Universitas Muhammadiyah Malang, East Java, Indonesia JPBI (Jurnal Pendidikan Biologi Indonesia) p-ISSN 2442-3750, e-ISSN 2537-6204 // Vol. 5 No. 2 July 2019, pp. 207-216 10.22219/jpbi.v5i2.8367 http://ejournal.umm.ac.id/index.php/jpbi jpbi@umm.ac.id 207 Research Article Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes Dominggus Rumahlatu a,1,*, Kristin Sangur a,2, Sintje Liline a,3 a Study Program of Biology Education, Faculty of Teacher Training and Education, Universitas Pattimura, Jl. Ir. M. Putuhena, Ambon, Maluku 97233, Indonesia 1 dominggus_amq@yahoo.co.id*; 2 sangur_kristin@yahoo.com; 3 sinline28@yahoo.com * Corresponding author INTRODUCTION Recent education is oriented toward 21st-century education. The 21st-century education has become a topic that has been discussed frequently (Binkley et al., 2014; Chu, Reynolds, Tavares, Notari, & Lee, 2017; Johnson & Johnson, 2014; Takeda, 2016). In this century human experiences fundamental changes compared to the previous century (Wijaya, Sudjimat, & Nyoto, 2016). In order to be able to survive in the flow of life in the 21st- century, education has to be able to guide students to develop their potential. Based on the results of the PISA survey (Program for International Student Assessment) in 2015, Indonesia ranks 62 out of 70 countries in the science field (PISA, 2015). Those data indicated that science learning in school institutions not been able to explore student`s abilities such as cognitive, attitudes and psycho-motoric skills. Therefore, teachers must be A R T I C L E I N F O A B S T R A C T Article history Received May 03, 2019 Revised May 25, 2019 Accepted June 07, 2019 Published June 30, 2019 Complex Instruction and Team Product (CITP) learning model is one of the creative- innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes. Copyright © 2019, Rumahlatu et al This is an open access article under the CC–BY-SA license Keywords Complex instruction CITP learning model Learning outcome Scientific attitude Team product How to cite: Rumahlatu, D., Sangur, K., & Liline, S. (2019). Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 207-216. doi: https://doi.org/10.22219/jpbi.v5i2.8367 http://ejournal.umm.ac.id/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 https://doi.org/10.22219/jpbi.v5i2.8367 http://ejournal.umm.ac.id/index.php/jpbi mailto:jpbi@umm.ac.id mailto:sangur_kristin@yahoo.com mailto:sinline28@yahoo.com http://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.22219/jpbi.v5i2.8367 https://crossmark.crossref.org/dialog/?doi=10.22219/jpbi.v5i2.8367&domai JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5, No. 2, July 2019, pp. 207-216 208 Rumahlatu et.al (Complex Instruction Team Product …) able to design science learning that can accommodate cognitive abilities, attitudes, and psycho-motoric skills among students. Several public high schools in Ambon city, Maluku, have implemented learning using creative-innovative learning models. Awan (2015) stated that role playing, one of cooperative learning model, can improve the learning outcomes of biology subject in the human digestive system concept. Hence, Johanis (2015) has applied the guided inquiry to improve student learning outcomes in the concept of the human respiratory system. In addition, Rumahlatu and Sangur (2017) implemented a Project-Based Learning strategy to improve metacognitive skills and understanding of biodiversity concept. Some biology teachers can adapt learning models to student material (Awan, 2015; Johanis, 2015; Rumahlatu & Sangur, 2017). However, they have not used learning model that can accommodate students to have 21st-century skills. Wagner (2016) identified several skills as indicators for 21st-century skills, namely: (1) critical thinking and problem solving skills, (2) collaboration and leadership, (3) agility and adaptability, (4) initiative and entrepreneurial spirit, (5) oral and written effective communication, (6) access ease and information analysis, and (7) broad curiosity and imagination. Trilling and Fadel (2009) illustrated 21st-century skills in the form of schemes consist of: (1) life and career skills, (2) learning and innovation skills, (3) information media and technology skills. Furthermore, Zubaidah (2016) explain the Delors Report in 1996 which is still relevant to the needs of the 21st-century, includes: (1) learning to know which is the development of a vision-oriented to the mastery skills, (2) learning to do which is oriented to critical thinking, problem-solving skills, communication and collaboration, creativity and innovation, information-media-technology literacy, and information-communication- technology (ICT) literacy, (3) learning to be which includes social skill, personal responsibility, and initiative, logical thinking skill, metacognitive skill, thinking skill in entrepreneurship, and learning for learning (lifelong learning), (4) learning to live together which consists of skills that value diversity, teamwork, and interconnectedness, civic and digital citizenship, as well as inter-cultural global competencies. Meanwhile, Assessment and Teaching of 21st-Century Skills (ATCS) categorizes 21st-century capabilities into four types, they are ways of thinking, how to work, tools to work and how to live in the world (Chu et al., 2017). Ball, Joyce, and Anderson-Butcher (2016) added in the 21st-century pursuing students to improve careers development in the workforce and complex environments, such as leadership, time management, initiative, independence and collaboration skill. Some of the skills mentioned are indicators of scientific attitude. However, scientific attitude also plays an essential role in realizing 21st-century skills for students in biology learning. According to Gauld and Hukins (1980) scientific attitude is complex of values and norms that must be possessed by a scientist. These norms are express in the form of prescriptions, proscriptions, preferences, and permissions (Gardner, 1975; Gauld & Hukins, 1980; Mujtaba, Sheldrake, Reiss, & Simon, 2018; Potvin & Hasni, 2014). This attitude is used to provide an assessment of scientific action. Therefore, every scientific thought needs to be considered (Kristiani, Susilo, Rohman, & Corebima Aloysius, 2015). A scientific attitude considered as a clear, natural logical way of thinking without any interference or prejudice, and the act of accepting facts or statements that have evidence (Candrasekaran, 2014). Nowadays, people's mindsets, opinions, and