The students’ low memory toward the learning materials is a problem often encountered by teachers. Low retention is also seen in biology learning in senior high schools in Parepare, Indonesia. The empowerment of students’ retention is essential to help the information processing and to build meaningful knowledge of students. This is a quasi experimental research designed to compare the effects of PQ4R(Preview, Question, Read, Reflect, Recite, Review), TPS (Think, Pair, Share), PQ4R-TPS,and conventional learning on the retention of class X students of senior high schools at the first semester in 2013. The design of this research was pretest-posttest Nonequivalent control group design. The samples of this research were 240 students of class X senior high schools in Parepare, selected by using random.The retention tests were conducted two weeks after the posttest. Data were analyzed using descriptive and inferential statistics analysis of covariate (ANCOVA) with SPSS ver.18.The results of this research showed that the implementation of PQ4R-TPS had a contribution in empowering students’ retention higher than the PQ4R, TPS, and conventional learning did. PQ4R and TPS learning strategies showed the same contribution.This study provides information on how the potential of learning strategies combined PQ4R-TPS in the empowerment of students’ retention in high school biology learning in Parepare, Indonesia.
Volume 11 | Issue 7