Argument Mapping to Improve Student's Mathematical Argumentation Skills

Abstract

This study aims at investigating the difference in students' mathematical argumentation skills before and after the implementation of argument mapping in learning mathematics. It is a quasiexperiment with a quantitative approach. The population was the students of class X Natural Sciences Program in a state senior high school in Pasuruan, East Java, Indonesia. 36 students were involved. The instrument was a mathematical argumentation skills test. Several components were established, adopted from the Revised Bloom's Taxonomy, namely identifying (C1), explaining (C2), drawing conclusions (C3), reducing/adding premises (C4), deducing (C5), and developing/constructing (C6). Students' mathematical argumentation skills were analyzed using the Wilcoxon signed-rank test at 5% level of significance (∝ = 0.05). The findings of this study indicate that students' argumentation skills after the implementation of argument mapping is better than prior treatment (p = 0.002). It can be claimed that argument mapping is effective for improving such skills.

Development of Differentiate Student Worksheets: an Efforts to Improve Student Argumentation Ability

“…Different treatment is given to quitter-type students by using ISQ (Interactive Semi-open Question), modified from Albano & Iacono (2019), where students place random sentences according to the structure of the argument (shown at Figure 1). For camper-type students, an argumentation mapping strategy was used based on Indrawatiningsih et al (2020), where students fill out a mapping of the argumentation structure for the given problem (shown at Figure 2). Meanwhile, climber-type students receive guided questions according to the structure of the argument (shown at Figure 3).…”

“…Even though students' argumentation abilities are related to the level of Adversity Quotient they have (Putra, Rahardi, et al, 2023). Much research has been conducted on other subjects with developed learning models and methods, such as the flip-based argumentation learning model; the project-based learning model; and guided inquiry learning model (Agustiningsih et al, 2021;Tama et al, 2016;Yanti et al, 2023), as well as the technique of asking and professional development's teachers; argument mapping strategy; and content issues strategy (Indrawatiningsih et al, 2020;Kristianti et al, 2018;Siska et al, 2022;Wilkinson et al, 2023). So, based on that previous research, it shows that no research specifically pays attention to treatment to improve students' arguments as a form of differentiated learning, especially through the development of learning media.…”

The Scientific Literacy Performance of Gifted Young Scientist Candidates in the Digital Age

“…Consequently, it only presents learning facts, not trained students to identify and correct scientific arguments. In fact, one of the essential aspects of one's thinking ability to succeed in life is argumentation ability (Indrawatiningsih, Purwanto, Rahman, & Sa'dijah, 2020). Therefore, identifying valid scientific arguments is essential because it is also used as a tool to prove or justify a scientific conclusion (Osborne, Jonathan, & Patterson, 2011).…”

Implementation of Inquiry Learning Model in Collaboration with PBL to Improve Student Understanding in Number Theory Course

“…Tristanti & Nusantara (2022) applies a problem-based and CIRC type cooperative learning model to improve students' mathematical argumentation skills. Indrawatiningsih et al (2020) analyzed the mapping of arguments in learning mathematics on students' mathematical argumentation abilities. It appears that no previous research has developed an understanding of proof and mathematical argumentation simultaneously, and no one has applied the infusion learning model collaborative with PBL to students' understanding of proof and mathematical argumentation in number theory courses.…”