Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City
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Submitted
9 September 2020
Published
31 December 2020
Keywords:
-
Balinese culture, Biology learning model, Cognitive learning outcome Budaya Bali, Hasil belajar kognitif, Metode pembelajaran biologi
Abstract
Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.
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References
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Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (Liv). (2019). Flow, Achievement Level, and Inquiry-Based Learning. Journal of Advanced Academics, 30(1), 74–106. https://doi.org/10.1177/1932202X18809659
Budur, E. L. (2013). Integrasi Pendidikan Karakter Melalui Inkuiri dengan Lesson Study dalam Pembelajaran Biologi untuk Meningkatkan Sikap Ilmiah dan Hasil Belajar Kognitif Siswa Kelas VII SMPN I Singosari. Jurnal Pendidikan Sains, 1(2), 171–177.
Cavilla, D. (2017). The Effects of Student Reflection on Academic Performance and Motivation. SAGE Open, 7(3), 1–13. https://doi.org/10.1177/2158244017733790
Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup. Seminar Nasional XIII Biologi, Sains, Lingkungan, Dan Pembelajarannya Di Pendidikan Biologi FKIP UNS, 13(1), 8–22.
Dettmer, P. (2005). New blooms in established fields: Four domains of learning and doing. Roeper Review, 28(2), 70–78. https://doi.org/10.1080/02783190609554341
Fitriyani, R., Corebima, A., & Ibrohim, I. (2015). Pengaruh Strategi Pembelajaran Problem Based Learning dan Inkuiri Terbimbing terhadap Keterampilan Metakognitif, Berpikir Kritis, dan Hasil Belajar Kognitif Siswa SMA. JPS (Jurnal Pendidikan Sains), 3(4), 186–200.
Gunawan, A., Hariyono, & Sapto, A. (2017). Perbedaan Hasil Belajar Ilmu Pengetahuan Sosial dengan Pendekatan Kontekstual Berbasis Budaya Lokal di Madura. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(6), 867–873.
Hafa, M. F., Suwignyo, H., & Mudiono, A. (2017). Penerapan Model Inkuiri untuk Meningkatkan Aktivitas dan Hasil Belajar IPA pada Siswa Kelas V. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(12), 1644–1649.
Hartati, T. A. W., Corebima, A. D., & Suwono, H. (2015). Pengaruh model pembelajaran inkuiri terstruktur dan siklus belajar 5e terhadap keterampilan proses sains dan hasil belajar kognitif siswa pada kemampuan akademik berbeda. Jurnal Pendidikan Sains (JPS), 3(1), 22–30.
Harvey, M., Baumann, C., & Fredericks, V. (2019). A taxonomy of emotion and cognition for student reflection: introducing emo-cog. Higher Education Research and Development, 38(6), 1138–1153. https://doi.org/10.1080/07294360.2019.1629879
Ichsan, I. Z., & Rahmayanti, H. (2020). HOTSEP: Revised Anderson's taxonomy in environmental learning of COVID-19. European Journal of Educational Research, 9(3), 1257–1265. https://doi.org/10.12973/eu-jer.9.3.1257
Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019). Students Higher Order Thinking Skills: Analyze, Evaluate, Create Green Consumerism Solution in Environmental Learning. International Journal for Educational and Vocational Studies, 1(4), 308–313. https://doi.org/10.29103/ijevs.v1i4.1434
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935
Johnson, D. W., & Johnson, R. T. (2002). an Overview of Cooperative Learning. Creativity and Collaborative Learning, 1–21.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It's Here to Stay. Corwin Press.
Jones, A. M. (2006). Environmental Biology (1st Editio). Routledge. https://doi.org/10.4324/9780203137574
Joyce, B. R., Weil, M., & Calhoun, E. (1999). Models of Teaching (6th Editio). Allyn & Bacon.
Kettunen, J., Kairisto-Mertanen, L., & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education. On the Horizon, 21(4), 333–342. https://doi.org/10.1108/OTH-08-2011-0024
Krathwohl, D. R., Bloom, B. S., & Masia, B. M. (1980). Taxonomy of educational objectives"¯: tha classification of educational goals; handbook II: affective domain. Longman.
Laal, M. (2013). Positive Interdependence in Collaborative Learning. Procedia - Social and Behavioral Sciences, 93, 1433–1437. https://doi.org/10.1016/j.sbspro.2013.10.058
Lalley, J. P., & Miller, R. H. (2007). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64–79.
