ABSTRAKArgumentasi ilmiah merupakan kemampuan mengemukakan ide/gagasan mengenai fenomena sains berdasarkan data/bukti dan teori yang ada. Kemampuan ini penting dilatihkan agar siswa dapat menjelaskan fenomena sains berdasarkan bukti dan konsep sains yang relevan. Model ArgumentDriven Inquiry (ADI) memiliki tahapan pembuatan argumen tentatif serta sesi argumentasi. Kedua tahapan tersebut dipandang sebagai langkah yang tepat untuk melatihkan kemampuan berargumentasi dan kualitas argumentasi. Penelitian eksploratori dengan desain time series dan melibatkan 12 siswa SMP ini bertujuan untuk menemukan cara melatihkan argumentasi pada siswa dan memperoleh gambaran peningkatan argumentasi siswa pada topik cahaya. Peningkatan argumentasi ilmiah siswa diukur berdasarkan trend peningkatan argumentasi lisan sedangkan peningkatan argumentasi tulisan dianalisis berdasarkan ADI Laboratory Report Scoring Rubric. Hasil penelitian menunjukkan bahwa terdapat trend peningkatan untuk level argumentasi 2, 4 dan 5, konstan untuk level 1 dan menurun untuk level 3, sedangkan argumentasi tulisan memiliki trend peningkatan dengan rerata nilai sebesar +2,17. Hal ini menunjukkan bahwa cara-cara yang dikembangkan dalam model ADI dapat melatihkan kemampuan argumentasi ilmiah siswa SMP pada topik cahaya. Kata kunci: argumentasi ilmiah, Argument-Driven Inquiry ABSTRACTScientific argumentation is the ability to express ideas about science phenomena based on data and existing theories. This capability is important for students to explain scientific phenomena based on data and science concepts. Argument-Driven Inquiry model (ADI) consists of tentative argument production and argumentation session as an appropriate step to enhance student's capability as well as the quality of their scientific argumentation. This exploratory study with time series design and 12 junior high school students as its sample was conducted in order to find ways to enhance student's argumentation and obtain student's argumentation enhancement on the topic of light. Students' argumentation were measured based on oral argumentation enhacement trend, while written arguments were analyzed based on Walker's ADI Laboratory Report Scoring Rubric. Results showed an increasing trend of argumentation for level 2, 4 and 5, constant for level 1, and decreased for level 3, while the written argument has an increasing trend with the value of +2.17. These suggested that steps developed in the ADI model could enhance junior high school students's scientific argumentation on the topic of light.
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