thoughts tend to be innovative and open-minded. The scientific attitudes consist of open- mindedness, objectivity, rationality, and curiosity (Lacap, 2015). Therefore, scientific attitudes are demanded to make good and beneficial decisions for somebody lives. Scientific attitude can be instilled in students through the learning process, which at the same time can also improve their learning outcomes. According to Samosir and Silitonga (2014), CI learning model can improve student learning outcomes. CI learning model can create conducive conditions for communication between students during discussion and learning (Pescarmona, 2014, 2017). The CI learning model has the advantage of having a computational learning syntax. Nevertheless, at the end of learning, this strategy behaves not produce any product. Therefore, students only investigating without creating products. On the other hand, the Team Product (TP) method require the student to create products, such as scientific writing and three- dimensional products. However, TP has weaknesses, namely the straightforward syntactic structure and the lack of techniques in the syntax. Seeing these condition, the CI learning model assumed can cover the weakness of the TP method and vice versa. The application of integrated models and learning methods is also expected to be able to improve the scientific attitude of students. The integration of the two learning models has been carried out by several previous researchers. Hariyadi, Corebima, Zubaidah, and Ibrohim (2018) integrate the Mind Mapping and RQA (Reading, Questioning, and Answering) learning model into a new stage, namely M-S-Q (Mind Mapping, Summarizing and Questioning). The results showed that M-S-Q provides a significant contribution to student learning outcomes. Listiana, Susilo, Suwono, and Suarsini (2016) combined Group Investigation (GI) and Think Talk and Write (TTW) learning strategies into Group Investigation-Think Talk Write (GITTW) which can mask the weakness of GI strategy moreover can use as a variation in learning. Furthermore, the integration of the CI and TP learning models is called CITP (Complex Instruction and Team Product). The application of the CI JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5, No. 2, July 2019, pp. 207-216 209 Rumahlatu et.al (Complex Instruction Team Product …) learning model combined with the TP learning method is expected to contribute and provide learning conditions that are oriented towards the discovery and implementation of projects that create works/products in the form of quality goods or writing. The CI learning model emphasizes the importance of implementing projects that are oriented toward discovery, while the TP method can be used by teachers to assign different roles or tasks to each group member to create a product. The integration of CI learning model and TP learning method assumed can be applied in the learning process, especially in ecosystem learning material. Students not only learn about the theory but also can practice in real life through investigation. Biology teachers in State Senior High School (SSHS) 6 Ambon have applied several learning models and methods, but they have not used the CITP learning model. The location of this school is close to the coastal region and forest ecosystem which can provide media for students to investigate the types and components of ecosystem. Thus, students can apply the theories to solve problems faced in everyday life. It is highly expected that through the application of this learning model, scientific attitudes and cognitive learning outcomes of students can be optimally empowered. This research is aimed to examine the application of CITP learning model in improving scientific attitudes and learning outcomes of tenth graders of SSHS 6 of Ambon. The CITP learning model is expected to support the learning process and empower cognitive learning outcomes as well as students' scientific attitudes to the ecosystem concept. METHOD This research used the one-group pretest-posttest design. The sample was 18 tenth graders of the academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. This research was conducted in SSHS 6 of Ambon, Maluku in the even semester of the 2017/2018 academic year. The instruments used to determine students' cognitive learning outcomes in the ecosystem topic was an essay test which applied before learning using CITP learning model (pre-test) and after learning (post-test). The other instrument was the observation sheet to find out the scientific attitudes of students during the learning process. The observation sheet was developed following scientific attitude indicators. Indicators of scientific attitudes assessed are curiosity, critical, diligent, creative, honest, open-minded and cooperative attitude (Candrasekaran, 2014; Kristiani et al., 2015). A pre-test was conducted before the application of CITP learning. The learning process was carried out by following the syntax of the CITP learning model as follows: (1) The teacher prepares the learning material; (2) The teacher prepares a role card (facilitator, note-taker, recorder) for students; (3) The teacher divides students into groups; (4) The teacher instructs students to take role cards randomly and attach them to their chests; (5) The teacher delivers brief learning material; (6) The teacher instructs students to choose ideas according to the material being taught; (7) Students collect information; (8) The teacher instructs students to solve problems through discovery/investigation; (9) Students do creative works; (10) The teacher instructs students to present the product/work in front of the class; (11) During the discussion, the teacher observes student activities, records active and less active students, but the teacher may not answer student questions related to the material, the teacher may help groups of students if at the end the group is unable to answer. To observe the student’ scientific attitude, the assessment was carried out by observers during the learning process. Furthermore, the post-test was conducted upon the learning completion. The data was analyzed using N-Gain test (Formula 1). (1) The average value of scientific attitudes during the learning process was visualized in graphical form. The result of N-Gain then categorized based on the Hake Formula, as seen as at Table 1 (Archambault, Burch, Crofton, & Mcclure, 2008; Meltzer, 2002). Table 1. N-Gain value result category Limit Category g>0.7 High 0.3