Lee, M., & Fortune, A. E. (2013). Patterns of field learning activities and their relation to learning outcome. Journal of Social Work Education, 49(3), 420–438. https://doi.org/10.1080/10437797.2013.796786
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737–750. https://doi.org/10.29333/iji.2019.12147a
Nkwo, N. I., Akinbobola, A. O., & Ikitde, G. A. (2008). Effect of Prior Knowledge of Instructional Objectives on Students\' Achievement in Selected Difficult Concepts in Nigerian Senior Secondary School Physics. African Research Review, 2(1), 241–260. https://doi.org/10.4314/afrrev.v2i1.41035
Nussbaum, M., Barahona, C., Rodriguez, F., Guentulle, V., Lopez, F., Vazquez-Uscanga, E., & Cabezas, V. (2020). Taking critical thinking, creativity and grit online. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-020-09867-1
Panitz, T. (1997). Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning. Cooperative Learning and College Teaching, 8(2), 13.
Podschuweit, S., Bernholt, S., & Brückmann, M. (2016). Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning. Research in Science and Technological Education, 34(2), 142–163. https://doi.org/10.1080/02635143.2015.1092955
Puspani. (2013). Identifikasi Faktor Penyebab Rendahnya Penguasaan Materi dalam Ujian Nasional Matematika SMA Program IPA Tahun Ajaran 2009. Jurnal Pendidikan Sains, 1(4), 352–364.
Ratih, Sunardi, D. (2013). Identifikasi Faktor Penyebab Rendahnya Penguasaan Materi dalam Ujian Nasional Matematika SMA Program IPA Tahun Ajaran 2009. Pancaran, 2(1), 185–196.
Safitri, D. (2016). Pengaruh Strategi Reading, Questioning, and Answering (RQA) Dipadukan dengan Think Pair Share (TPS) Terhadap Hasil Belajar Siswa Kelas VIII SMP Negeri 2 Colomadu pada Materi Sistem Peredaran Darah Tahun Pelajaran 2015/2016.
Saputri, A. C., Sajidan, Rinanto, Y., Afandi, & Prasetyanti, N. M. (2019). Improving students' critical thinking skills in cell-metabolism learning using Stimulating Higher Order Thinking Skills model. International Journal of Instruction, 12(1), 327–342. https://doi.org/10.29333/iji.2019.12122a
Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019). Assessment of University Students' Critical Thinking: Next Generation Performance Assessment. International Journal of Testing, 19(4), 337–362. https://doi.org/10.1080/15305058.2018.1543309
Simpson, E. J. (1966). Educational objectives in the psychomotor domain. In Behavioral objectives in curriculum development: Selected readings and bibliography (Vol. 60, Issue 2).
Siswati, B. H., & Corebima, A. D. (2017). Study on the correlation between metacognitive skills and concept gaining of biology at several learning models. Asia-Pacific Forum on Science Learning and Teaching, 18(1), 1–14.
Suartika, K., Anyana, I. B. P., & Setiawan, I. G. A. N. (2013). Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation Dipadu Peta Konsep terhadap Keterampilan Berpikir Kreatif Siswa. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3.
Suastra, I. W. (2005). Merekonstruksi Sains Asli (Indigenous Science) dalam Rangka Mengembangkan Pendidikan Sains Berbasis Budaya Lokal di Sekolah: Studi Etnosains pada Masyarakat Penglipuran Bali. Jurnal Pendidikan Dan Pengajaran IKIP Negeri Singaraja, 3(1), 377–396.
Suastra, I. W., Tika, K., & Kariasa, N. (2011). Efektivitas Model Pembelajaran Sains Berbasis Budaya Lokal untuk Mengembangkan Kompetensi Dasar Sains dan Nilai Kearifan Lokal di SMP. Jurnal Pendidikan Dan Pengembangan Pendidikan, 5(3), 258–273.
Sukarma, I. W. (2016). Tri Hita Karana: Theoretical Basic of Moral Hindu. International Journal of Linguistics, Literature and Culture, 2(3), 84. https://doi.org/10.21744/ijllc.v2i3.230
Thalib, M., Corebima, A. D., & Ghofur, A. (2017). Comparison on critical thinking skill and cognitive learning outcome among students of X grade with high and low academic ability in Ternate through Reading Questioning Answering (RQA) strategy. Jurnal Pendidikan Sains, 5(1), 26–31.
