The effect of the SOPLE learning model on students’ learning outcomes in the topic of environmental change and conservation
DOI:
https://doi.org/10.24071/icre.v1i1.33Keywords:
environmental change and conservation, flipped Classroom, learning outcomes, quasi-experimental design, SAVI, SOPLEAbstract
The purpose of this study is to investigate how students’ learning results in the area of environmental change and conservation are impacted by the SOPLE (Self-Study, Opening, Practice, Listening, Evaluation) learning paradigm. The Flipped Classroom and the SAVI approach (Somatic, Auditory, Visualization, Intellectually) are combined in the SOPLE model to promote engaging and meaningful learning. There was a nonequivalent control group in a quasi-experimental design. Class XA was the regular group at St. Maria Iteng Private Senior High School, Manggarai, NTT, taught using traditional techniques, while Class XB was designated as the experimental group, taught using SOPLE. Multiple-choice pretest and posttest items made up the research instruments. The posttest difference between the experimental and regular groups was shown to be statistically significant by the Mann-Whitney U test (U = 34.000, Z = -4.017, p < 0.001). With a large effect size (r = 0.68), the experimental class's mean rank (25.00) was greater than the regular class (11.39). These results suggest that the SOPLE model works to enhance biology learning outcomes for students, especially when it comes to environmental subjects.
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Copyright (c) 2025 Handrianus Eka Uma, Luisa Diana Handoyo, Benyamin Suna, Martina Indah Widyaningsih (Author)
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