Student’s Science Process Skilss on Poster-Mediated Research-Based Learning Model in Biotechnology Topics
Abstract
The low level of students’ research-based skills, reflected in teacher-centered learning and limited opportunities for direct scientific engagement, motivated this study. This research aimed to examine the effect of poster-assisted Research-Based Learning (RBL) and describe students’ science process skills in learning microbial utilization for biotechnology. A quantitative approach with a quasi-experimental Posttest-Only Nonequivalent Control Group Design was employed. The population comprised all tenth-grade students at SMA Batik 2 Surakarta in the 2025/2026 academic year, with samples selected through cluster random sampling. Data were collected through tests, observations, and documentation. The primary instrument was a validated and reliable science process skills posttest using the Rasch model through Winsteps software. Data were analyzed using Levene’s test, Shapiro-Wilk test, one-way ANOVA, and post-hoc LSD test. The results showed a significant effect of poster-assisted RBL on science process skills (p < 0.001), with the highest performance across most indicators. Thus, poster-assisted RBL is an effective alternative for improving science process skills in biology learning.