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of social studies learning model based on local wisdom in improving students' knowledge and social attitude. International Journal of Instruction, 12(3), 375–388. https://doi.org/10.29333/iji.2019.12323a
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Sí¸yland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Veldman, M. A., Van Kuijk, M. F., Doolaard, S., & Bosker, R. J. (2020). The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers' attitudes and beliefs. Teachers and Teaching: Theory and Practice, 26(1), 103–117. https://doi.org/10.1080/13540602.2020.1740197
Wagenaar, R. (2008). Learning outcomes a fair way to measure performance in higher education: the TUNING approach. IMHE, September, 2–8.
Yang, J. C., & Hsu, H. F. (2013). Effects of prior knowledge on cognitive learning outcomes within an english learning multiplayer online role-playing game. Proceedings - 2nd IIAI International Conference on Advanced Applied Informatics, IIAI-AAI 2013, 166–171. https://doi.org/10.1109/IIAI-AAI.2013.10
Yeh, T. K., Tseng, K. Y., Cho, C. W., Barufaldi, J. P., Lin, M. S., & Chang, C. Y. (2012). Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction. International Journal of Science Education, 34(10), 1555–1570. https://doi.org/10.1080/09500693.2011.579640
Yulianingsih, B., Gofur, A., & Amin, M. (2017). Penerapan model pembelajaran think pair share dengan pendekatan inkuiri untuk meningkatkan motivasi dan hasil belajar IPA pada siswa kelas XII SMK. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(1), 1–11.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
Ardan, A. S. (2016). The Development of Biology Teaching Material Based on the Local Wisdom of Timorese to Improve Students Knowledge and Attitude of Environment In Caring the Persevation of Environment. International Journal of Higher Education, 5(3), 190–200. https://doi.org/10.5430/ijhe.v5n3p190
Borovay, L. A., Shore, B. M., Caccese, C., Yang, E., & Hua, O. (Liv). (2019). Flow, Achievement Level, and Inquiry-Based Learning. Journal of Advanced Academics, 30(1), 74–106. https://doi.org/10.1177/1932202X18809659
Budur, E. L. (2013). Integrasi Pendidikan Karakter Melalui Inkuiri dengan Lesson Study dalam Pembelajaran Biologi untuk Meningkatkan Sikap Ilmiah dan Hasil Belajar Kognitif Siswa Kelas VII SMPN I Singosari. Jurnal Pendidikan Sains, 1(2), 171–177.
Cavilla, D. (2017). The Effects of Student Reflection on Academic Performance and Motivation. SAGE Open, 7(3), 1–13. https://doi.org/10.1177/2158244017733790
Corebima, A. D. (2016). Pembelajaran biologi di Indonesia bukan untuk hidup. Seminar Nasional XIII Biologi, Sains, Lingkungan, Dan Pembelajarannya Di Pendidikan Biologi FKIP UNS, 13(1), 8–22.
Dettmer, P. (2005). New blooms in established fields: Four domains of learning and doing. Roeper Review, 28(2), 70–78. https://doi.org/10.1080/02783190609554341
Fitriyani, R., Corebima, A., & Ibrohim, I. (2015). Pengaruh Strategi Pembelajaran Problem Based Learning dan Inkuiri Terbimbing terhadap Keterampilan Metakognitif, Berpikir Kritis, dan Hasil Belajar Kognitif Siswa SMA. JPS (Jurnal Pendidikan Sains), 3(4), 186–200.
Gunawan, A., Hariyono, & Sapto, A. (2017). Perbedaan Hasil Belajar Ilmu Pengetahuan Sosial dengan Pendekatan Kontekstual Berbasis Budaya Lokal di Madura. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(6), 867–873.
Hafa, M. F., Suwignyo, H., & Mudiono, A. (2017). Penerapan Model Inkuiri untuk Meningkatkan Aktivitas dan Hasil Belajar IPA pada Siswa Kelas V. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(12), 1644–1649.
Hartati, T. A. W., Corebima, A. D., & Suwono, H. (2015). Pengaruh model pembelajaran inkuiri terstruktur dan siklus belajar 5e terhadap keterampilan proses sains dan hasil belajar kognitif siswa pada kemampuan akademik berbeda. Jurnal Pendidikan Sains (JPS), 3(1), 22–30.
