Using Remap RT (Reading - Concept Mapping - Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology

Oct 15, 2026

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The study investigated how the Remap RT learning model (Reading, Concept Mapping, and Reciprocal Teaching) affects low-ability students’ achievement in biology. A quasi-experimental pre-test–post-test non-equivalent control group design involved 125 tenth-grade Natural Science students (around 16 years old) from four randomly selected classes. Achievement was measured with an essay test and analyzed using ANCOVA. Results showed Remap RT outperformed conventional methods for biology achievement, with a notable interaction for low-ability students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Study Aim and Design

Method and Data Analysis

Results and Implications

doi: 10.26529/cepsj.777 Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve LowAbility Students’ Achievement in Biology Siti Zubaidah*1, Susriyati Mahanal1, Mar’atus Sholihah2, Fatia Rosyida3 and Zenia Lutfi Kurniawati4 • The main aim of this study was to investigate the effects of the Remap RT (Reading – Concept Mapping – Reciprocal Teaching) learning model on low-ability students’ achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students’achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that 1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; 2) students with high academic ability had better academic achievement than students with low academic achievement; and 3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving lowability students’ achievement in biology. Keywords: students’ achievement, academic ability, reading ability, concept map, cooperative learning, Remap RT 1 *Corresponding Author. Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Indonesia; [siti.zubaidah.fmipa@um.ac.id](siti.zubaidah.fmipa@um.ac.id). 2 Faculty of Education, Universitas Islam Balitar, Indonesia. 3 Tuban Public High School 4, Indonesia. 4 Mulawarman University Teacher Training and Education Faculty, Indonesia. Uporaba učnega modela Remap RT (branje – zaznavanje konceptov – vzajemno poučevanje) zaizboljšanje uspešnosti dijakov z nizkimi dosežki v biologiji Siti Zubaidah, Susriyati Mahanal, Mar’atus Sholihah, Fatia Rosyida in Zenia Lutfi Kurniawati • Glavni cilj raziskave je bil preučiti učinke učnega modela Remap RT (branje – oblikovanje konceptov – vzajemno poučevanje) na uspehe dijakov z nizkimi dosežki v biologiji. Ta kvazieksperimentalna raziskava jeuporabila zasnovo s predpreskusom in popreskusom iz neekvivalentnekontrolne skupine. V raziskavi je sodelovalo 125 dijakov desetega razreda iz naravoslovnih razredov, starih približno 16 let. Štirje razredi so bilinaključno izbrani v vzorec in razdeljeni v dve skupini: dva razreda sta sodila v skupino z visokimi dosežki, dva pa v skupino z nizkimi dosežki. Dosežki dijakov so bili testirani z vprašanjem esejskega tipa. Rezultatitesta so bili analizirani z uporabo ANCOVA. Ugotovitve so pokazale, da so: 1) dijaki, ki so se učili z uporabo Remap RT, dosegli boljše akademske dosežke v biologiji kot tisti, ki so se učili s konvencionalno metodo; 2) dijaki z visokimi dosežki na akademskem področju uspešnejši kot dijakiz nizkimi dosežki; 3) dijaki z nizkimi dosežki, ki so se učili z uporabo Remap RT, in dijaki z visokimi dosežki, ki so se učili s konvencionalnometodo, imeli enake akademske dosežke. Izsledki raziskave kažejo, da jebil model Remap RT učinkovit pri izboljšanju dosežkov dijakov z nizkimi dosežki v biologiji. Ključne besede: dosežki dijakov, akademski dosežki, sposobnost branja, konceptni zemljevid ali mreža, sodelovalno učenje, Remap RT Introduction Due to its importance, students’ academic achievement is a constant subject of discussion. It reflects students’ mastery of essential skills and also indicates the occurrence of learning. Academic achievement refers to the level of students’ academic performance (Shamshuddin, 2007). It is not only related to the knowledge but also the skills

FAQs

What was the main aim of the study?

To examine the effects of the Remap RT learning model on low-ability students’ achievement in biology.

How was the study conducted and what design was used?

It used a quasi-experimental pre-test–post-test non-equivalent control group design with four randomly selected tenth-grade classes.

What did the results show about Remap RT compared with conventional teaching?

Students taught with Remap RT achieved better biology academic performance than those taught with conventional methods, and low-ability students benefited under Remap RT.

Oct 15, 2026

Uploaded by kopisore