Analysis of Argumentation Skills in Biology Learning at Surakarta Senior High School

Purwati, Ratih; Suranto, Suranto; Sajidan, Sajidan; Prasetyanti, Nanik Murti

doi:10.4108/eai.23-3-2019.2284903

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Argumentation skills are very necessary, especially in evaluating problems that arise logically and justifying decisions in both written and oral formats (Mosley & Baltazar, 2019;Sellars et al, 2018). Good argumentation skills make it possible to make decisions and solve problems, especially complex problems that arise in everyday human life (Purwati et al, 2019). So, the argumentation skills are developed as a decomposition of a hierarchy of claims related to the purpose of the simulation.…”

Section: Introductionmentioning

confidence: 99%

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Jon,

Asrial,

Hasibuan

et al. 2023

JPBI

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The ethnoscience-based reflective learning model has been implemented in the classroom while the learning process has its own strengths and weaknesses. The purpose of this study was to determine the interaction between learning models and arguments for creative thinking. A mixed methods research design was applied to collect both qualitative and quantitative data. Quantitative data were collected using argumentation observations and essay tests which were analyzed with SPSS. Qualitative data sourced from one lecturer and 40 students of National Islamic Institute of Kerinci, Jambi Province were collected using interviews and observations. The results shows that there is an interaction between learning models and arguments for creative thinking. This can be seen from the whole learning process students have achieved indicators of creative thinking involving argumentation skills. We discussed this and formulated recommendations that can be implemented in the future.

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Section: Introductionmentioning

confidence: 99%

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Jon,

Asrial,

Hasibuan

et al. 2023

JPBI

View full text Add to dashboard Cite

show abstract

“…Level 5 is the highest level of argumentation and level 1 interpretates the lowest level of argumentation (Cetin et al, 2014). Student's argumentation skill is still low and needs to be improved (Purwati et al, 2019;Putri & Rusdiana, 2017). The third important skill that needs to be improved in the 21st century learning is problem-solving as it is currently needed to face the globalization (Turiman et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom

Kundariati

Maghfiroh

Indriwati

et al. 2022

JPBI

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Scientific reasoning, argumentation, and problem-solving are essential skills in 21st century. They help people solve problems in daily life. This study aimed to investigate the effect of local-based teaching materials on student’s argumentation, scientific reasoning, and problem-solving skills using Science Project-based Learning (SPjBL). Argumentation skill is a social and dynamic process, involving individuals engaged in thinking, constructing, and critiquing knowledge in science. Scientific Reasoning skills require students to give reasons in the form of opinion or actions and conclusions by using appropriate language to explain what they think and making judgments or decisions based on the produced reasons or evidence. Problem-Solving skill is a process of designing, evaluating, and implementing a strategy to answer questions. In this study, the time series approach was used as a part of the quasi-experimental design with Science Project-based Learning (SPjBL) as the learning model. A total of 29 Biology students of Universitas Negeri Malang participated in this study in August-November 2019 at the Department of Biology of the university. The data was collected using pre-test and post-test instruments which measured scientific argumentation, scientific reasoning, and Problem-solving skill variables. The data analysis was done using ANCOVA test in SPSS 16.0. The results of this study show that there is positive effects of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills. These findings can be used as reference for educator to gain students’ scientific reasoning, argumentation, and problem-solving skills in science classroom through Science Project-based Learning (SPjBL) with the help of local-based teaching materials.

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“…Level 5 is the higher level of argumentation and level 1 is the lowest level of argumentation (Cetin et al, 2014). Student's argumentation skills are still low and need to be developed (Maghfiroh et al, 2019;Purwati et al, 2019;Putri & Rusdiana, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teaching plant physiology to prospective biology teachers: How do we deal with Lesson Study-Problem based Learning (LS-PBL) to enhance scientific argumentation skill?

Kundariati

Susilo

Balqis

2022

jlils

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Argumentation has been widely discussed in science education for many years. Argumentation is a part of science, to make a statement and claim, justifying the claim, and supporting it with the data. Science education need to be integrated with scientific argumentation empowerment. LS-PBL can be one way to empower argumentation skills. The aims of this study is to determing prospective biology teachers’ science argumentation skill through Lesson Study-Problem based Learning (LS-PBL). This research was conducted on 30 prospective biology teachers at Biology Department Universitas Negeri Malang. Research participants are prospective biology teachers who are taking Plant Physiology course during their 3rd semester. The learning implementation was carried out in a blended learning. Lesson study activities carried out consist of three activities, namely, plan, do, and see. The instruments used are essay tests of scientific argumentation skills, chapter design, lesson design, lesson plans, and worksheets. Data analysis used quantitative descriptive analysis. The results showed the average value of the argumentation obtained in the first week was 45.33 (moderate), the second week was 50.00 (moderate), and the third week was 56.00 (moderate). The percentage of the frequency of each level of scientific argumentation decreased with each test at levels 1 and 2, while levels 3 and 4 increased. However, there is no level 5 argumentation found in tests 1, 2, and 3. An increase in argumentation skills can occur due to the application of PBL which is integrated with LS. The PBL learning model accommodates prospective biology teachers to construct their arguments, while lesson study is useful for improving the learning process so that learning activities increase from week to week and what is lacking can be improved. LS-PBL can be used as a professional tool to improve the learning process and empower argumentation skills.

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Analysis of Argumentation Skills in Biology Learning at Surakarta Senior High School

Cited by 4 publications

References 18 publications

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

Revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom

Teaching plant physiology to prospective biology teachers: How do we deal with Lesson Study-Problem based Learning (LS-PBL) to enhance scientific argumentation skill?

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