Harvey, M., Baumann, C., & Fredericks, V. (2019). A taxonomy of emotion and cognition for student reflection: introducing emo-cog. Higher Education Research and Development, 38(6), 1138–1153. https://doi.org/10.1080/07294360.2019.1629879
Ichsan, I. Z., & Rahmayanti, H. (2020). HOTSEP: Revised Anderson's taxonomy in environmental learning of COVID-19. European Journal of Educational Research, 9(3), 1257–1265. https://doi.org/10.12973/eu-jer.9.3.1257
Ichsan, I. Z., Sigit, D. V., & Miarsyah, M. (2019). Students Higher Order Thinking Skills: Analyze, Evaluate, Create Green Consumerism Solution in Environmental Learning. International Journal for Educational and Vocational Studies, 1(4), 308–313. https://doi.org/10.29103/ijevs.v1i4.1434
Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher order thinking skills from elementary to master students in environmental learning. European Journal of Educational Research, 8(4), 935–942. https://doi.org/10.12973/eu-jer.8.4.935
Johnson, D. W., & Johnson, R. T. (2002). an Overview of Cooperative Learning. Creativity and Collaborative Learning, 1–21.
Johnson, E. B. (2002). Contextual Teaching and Learning: What It Is and Why It's Here to Stay. Corwin Press.
Jones, A. M. (2006). Environmental Biology (1st Editio). Routledge. https://doi.org/10.4324/9780203137574
Joyce, B. R., Weil, M., & Calhoun, E. (1999). Models of Teaching (6th Editio). Allyn & Bacon.
Kettunen, J., Kairisto-Mertanen, L., & Penttilä, T. (2013). Innovation pedagogy and desired learning outcomes in higher education. On the Horizon, 21(4), 333–342. https://doi.org/10.1108/OTH-08-2011-0024
Krathwohl, D. R., Bloom, B. S., & Masia, B. M. (1980). Taxonomy of educational objectives"¯: tha classification of educational goals; handbook II: affective domain. Longman.
Laal, M. (2013). Positive Interdependence in Collaborative Learning. Procedia - Social and Behavioral Sciences, 93, 1433–1437. https://doi.org/10.1016/j.sbspro.2013.10.058
Lalley, J. P., & Miller, R. H. (2007). The learning pyramid: Does it point teachers in the right direction? Education, 128(1), 64–79.
Lee, M., & Fortune, A. E. (2013). Patterns of field learning activities and their relation to learning outcome. Journal of Social Work Education, 49(3), 420–438. https://doi.org/10.1080/10437797.2013.796786
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Advances in Health Sciences Education, 16(4), 529–545. https://doi.org/10.1007/s10459-011-9298-z
Margunayasa, I. G., Dantes, N., Marhaeni, A. A. I. N., & Suastra, I. W. (2019). The effect of guided inquiry learning and cognitive style on science learning achievement. International Journal of Instruction, 12(1), 737–750. https://doi.org/10.29333/iji.2019.12147a
Nkwo, N. I., Akinbobola, A. O., & Ikitde, G. A. (2008). Effect of Prior Knowledge of Instructional Objectives on Students\' Achievement in Selected Difficult Concepts in Nigerian Senior Secondary School Physics. African Research Review, 2(1), 241–260. https://doi.org/10.4314/afrrev.v2i1.41035
Nussbaum, M., Barahona, C., Rodriguez, F., Guentulle, V., Lopez, F., Vazquez-Uscanga, E., & Cabezas, V. (2020). Taking critical thinking, creativity and grit online. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-020-09867-1
Panitz, T. (1997). Collaborative versus Cooperative Learning: A Comparison of the Two Concepts Which Will Help Us Understand the Underlying Nature of Interactive Learning. Cooperative Learning and College Teaching, 8(2), 13.
Podschuweit, S., Bernholt, S., & Brückmann, M. (2016). Classroom learning and achievement: how the complexity of classroom interaction impacts students' learning. Research in Science and Technological Education, 34(2), 142–163. https://doi.org/10.1080/02635143.2015.1092955
Puspani. (2013). Identifikasi Faktor Penyebab Rendahnya Penguasaan Materi dalam Ujian Nasional Matematika SMA Program IPA Tahun Ajaran 2009. Jurnal Pendidikan Sains, 1(4), 352–364.
Ratih, Sunardi, D. (2013). Identifikasi Faktor Penyebab Rendahnya Penguasaan Materi dalam Ujian Nasional Matematika SMA Program IPA Tahun Ajaran 2009. Pancaran, 2(1), 185–196.
Safitri, D. (2016). Pengaruh Strategi Reading, Questioning, and Answering (RQA) Dipadukan dengan Think Pair Share (TPS) Terhadap Hasil Belajar Siswa Kelas VIII SMP Negeri 2 Colomadu pada Materi Sistem Peredaran Darah Tahun Pelajaran 2015/2016.
