Application of the Argument-Driven Inquiry Learning Model in Stimulating Students' Scientific Argumentation Skills on Acid-Base Material

Utami, Siti Salsabila; Aisyah, Ratna Sari Siti; Affifah, Isriyanti

doi:10.23887/jpk.v6i1.39162

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…According to Utami et al (2020) acid-base materials is considered a difficult matter because of the complex, interrelated nature of the calculation and the need for a gradual and in-depth understanding of concepts to understand it. Students' difficulties with acid and base solutions are believed to be derived from many misunderstandings related to the concepts of preconditioned knowledge of the chemical concept of base acid solutions such as the particle nature of matters, the nature and composition of solutions, structure of atom, ionic and covalent bonds, symbols, chemical reactions and equations, ionization and chemical equilibrium in the aqueous phase (Sheppard, 2006).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

Satriya,

Atun

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the effect of the argument driven inquiry learning model on the simultaneous scientific argumentation skills and higher order thinking skills in students on the topic of acid base. The research uses a quasi-experimental method with a pretest-posttest control group design. This research was conducted on 137 students of class XI MIPA at a high school in Palembang. Sampling was done by the simple random sampling technique. The results of the study showed that there was a significant effect of the argument driven inquiry learning model on the scientific argumentation skills and higher order thinking skills of the students on the topic of acid base. There is an effective contribution of the application of the learning model of argument driven inquiry on the topics of acid base to enhance the scientific arguments skills and the higher order thinking skills of students at the same time of 18.90%. In general, the students gave a positive response to the application of the argument driven inquiry learning model to enhance the scientific argumentation skills and higher order thinking skills.

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Section: Introductionmentioning

confidence: 99%

“…The role of scientific argumentation skills for students is very important, especially in the chemistry subjects of acid base (Utami et al, 2022). However, based on the initial observations that have been made it has been obtained that students have weaknesses in argumentation.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

Satriya,

Atun

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Effectiveness of ADI-STEM to Improve Student’s Science Literacy Skill

Purnomo,

Rahayu,

Agustini

2023

IJORER Int. J. Recent Educ. Res.

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Objective: This study aims to analyze the effectiveness of the Argument-Driven Inquiry (ADI)–Science, Technology, Engineering, and Mathematics (STEM) model in improving students' scientific literacy abilities. Method: The method used in this research is the literature review method. The literature review is a type of research used to collect data and information by collecting and reviewing various references. This study analyzes as many as 20 national and international articles that can be accounted for. The articles used were published in 2015-2022. The steps taken in this study were identifying topics, finding and selecting appropriate articles, analyzing and synthesizing the literature, and concluding. Result: Based on the results of the studies and analyses that have been carried out, it can be concluded that (1) the application of the ADI learning model can improve students' scientific literacy skills; (2) the ability to argumentation skills to increase students' scientific literacy; (3) integrating STEM into the learning process is also able to improve scientific literacy skills because STEM provides opportunities for students to identify real-life problems. Novelty: This study reveals that students' scientific literacy can be increased effectively by integrating ADI and STEM. These findings invite researchers, educators, and the government to develop learning that facilitates ADI-STEM learning.

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Implementation Of The Science Learning Model To Improving Students’ Scientific Argumentation Skills: A Review

Syuzita,

Doyan

2023

amplitudo

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Argumentation ability is one of the main goals of learning science because students who study science must know scientific explanations about natural phenomena, use them to solve problems and be able to understand other findings they get. This study is a Literature Review article which aims to identify the most effective learning models to improve students' scientific argumentation skills in science learning. A search of the literature study articles obtained twenty-five articles that met the inclusion criteria and were relevant for review. The results of the literature study show that one of the most effective learning models in improving students' scientific argumentation skills in science isArgument Driven Inquiry with approachsocio scientif issues. The highest score range is 80-90 based on the research results contained in the 10 articles that have been analyzed. While the lowest range is in the 40-50 range found in 1 article that has been analyzed.

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Application of the Argument-Driven Inquiry Learning Model in Stimulating Students' Scientific Argumentation Skills on Acid-Base Material

Cited by 3 publications

References 39 publications

The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

Effectiveness of ADI-STEM to Improve Student’s Science Literacy Skill

Implementation Of The Science Learning Model To Improving Students’ Scientific Argumentation Skills: A Review

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