Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Fadly, Wirawan; Miaturrohmah, Miaturrohmah

doi:10.24815/jpsi.v9i1.18630

Cited by 5 publications

(1 citation statement)

References 50 publications

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“…Sejalan dengan (Hasnunidah & Wiono, 2019) menyatakan bahwa model ADI lebih efektif meningkatkan kemampuan argumentasi dibandingkan dengan inkuiri terbimbing. Melalui model ADI siswa dibelajarkan menuliskan argumentasi dalam kegiatan laboratorium dengan menggunakan berpikir formalnya dan mendorong siswa berpikir kritis dan logis dalam mengemukakan argumen sehingga dapat menghubungkan rangkaian fakta menjadi suatu konsep yang berkaitan dengan materi pembelajaran (Fadly & Miaturrohmah, 2021). (Walker et al, 2011)mengemukakan Argument Driven Inquiry efektif bagi pembelajaran kimia laboratorium untuk meneliti pemahaman konseptual siswa, sikap terhadap kimia dan kemampuan menyusun argumen.…”

Section: Pembahasanunclassified

Penerapan Model Pembelajaran Argument Driven Inquiry terhadap Kemampuan Argumentasi Ilmiah

Utami¹,

Sumari²,

Dasna³

2022

Jur.Pend.Teo.Pen.Peng.

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Abstract: The purpose of this study is to investigate effect of the Argument Driven Inquiry model on the scientific argumentation skills of 11th grade students in terms of goal orientation. A quasi-experimental research design is a 2 x 2 factorial. The study involved an experimental group (ADI) and a control group (Inquiry) each consisting of 34 students. Two-way analysis of variance (ANOVA) was used for interpreting the data. Based on data analysis, there are differences in students’ scientific argumentation skills between the experimental and control group (sig. 0,011), but there is no significant difference in terms of goal orientation (sig. 0,267). There is no interaction between the learning model and goal orientation on the scientific argumentation skills of students one of the SMAN in Malang (sig. 0,819).Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model Argument Driven Inquiry terhadap kemampuan argumentasi ilmiah siswa kelas 11 yang ditinjau dari orientasi tujuan. Desain penelitian menggunakan rancangan eksperimental semu yaitu faktorial 2 x 2. Penelitian ini melibatkan kelas eksperimen (ADI) dan kelas kontrol (Inkuiri) masing-masing berjumlah 34 siswa. Analisis varian dua arah (Two Way ANOVA) digunakan untuk menginterpretasikan data. Berdasarkan analisis data, terdapat perbedaan kemampuan argumentasi ilmiah siswa antara kelas eksperimen dan kontrol (sig. 0,011), tetapi tidak terdapat perbedaan signifikan ditinjau dari orientasi tujuan (sig. 0,267). Interaksi antara model pembelajaran dan orientasi tujuan tidak ada terhadap kemampuan argumentasi ilmiah siswa salah satu SMAN Malang (sig. 0,819).

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Section: Pembahasanunclassified

Penerapan Model Pembelajaran Argument Driven Inquiry terhadap Kemampuan Argumentasi Ilmiah

Utami¹,

Sumari²,

Dasna³

2022

Jur.Pend.Teo.Pen.Peng.

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Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

Herawati

Istiana

2021

JPSI

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The emergence of the 4.0 industrial revolution requires university graduates to have 21st-century thinking skills that can support them to compete globally. However, the low 21st-century thinking skills of prospective teachers in the group of ways of thinking (critical thinking, problem-solving, and decision making) make the learning process should be able to train and develop these thinking skills. One way to train prospective teachers' 21st-century thinking skills is through the textbooks used in lectures. This study aims to develop textbooks based on socioscientific issues on the topic of Sustainable Development Goals (SDGs). This study used the RD research method with ADDIE design which is composed of 5 stages: Analyze, Design, Develop, Implement, and Evaluate. textbooks were applied at the implementation stage by involving second-semester prospective teachers who contract Environmental Knowledge courses. The instruments used in this study included textbook validation sheets and essay tests. The validation results were analyzed using descriptive analysis, while the essay test results were analyzed using SPSS. The results of the study showed that the socioscientific issues-based textbooks on the SDGs topic received a very good expert assessment and had met the standards of the appropriateness of the content, language, graphics, presentation, and socioscientific issues. Prospective teachers' 21st-century thinking skills in the group of the way of thinking also improved significantly after using socioscientific issues-based textbooks. These indicated that the textbooks which have been developed were effective in practicing the 21st-century thinking skills of prospective teachers.

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Improving Science Communication Skills Using Worksheets Based on Think-Talk-Write

Fadly

Andaria

2021

indones. j. integr. sci. educ.

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Science communication skills are the process of conveying information or data from observations or experimental results to be known and understood by others. Student worksheets are printed teaching materials in the form of guides for carrying out an investigation or problem-solving activities concerning the basic competencies that must be achieved and are intended to streamline learning and help students master understanding, skills, and attitudes. Student worksheets developed in this study think talk write (TTW) based student worksheets. This study aims to determine the effectiveness of TTW-based student worksheets in improving science communication skills. The research method used was an experimental design with a randomized control group pre-test post-test. Data collection was done by giving 18 items of pre-test and post-test. Data analysis was performed using the N-Gain test and one-tailed t-test. Based on the results of this study, it was found that an increase in the results of the N-Gain test was 58.68%, while the results of the one-tailed t-test showed that the TTW-based student worksheets could help students improve their science communication skills.

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Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Cited by 5 publications

References 50 publications

Penerapan Model Pembelajaran Argument Driven Inquiry terhadap Kemampuan Argumentasi Ilmiah

Penerapan Model Pembelajaran Argument Driven Inquiry terhadap Kemampuan Argumentasi Ilmiah

Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

Improving Science Communication Skills Using Worksheets Based on Think-Talk-Write

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