Abstract:
Based on the observation which was done by the researcher at SMA Negeri 5 Pekanbaru, it was found
that students’ learning achievement in biology was not satisfied yet. Methods and learning models which
were used before did not help much in improving students’ leraning achievement in biology. Therefore,
the researcher tried to solve this problem by applying Bruner’s cognitive theory in teaching and learning
process. This research was aimed to reveal whether the use Of Bruner’s cognitive theory could improve
students’ leraning achievement better than the use Of conventional method and to see whether there was
any interaction between Bruner’s cognitive theory and students’ previous knowledge. The population of
this research was the second year students in natural science classes at SMA Negeri 5 Pekanbaru. There
were 6 classes. Then by using purposive random sampling, the researcher chose class XI IPA 6 (second
year students in natural science class group 6) as experimental class and class XI IPA 1 (second year
students in natural science class group 1) as control class. This was quasi experimental research. The
data was collected by administering an objective test to both experimental and control class, and then
the data was analyzed by using ANAVA. The result of the research showed that, (1) learning achievement
of the students who were taught by using Bruner’s cognitive theory was higher than those who were
taught by using conventional method, (2) learning achievement of the students who had high previous
knowledge and were taught by using Bruner’s cognitive theory was higher than those who also had high
previous knowledge but were taught by using conventional method, and (3) there was no interaction
between the use of Bruner’s cognitive theory and students’ previous knowledge toward students’ learning
achievement in biology
