Comparison of the Reading, Identifying, Constructing, Solving, Reviewing, and Extending (RICOSRE) Model with Discovery Learning on Biology Literacy in Blood Circulation System Material
Niken Ivanesya Tarigan (a), Yulilina Retno Dewahrani (a*), Rusdi (a)

a) Biology Education Department of Faculty Mathematics and Natural Sciences of Universitas Negeri Jakarta
*)yulilinaretno[at]yahoo.co.id

Abstract

The era of Society 5.0, taking place in the 21st century, brings new challenges related to digital innovation. This emphasizes the use of technology during learning and requires students to possess multiple skills, one of which is biological literacy. Learning models to enhance biological literacy skills include the Reading, Identifying, Constructing, Solving, Reviewing, and Extending (RICOSRE) model and the discovery learning model. The research aim was to determine the differences between the RICOSRE learning model and the discovery learning model on students^ biological literacy skills in the Blood Circulation System material. The study was conducted in the even semester of 2023/2024 at SMA Negeri 30 Jakarta. The research method used was quasi- experimental with a non-equivalent pretest-posttest group design. The research sample consisted of 72 students, with 36 students in each class, selected through purposive sampling. Based on the average calculation results, the scores in the experimental class taught using the Reading, Identifying, Constructing, Solving, Reviewing, and Extending (RICOSRE) learning model were better compared to the class taught using the discovery learning model. The independent t-test results showed that there was a significant difference in biological literacy skills on the Blood Circulation System material between the class implementing the Reading, Identifying, Constructing, Solving, Reviewing, and Extending (RICOSRE) learning model and the class implementing the discovery learning model. The RICOSRE learning model emphasizes reading activities that provide a strong knowledge foundation before students engage in investigation.

Keywords: RICOSRE learning model, discovery learning model, biological literacy skills, blood circulation system

Topic: Biology