve Students^ Cognitive Learning Outcomes in Class X Iwan Ridwan Yusupa*, Dini siti Aisaha, Dita Nur Febriania, Fahmi Atoillaha*, Riki Purnama Putra
Program Studi Pendidikan Biologi, Fakultas Tarbiyah dan keguruan, Universitas Islam Negri Sunan Gunung Djati, Jl. A.H. Nasution No.105. Bandung, 40614, Jawa Barat, Indonesia
Abstract
Various problems that cause low student learning outcomes are thought to be due to the lack of teacher innovation when teaching in the classroom, the selection of learning models or strategies that do not facilitate students^ awareness and interest in learning, as well as other influencing problems. One model that can help teachers train students to plan learning, monitor the learning process, and evaluate learning outcomes is the Simas eric learning model with the syntax Skimming, Mindmapping, Questioning, Exploring, Writing and Communicating. The purpose of this study was to determine the effect of the SIMAS ERIC learning model on the cognitive learning outcomes of Biology students at SMAN 24 BANDUNG. This research is a quasi-experimental research with a non-equivalent pretest posttest control group design. The samples used were students of class X MIPA 1 and X MIPA 3 at SMAN 24 Bandung. Data were collected through the results of observations of students^ cognitive learning outcomes. Analysis of the data using the Anova technique which shows the results of the SIMAS ERIC learning model on protist material affect the cognitive learning outcomes of Biology students at SMAN 24 Bandung with the average corrected cognitive learning outcomes in experimental class students of 84.50%. The corrected mean of cognitive learning outcomes in control class students was 78.50%. The experimental class obtained a corrected mean of higher cognitive learning outcomes than the control class. The benefit of this research that it can determine the effect of the Simas Eric model on students^ cognitive learning outcomes.
