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A quasi-experimental quantitative approach with pretest-posttest design and rubric assessment was applied. Findings show GI improved problem-solving ability and cognitive learning results compared with conventional learning. The study concludes GI can effectively enhance both outcomes and recommends consistent implementation in schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-group-investigation-gi-learning-model-on-the-student-problem-solving-ability-and-students-academic-achievement-on-the-digestive-system-material-for-biology-students/591686/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-group-investigation-gi-learning-model-on-the-student-problem-solving-ability-and-students-academic-achievement-on-the-digestive-system-material-for-biology-students/591686.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning model is studied in this research?","Question",{"text":112,"@type":113},"The research studies the Group Investigation (GI) learning model and its influence on biology learning outcomes using digestive system material.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted to test the GI model?",{"text":117,"@type":113},"It used a quasi-experimental quantitative design with a pretest-posttest approach and rubric-based assessment for problem-solving ability and academic achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What results did the study find about problem-solving ability and academic achievement?",{"text":121,"@type":113},"Students taught with the GI model showed higher improvement in problem-solving ability and cognitive learning outcomes than students taught with conventional learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591686,1792811054,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","THE EFFECT OF GROUP INVESTIGATION (GI) LEARNING MODEL ON THE STUDENT PROBLEM SOLVING ABILITY AND STUDENTS ACADEMIC ACHIEVEMENT ON THE DIGESTIVE SYSTEM MATERIAL FOR BIOLOGY STUDENTS  \nMarkus Iyus Supiandi  \nCollege of Teacher Training and Education (STKIP) Persada Khatulistiwa Sintang, West Borneo, Indonesia, [msupiandi@gmail.com](msupiandi@gmail.com)  \nBenediktus Ege  \nCollege of Teacher Training and Education (STKIP) Persada Khatulistiwa Sintang, West Borneo, Indonesia, [ama_tamo@yahoo.com](ama_tamo@yahoo.com)  \nAbstract  \nThis research was carried out to analyze the effect of Group Investigation (GI) model on the student problem solving ability and students academic achievement on the digestive system material for students grade 8th junior high school 2 Belimbing Hulu. In this study we used quasi experimental design according to the quantitative research methods, pretest-posttest using rubric to test the effect of Group Investigation (GI) learning model on the student problem solving ability and students academic achievement. The result of this research showed that the Group Investigation (GI) learning model improved the student problem solving ability and students academic achievement.. The increase of problem solving ability of students treated with Group Investigation (GI) model was 68.65% and the students' cognitive learning result was 47.73% higher than the conventional learning model of 38.37% for problem solving skills and 23.60 % for cognitive learning outcomes. Based on the research results it can be concluded that Group Investigation (GI) learning model has the potential to improve the student problem solving ability and students academic achievement. It is recommended that teachers implement Group Investigation (GI) learning model in schools consistently because it improves effectively on the student problem solving ability and students academic achievement.  \nKey Words: Group investigation, Problem solving ability, Acaedmic achievement, Biology, Digestive system.  \nIntroduction  \nEducation was a set of processes to develop student competence related to the norm and culture values in society. Education system will give a good way for the future development of a certain country for the 21st century. Among the various subjects studied in the educational process, biology subjects are one of the important subjects tobe mastered by students (Asele et al, 2016). Wood (2002) and Erdogan et al (2012) said that biology learning aimed to equip the students with the concepts of biology that could be understood and applied in their lives in order to improve the ability to manage nature with a sense of responsibility and improve the ability to cope with change in society.  \nScience classroom is the study of objects and problems of natural phenomena. All objects and natural phenomena are the object of study science classroom. Modern theory, the learning process does not depend on the existence of the teacher as the manager of the teaching and learning process. The learning process actually is essentially an interaction between students with the object being studied. Based on this, the role of sources and learning media cannot be excluded in the biology learning process.  \nBiology is a manifestation of student interaction learning process with objects consisting of objects, events, processes, and products (Djohar, 1987) . Biology is more common in science education, so the consequences in learning should give lessons to the subject of learning to interact with the object of learning independently, so as to explore and find the concept. The Biology as the science classroom was interaction between subjects and the objects of learning. These interactions provide opportunities for students to practice learning and understand how to learn, enrich the rational potential of thinking, skills, and personality as well as recognizing biological issues and their assessment.  \nBut the reality is often encountered that teachers in implementin","cbCaitTxrPEY8uxp","https://ap.wps.com/l/cbCaitTxrPEY8uxp","pdf",224254,11,"English","# Abstract\n# Introduction\n## Education and biology learning goals\n## Science classroom interaction and learning media\n## Problem-solving skills in the 21st century","[{\"question\":\"What learning model is studied in this research?\",\"answer\":\"The research studies the Group Investigation (GI) learning model and its influence on biology learning outcomes using digestive system material.\"},{\"question\":\"How was the research conducted to test the GI model?\",\"answer\":\"It used a quasi-experimental quantitative design with a pretest-posttest approach and rubric-based assessment for problem-solving ability and academic achievement.\"},{\"question\":\"What results did the study find about problem-solving ability and academic achievement?\",\"answer\":\"Students taught with the GI model showed higher improvement in problem-solving ability and cognitive learning outcomes than students taught with conventional learning.\"}]","THE EFFECT OF GROUP INVESTIGATION (GI) LEARNING MODEL ON THE STUDENT PROBLEM SOLVING ABILITY AND STUDENTS ACADEMIC ACHIEVEMENT ON THE DIGESTIVE SYSTEM MATERIAL FOR BIOLOGY STUDENTS | PDF",1792072990,28]