Pengaruh Model Pembelajaran RICOSRE-FC Terhadap Penalaran Ilmiah dan Self Esteem Peserta Didik Kelas X Pada Mata Pelajaran Biologi di SMA

Akbar Handoko; Wulandari Wulandari; Aryani Dwi Kesumawardani; Mazalena Mazalena; Raicha Oktafiani; Nukhbatul Bidayati Haka; Nur Hidayah

doi:10.70211/sakalima.v3i1.427

Authors

Akbar Handoko Universitas Islam Negeri Raden Intan Lampung Indonesia
Wulandari Wulandari Universitas Islam Negeri Raden Intan Lampung Indonesia
Aryani Dwi Kesumawardani Universitas Islam Negeri Raden Intan Lampung Indonesia
Mazalena Mazalena SMA Negeri 1 Ambarawa Indonesia
Raicha Oktafiani Universitas Islam Negeri Raden Intan Lampung Indonesia
Nukhbatul Bidayati Haka Universitas Islam Negeri Raden Intan Lampung Indonesia
Nur Hidayah Universitas Islam Negeri Raden Intan Lampung Indonesia

DOI 10.70211/sakalima.v3i1.427

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Abstract

This study aims to analyze the effect of the RICOSRE-FC learning model on the scientific reasoning and self-esteem of Grade X students in Biology. This study was motivated by students’ limited ability to connect Biology concepts with everyday life phenomena, present evidence-based scientific arguments, and demonstrate confidence during the learning process. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population consisted of all Grade X students at SMA Perintis 2 Bandar Lampung in the 2025/2026 academic year, while the sample consisted of class X-3 as the experimental class and class X-4 as the control class, with 32 students in each class selected through cluster random sampling. The research instruments consisted of a scientific reasoning test, a self-esteem questionnaire, observation sheets, and documentation. The data were analyzed using normality tests, homogeneity tests, N-Gain, and an independent samples t-test at a significance level of 0.05. The results showed that the experimental class achieved higher improvement than the control class, with an N-Gain score of 70.067% for scientific reasoning in the high category and an N-Gain score of 70.398% for self-esteem in the high category. The hypothesis test showed a Sig. (2-tailed) value of 0.000 < 0.05, indicating that the RICOSRE-FC learning model had a significant effect on students’ scientific reasoning and self-esteem. This study concludes that RICOSRE-FC is effective in improving students’ cognitive and affective aspects through active, independent, collaborative, and reflective learning. The implication of this study indicates that RICOSRE-FC can be used as an alternative Biology learning model to strengthen scientific reasoning while building students’ confidence in 21st-century learning.

Keywords

Biology Flipped Classroom RICOSRE-FC Scientific Reasoning Self-Esteem

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