Cippa Learning Model Supplemented Wite Sciencetific Model to Conceptual Understanding Biomolecule and Analytical Thinking of Grade 12 Students

Abstract

The purposes of this research were to study and compare the understanding of biomolecules concepts. Changes in concept uses understanding and analytical thinking abilities before and after learning by CIPPA learning model supplemented with scientific models. The sample consisted 30 students in a middle-sized school under the Secondary Educational Service Area Office 25, who are studying in the second semester of the 2019 academic year, selected by random sampling. The research instruments consisted of a CIPPA learning model supplemented with scientific models, a two-tier biomolecules, concept use understanding test and an analytical ability test. The data were analyzed by using, mean, percentage, standard deviation, and t-test for dependent sample and McNemar chi-square test. The results showed that 1) The students' understanding of the concept of biomolecules after school was significantly higher than before at the statistical significance level of .01. 2) The Students had a change in their understanding of the concept of biomolecules between before and after school. There was a shift from comprehension inconsistent with scientific concept to inconsistent with scientific concept rather than from understanding inconsistent with scientific concept to inconsistent with scientific concept at a statistically significant level of .01. 3) The students' analytical thinking ability after study was significantly higher than before at the level of .01.