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This document discusses a study on the effect of reciprocal learning and think talk write learning strategies on learning outcomes and student retention in biology subjects for 8th grade students. The study aims to assess how these two active learning strategies impact student learning and memory retention compared to a traditional lecture-based strategy. A quasi-experimental research design was used with pre- and post-tests. Results showed that the think talk write strategy led to better learning outcomes,

Author

Nurul Ikhsan

Language

EN