Argumentation and Reasoning Skills In Socioscientific Issues

Alindra, Afridha Laily; Ana, Ana

doi:10.17509/invotec.v14i2.14356

Cited by 3 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The average n-gain scientific argumentation ability at SMA Negeri 1 Bandar Lampung in the experimental class using teaching material supplements in the form of virus material ebooks and the control class using textbooks provided by the school are presented in the following bar chart : SSI-based learning is in accordance with issues that are rife in society. the application of scientific knowledge and/or concepts in society is the realization of students' knowledge at school (Alindra & Ana, 2018). Learning using SSI learning stages can improve scientific argumentation skills, this is because in SSI learning students try to find factual data or scientific evidence to solve contraversional science issues in society that are influenced by social, ethical and moral norms (N. P. Anwar & Ali , 2020).…”

Section: Resultsmentioning

confidence: 99%

Development of Teaching Material Supplements Based on Socio Scientific Issues to Improve Students' Scientific Argumentation Ability

Anam,

Bintari,

Parmin

2023

JISE

View full text Add to dashboard Cite

The impact of the Covid-19 pandemic has touched every aspect of people's lives, including health and education. Because there is a lot of ignorance about prevention of Covid-19, it is necessary to have learning media that is easily accepted. E-Books are one of the solutions to provide education about the SARS CoV-2 virus which is given to students as a supplement to teaching materials on viruses. The purpose of this study was to test the validity of teaching steel supplements as learning media on viruses and students' scientific argumentation skills. This research uses the Thiagarajan 4-D model development method (Define, Design, Develop, Disseminate). The data analysis technique used is descriptive data analysis including the validity of responses from users and the effectiveness of the products tested on class X MIPA 1 student of SMAN 1 Bandar Lampung. The results showed that the developed e-book had valid criteria by material experts with a score of 75.00% and very valid by media experts with a score of 95.83%. Students and teachers responded to the e-book used in learning, respectively 92.17% and 94.38% with very valid criteria. Analysis of students' scientific argumentation abilities showed moderate criteria with an average N-gain value of 0.52. Thus, the teaching material supplement in the form of an e-book that is being developed can be used as a biology learning medium to improve students' scientific argumentation skills.

show abstract

Section: Resultsmentioning

confidence: 99%

Development of Teaching Material Supplements Based on Socio Scientific Issues to Improve Students' Scientific Argumentation Ability

Anam,

Bintari,

Parmin

2023

JISE

View full text Add to dashboard Cite

show abstract

“…Rebuttal or rebuttal, namely the argument against a claim, reason, and warrant. A disclaimer is also called a counter-claim or a refutation of a claim (Alindra & Ana, 2018). The arguments that arise are still on one, two, three, and four.…”

Section: Problem-based Learning Lesson Studymentioning

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

View full text Add to dashboard Cite

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.

show abstract

Enhancing prospective biology teachers’ scientific argumentation skills through problem-based learning in online setting

Kundariati¹,

Anggur²,

Fadilla³

et al. 2023

The 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research

View full text Add to dashboard Cite

Argumentation and Reasoning Skills In Socioscientific Issues

Cited by 3 publications

References 22 publications

Development of Teaching Material Supplements Based on Socio Scientific Issues to Improve Students' Scientific Argumentation Ability

Development of Teaching Material Supplements Based on Socio Scientific Issues to Improve Students' Scientific Argumentation Ability

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

Enhancing prospective biology teachers’ scientific argumentation skills through problem-based learning in online setting

Contact Info

Product

Resources

About