Argument-Driven Inquiry Learning Model: A Systematic Review

Abstract

The learning approach is an important component of education. ADI learning model allows learners to argue actively based on the surrounding observable phenomena in the laboratory. This research aims to review national diversities that represent or contribute to studies by applying the ADI learning model and the research type varieties and characteristics and stages of Argument-Driven Inquiry learning model applied by other researchers; research subjects, the applied content materials for investigation, and the impact of Argument-Driven Inquiry learning model. This research is a systematic literature review (SLR) with published article databases from Scopus, ERIC, and Google Scholar. The applied keywords were "Argument-Driven Inquiry" and "Science Education." The findings showed twenty-three articles were in line with the categories. Then, the analysis and classification could be done for each article. The ADI learning model implementation had been frequently found to improve learners' scientific argumentative skills rather than analytical skills or critical thinking skills. The applied content materials were mostly chemical materials, biology, and rarely found in physics. Most applied research types from the articles were quasi-experimental research. The implication of this research is to provide insight for further reviewing the argument-driven inquiry model (ADI) to improve science learning quality.

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

“…Testing the increase in HOTS for students who apply argument driven inquiry learning can be seen from the partial eta squared value in Table 3 showing the effective contribution of argument driven inquiry learning is 13.7% in the medium category. This is supported by what Fakhriyah et al (2021) Argument driven inquiry learning which emphasizes the importance of scientific argumentation in improving higher order thinking skills, so that training students' HOTS which involves logical reasoning processes, has clear perception, and develops thinking skills. At the problem identification stage, students are also asked to express and make decisions in dealing with existing problems.…”

Inquiry research trends through bibliometric analysis (2020-2023)

“…In Argument Driven Inquiry, students are encouraged to act as scientists tasked with answering research questions through the process of scientific inquiry (Chen et al, 2016;Fakhriyah et al, 2021;Salsabila et al, 2019). They identify research questions, design and carry out experiments, collect data, analyze data, and make conclusions based on the evidence they collect.…”

Pengembangan LKPD Berbasis Etnosains untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMP pada Pembelajaran IPA

“…Argumentasi memungkinkan siswa untuk menunjukkan kemampuannya dalam menjelaskan fenomena ilmiah secara sistematis sehingga penjelasannya mudah dipahami (Putra et al, 2023). Argumentasi ilmiah adalah sebuah proses yang bertujuan untuk menguatkan pernyataan dengan fokus pada kemampuan menyajikan ide dan konsep yang terkait dengan fenomena ilmiah dalam konteks kehidupan sehari-hari (Fakhriyah et al, 2023). Kemampuan argumentasi ilmiah memiliki tiga indikator, yakni pernyataan (claim), bukti (evidence) dan pertimbangan (justification) (Sampson et al, 2013).…”

“…Selain itu, pentingnya argumentasi dalam pembelajaran adalah dapat memberikan kesempatan kepada peserta didik untuk berpartisipasi dalam diskusi kelompok, saling bertukar pendapat, dan menunjukkan kemampuan mereka dalam memahami konsep, keterampilan, serta kemampuan berpikir ilmiah (Noer et al, 2021). Peserta didik yang terlibat dalam aktivitas berargumentasi dapat belajar menghargai hubungan antara bukti dan pernyataan, serta memahami pentingnya memberikan alasan yang kuat dalam kerangka argumen ilmiah (Fakhriyah et al, 2023).…”