The effect of reading questioning answering (RQA) on metacognitive skills of biology students.

Metacognitive skill is one of the 21st-century skills that need to be empowered at various levels of education because they have an essential role in many international, multicultural, and interconnected patterns of people's lives. In genetics learning, metacognitive skills have a role in supporting learning success. Learners with high metacognitive skills can manage their cognitive skills and know their weaknesses to make improvements for the following action. Learners need a learning model to support the empowerment of metacognitive skills through the RQA (Reading, Questioning, Answering) learning model. This study aimed to determine the effect of implementing the RQA learning model in empowering students' metacognitive skills. This research was conducted using a pre-experimental method with research subjects of Biology students in the class of 2021/2022 who took the Genetics course. The group of students who took the Genetics 2 course consisted of 3 classes (102 students). Students' metacognitive skills were measured through essay tests and assessed using the metacognitive skill rubric by Sumampouw (2016). We analysed the research data through prerequisite tests and one-way ANOVA hypothesis testing. It was found that a data normality significance value of 0.200 and a data homogeneity significance value of 0.695. Data normality showed more than 0.05, so the research data is normally distributed and homogeneous. The results of the research hypothesis test show a significant effect on students' metacognitive skills taught by the RQA model with a significance value of 0.019. Furthermore, learning with this RQA model can be used as alternative learning that empowers metacognitive skills. [ABSTRACT FROM AUTHOR]