PENGARUH MODEL DISCOVERY LEARNING BERBASIS PENDEKATAN READING, QUESTIONING, AND ANSWERING (RQA) TERHADAP HASIL BELAJAR GEOGRAFI SISWA

Abstract

ABSTRACT

This study examines the effect of the Discovery Learning model based on the Reading, Questioning, and Answering (RQA) approach on the learning outcomes of Class X students in Geography at SMA Negeri 1 Junjung Sirih. Preliminary interviews indicated that students were largely passive during lessons, and the class-average pretest score on Atmospheric Dynamics remained below the Minimum Completeness Criterion (KKM) of 75. A quasi-experimental design with a nonequivalent control group was employed, involving 35 students in the experimental class and 34 students in the control class, selected through purposive sampling based on comparable prior ability. Learning outcomes were measured through pretest-posttest scores across four meetings. Because the data did not fully satisfy the assumptions of normality and homogeneity, hypothesis testing was conducted using the Independent-Samples Mann-Whitney U Test. The results show that the experimental class achieved a mean posttest score of 84.57 with 100% mastery of the KKM, compared to 62.71 with only 23.5% mastery in the control class, and this difference was statistically significant (Asymp. Sig. (2-tailed) = 0.000). These findings confirm that Discovery Learning integrated with the RQA approach is more effective than conventional instruction in improving students' learning outcomes in geography.