Saputri, A. C., Sajidan, Rinanto, Y., Afandi, & Prasetyanti, N. M. (2019). Improving students' critical thinking skills in cell-metabolism learning using Stimulating Higher Order Thinking Skills model. International Journal of Instruction, 12(1), 327–342. https://doi.org/10.29333/iji.2019.12122a
Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019). Assessment of University Students' Critical Thinking: Next Generation Performance Assessment. International Journal of Testing, 19(4), 337–362. https://doi.org/10.1080/15305058.2018.1543309
Simpson, E. J. (1966). Educational objectives in the psychomotor domain. In Behavioral objectives in curriculum development: Selected readings and bibliography (Vol. 60, Issue 2).
Siswati, B. H., & Corebima, A. D. (2017). Study on the correlation between metacognitive skills and concept gaining of biology at several learning models. Asia-Pacific Forum on Science Learning and Teaching, 18(1), 1–14.
Suartika, K., Anyana, I. B. P., & Setiawan, I. G. A. N. (2013). Pengaruh Model Pembelajaran Kooperatif Tipe Group Investigation Dipadu Peta Konsep terhadap Keterampilan Berpikir Kreatif Siswa. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3.
Suastra, I. W. (2005). Merekonstruksi Sains Asli (Indigenous Science) dalam Rangka Mengembangkan Pendidikan Sains Berbasis Budaya Lokal di Sekolah: Studi Etnosains pada Masyarakat Penglipuran Bali. Jurnal Pendidikan Dan Pengajaran IKIP Negeri Singaraja, 3(1), 377–396.
Suastra, I. W., Tika, K., & Kariasa, N. (2011). Efektivitas Model Pembelajaran Sains Berbasis Budaya Lokal untuk Mengembangkan Kompetensi Dasar Sains dan Nilai Kearifan Lokal di SMP. Jurnal Pendidikan Dan Pengembangan Pendidikan, 5(3), 258–273.
Sukarma, I. W. (2016). Tri Hita Karana: Theoretical Basic of Moral Hindu. International Journal of Linguistics, Literature and Culture, 2(3), 84. https://doi.org/10.21744/ijllc.v2i3.230
Thalib, M., Corebima, A. D., & Ghofur, A. (2017). Comparison on critical thinking skill and cognitive learning outcome among students of X grade with high and low academic ability in Ternate through Reading Questioning Answering (RQA) strategy. Jurnal Pendidikan Sains, 5(1), 26–31.
Uge, S., Neolaka, A., & Yasin, M. (2019). Development of social studies learning model based on local wisdom in improving students' knowledge and social attitude. International Journal of Instruction, 12(3), 375–388. https://doi.org/10.29333/iji.2019.12323a
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Sí¸yland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Veldman, M. A., Van Kuijk, M. F., Doolaard, S., & Bosker, R. J. (2020). The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers' attitudes and beliefs. Teachers and Teaching: Theory and Practice, 26(1), 103–117. https://doi.org/10.1080/13540602.2020.1740197
Wagenaar, R. (2008). Learning outcomes a fair way to measure performance in higher education: the TUNING approach. IMHE, September, 2–8.
Yang, J. C., & Hsu, H. F. (2013). Effects of prior knowledge on cognitive learning outcomes within an english learning multiplayer online role-playing game. Proceedings - 2nd IIAI International Conference on Advanced Applied Informatics, IIAI-AAI 2013, 166–171. https://doi.org/10.1109/IIAI-AAI.2013.10
Yeh, T. K., Tseng, K. Y., Cho, C. W., Barufaldi, J. P., Lin, M. S., & Chang, C. Y. (2012). Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction. International Journal of Science Education, 34(10), 1555–1570. https://doi.org/10.1080/09500693.2011.579640
Yulianingsih, B., Gofur, A., & Amin, M. (2017). Penerapan model pembelajaran think pair share dengan pendekatan inkuiri untuk meningkatkan motivasi dan hasil belajar IPA pada siswa kelas XII SMK. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(1), 1–11.
Authors
Hermawan, I. M. S., Suwono, H., Susilo, H., & Budiningsih, D. N. (2020). Culture-based Learning: A Way to Improve Students’ Cognitive Learning Outcome in Denpasar City. BIOEDUSCIENCE, 4(2), 148–156. https://doi.org/10.22236/j.bes/425582
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