IMPLEMENTATION OF “LESSON STUDY” IN GROUP INVESTIGATION COMBINED THINK TALK WRITE (GITTW) STRATEGY TO IMPROVE COGNITIVE LEARNING OUTCOME IN BIOLOGY CLASSROOM

Lina Listiana, Herawati Susilo

Abstract


Conventional strategies such as lectures, discussion and exercises, still dominated the pattern of biology learning at schools in Surabaya, Indonesia. The strategy was not optimal in achieving a high level of cognitive aspects of students. Learning strategy is one of aspects that determines success of learning process. The new learning strategy, Group Investigation combined Think Talk Write (GITTW) believed can increase the cognitive learning outcome effectively with the implementation of lesson study. This study was an action research based on “lesson study” that aimed to describe the implementation of “lesson study” in GITTW strategy to improve biology learning outcome of the first grade of science student in Muhammadiyah 2 senior high school in Surabaya, first semester, academic year 2014/2015. The subject of research was 32 students. The students' cognitive learning outcome was measured by essay tests were developed according to the revision of Bloom's taxonomy. The study was conducted in two cycles, each cycle consisted of two meetings. The results of the research showed that there was an improvement of cognitive learning outcome biology from first cycle to the second cycle as much as 23.2%, with a mean score at the first cycle was 59.77 and second cycle was 77.80. The final conclusion, the implementation of GITTW through “lesson study” can improve cognitive learning outcomes of students effectively. Application of “lesson study” with innovative teaching strategies such as GITTW should be used by teachers to improve cognitive learning outcomes of students.

Keywords


group investigation combined with talk think write (GITTW); cognitive learning outcome; lesson study

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