Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 2 (Jun., 2018) MASNAINI, Jimmy COPRIADY and Kamisah OSMAN Cooperative integrated reading and composition (CIRC) with mind mapping strategy and its effects on chemistry achievement and motivation Contents Next

Cooperative integrated reading and composition (CIRC) with mind mapping strategy and its effects on chemistry achievement and motivation

 

MASNAINI
Faculty of Education The National University of Malaysia 43600 Bangi Selangor, MALAYSIA
E-mail: nain_maza@yahoo.com

Jimmy COPRIADY
Faculty of Education Riau University, Pekanbaru, Riau INDONESIA

* Kamisah OSMAN
Faculty of Education The National University of Malaysia 43600 Bangi Selangor, MALAYSIA
Corresponding Author’s Email: kamisah@ukm.edu.my

Received 7 Jun., 2017
Revised 4 Jan., 2018

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Contents

• Abstract
• Introduction
  • CIRC with Mind Mapping as a Strategy in teaching
  • Motivation and Its Role in Learning Science
• Research Methodology
  • Research Design
  • Intervention related to experimental group
  • Sample Research
  • Research Instrument
  • Validity and Reliability
• Results
  • Descriptive Analysis
  • Inferential Analysis
• Disscussion
• Conclusions and Implications
• References

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Abstract

The aim of this research was conducted to determine the effects of Cooperative Integrated Reading and Composition (CIRC) with mind mapping strategy on the student’s achievement and motivation of 11th-grade Secondary students in Pekanbaru Indonesia regarding topics related to colloid. This research employed a pre test / pos test quasi-experimental design. This study was carried out with two groups, a study group (were instructed using CIRC with mind mapping method) while a control group (approached with conventional teaching method). Data for achievement were collected using Colloid Conceptual test and motivation data were collected using a questionnaire. The data were analyzed used SPSS 20.0 statistic program in term of descriptif, frequency, aritmathic means, and standar deviation. Unclear sentence inferential statistical analysis used t-tests and MANOVA to identify differences in achievement and motivation of the treatment and control groups. The findings show that there are differences in the achievement of students who used Cooperative Integrated Reading and Composition (CIRC) with mind mapping strategy, and no significant difference in motivation. This research has identified a learning strategy that can improve students’ achievement in chemistry that needs to be applied, so that they can enhance their learning experience and achievement in chemistry lesson.

Keywords: Chemistry, Chemistry Achievement, CIRC, Learner Motivation, Mind Mapping