Reading, Questioning, and Answering (RQA) Strategies’: an Alternative to Empowering Undergraduate Student Thinking Abilities

Abstract

—Reading, Questioning, and Answering (RQA) is a constructivist based learning strategy. The implementation of RQA can motivate undergraduate students to read the assigned material and have an impact on improving the understanding of learning material. This study aims to describe undergraduate students' thinking abilities in the Authentic Assessment of Knowledge, Skills, and Attitude material in the Process and Learning Outcomes Assessment of Chemistry (PLOAC) subject through the implementation of RQA-based textbooks. The design used is One Group Pretest-Posttest Design. This research was carried out in the chemistry department of Universitas Negeri Surabaya with the subjects of 25 undergraduate students. The results showed that: (1) Based on Bloom's taxonomy in Krathwohl's version, thinking ability obtain the percentage of undergraduate student achievement on each cognitive dimension include apply (C3) of 92.00, analyze (C4) of 68.00, and create (C6) of 86.67; and (2) N-gain scores for each cognitive dimension of thinking ability obtained have medium and high criteria. Based on the results of the study, the RQA strategy can be used as an alternative to empower undergraduate students' thinking ability.