The Influence of the Scientific-Based Self-Regulated (SBSR) Bilingual Module in Improving Students’ Knowledge

The objectives of this study were 1) to find out whether there was an influence of the learning of the scientific-based self-regulated (SBSR) bilingual module in improving the cognitive abilities of the tenth grade students of Biology subjects, and 2) to find out how the percentage comparison of the influence between the learning of scientific-based selfregulated (SBSR) bilingual module class with conventional learning class in improving cognitive of the tenth grade students of Biology subjects. The research method used the quasi-experimental using the non-equivalent control group design. The data was analyzed through paired sample t test and omega index. The results of this study showed that 1) there was an increase in cognitive ability of the tenth grade students through the use of the learning of scientific-based self-regulated (SBSR) bilingual module on Biology subject. 2) There was an increase in cognitive ability of the tenth grade students through the conventional learning on Biology subject, and 3) the percentage of SBSR bilingual module influence was higher (60%) compared with conventional learning class with discovery learning influence (4.7%) in improving students' cognitive.


INTRODUCTION
The implementation of good science learning in school has 3 main focuses, they are: 1) product; 2) process and 3) attitude and scientific value that are interrelated each other (Sumintono, 2010;Millah, Rubini, & Pursitasari, 2021). Achieving a good learning process is influenced by various factors, including: 1) student motivation; 2) learning material; 3) learning aid; 4) learning atmosphere and 5) learning subject conditions Hamalik (2008). A series of learning processes involving the dynamic elements above will be very helpful in achieving the expected goals, but in reality many elements are ignored, especially the use of teaching materials. Teaching material is still very rarely used in learning because of limited time and funds in making it. Even though, teaching material is very important for students to use as learning guideline to achieve the expected goals and competencies.
Teaching materials are divided into 2 groups, namely print and non-print. Print teaching materials are module, handout, and worksheet, while non-print covers video, audio, display and internet (Setiawan, 2007). The use of printed teaching materials such as module and handout is most widely used in classroom because the use of electronic media for students is limited especially when they are in the school. Based on this, the focus of this research is to provide development in making teaching materials in the form of module.
Module is independent learning package that covers a series of learning experiences that are planned and designed systematically to help students achieve learning goals (Mulyasa, 2004). Basically, the use of module can facilitate the learning process so that the teacher can find out: 1) increasing student motivation, because every time they do the lesson assignments that are clearly limited and in accordance with their abilities; (2 after evaluating, the teacher and students comprehend well what section in the module they have succeeded and where they have not succeeded; 3) students achieve results based on their abilities; 4) learning material is more evenly distributed in one semester; and 5) education is more efficient because of learning materials (Santyasa, 2009 Test can be seen in Table 3.

Homogeneity Test Results of Cognitive Ability in Control Class
Homogeneity test of cognitive ability in control class using the Levene Test. The results of the Levene Test can be seen in Table 4.

The Results of Inferential Analysis The Result of Paired Sample t-Test in Experimental Class
The Paired Sample t-Test result of cognitive ability in the Experimental class can be seen in Table 5 below.

The Result of Paired Sample t test in Control Class
The Paired Sample t-Test Result of cognitive ability in the Control class can be seen in Table 6.

The Result of Omega Index in the Experimental Class
The omega index analysis results of the cognitive ability in the Experimental class can be seen in Table 7. The calculation result of the omega index in the experimental class in Table 7 shows that the score is 0.60, then squared (0.60) x 100% = 60%, meaning that 60% of the variants in the score were influenced by the SBSR bilingual module. This score was also quite high when compared with the Cohen criteria (0.60> 0.14).

The Results of the Omega Index in the Control Class
The cognitive ability results of the Omega Index in the Control class can be seen in Table 8 .  (Leikin and Zaslavsky, 1997;Easterday et.al., 2016;Thadani et.al., 2017). The presentation activity also directs students to be brave to convey their results, findings and opinions to other students for further feedback and input.
This scientific activity will also help students to improve the cognitive ability as explained by Yusiran and Siswanto (2016), Zhang et.al. (2009), Anderson et.al. (1995, Hasanah, and Shimizu (2020) Sidek, et. al., 2020). This SBSR activity will also help students to improve the cognitive ability as explained by Graham, Harris, & Mason, (2005), that arguing will help students improve knowledge, and writing performance in the young writer.
The bilingual SBSR module also presents interesting images in it with the aim of increasing students' interest and learning motivation. Interest is also important in determining students' willingness to learn, especially to achieve maximum learning outcomes. This is in accordance with the opinion of Uzer (2001) that interest has a big influence on learning, as long as that interest will lead someone to do something in accordance with what they are interested in. Positive thinking may be used to enhance situational academic motivation, and academic commitment in students, with a pivotal role for positive affect (Aberilla, et.al., 2021;Altintas et. al., 2020;Farwati, et.al., 2021;Juhanda, 2017;Rahmawati, Rahman, & Usman, 2021). This is in accordance with the opinion of Muro et.
Al (2018)  The high influence percentage of SBSR bilingual module (60%) in improving cognitive ability was also supported by the student's good initial ability. The initial ability of students also provided an overview of the readiness of students to receive new material and information, and follow a series of activities to be carried out. This was reinforced by the opinion of Uno (2011) that the initial ability plays an important role in increasing the meaningfulness of teaching, because this will have an impact in facilitating internal processes that take place in students when learning. That is, the initial ability of students will greatly help the continuity of students in learning.
The initial ability of students in this school was quite good, so that in the implementation of learning students were easier to understand and absorb the material through the use of the bilingual SBSR module. This is in accordance with the opinion of Roeser & Peck (2009) and Mukhtar, et. al., (2021) can use to regulate their motivation within academic contexts (Wolters, 2003).

The Cognitive Ability of the Control Class
The learning process of the control class in this study was adapted to conventional learning activities that were often applied by Biology Teachers at one of high schools in Palembang, Indonesia.
Based on the results of the interview, the information was obtained that Biology