Argumentation real-world inquiry to improve students' argumentation skill

Abstract

Article history Student teachers' poor argumentation skill is one of the problems that should be solved. This research aims to develop an Argumentation Real-World Inquiry learning model that incorporates argumentation session on environmental, socio-scientific issues at each stage. The research subjects were the biology student teachers taking the Environmental Knowledge course. The research method used was Research and Development (R&D) which comprised 3 stages: Phase 1 (Development), Phase II (Pre-Experiment), and Phase III (Implementation and Evaluation). The data on argumentation skill were obtained from an essay that addressed the environmental, sociocultural issue about environmental pollution. The preexperiment phase was conducted using weak experiment method and one group pretest-posttest design, while in the implementation phase, quasi experiment method and pretest-posttest control group design were used. The results of the pre-experiment stage showed that the learning model was able to increase the student teachers' argumentation skill, indicated by an increase in level 3 argumentation from 16% (pretest) to 68% (posttest) and a decrease in level 2 argumentation from 74% (pretest) to 21% (posttest). The results of the implementation phase showed that the student teachers' argumentation skill improved, with N-Gain score of 0.307 (medium category). The results of this research indicate that the Argumentation Real-World Inquiry learning model is able to train student teachers to develop their argumentation skill on environmental, socio-scientific issues. This is an open access article under the CC-BY-SA license.

Analisis Keterampilan Argumentasi Ilmiah Peserta Didik Pada Model Pembelajaran Berbasis Toulmin’s Argumentation Pattern (TAP) Dalam Memahami Konsep Fisika Dengan Metode Library Research

“…Dengan melakukan metode belajar dengan argumentasi Toulmin peserta didik dapat belajar bagaimana berargumentasi yang baik. Seperti penelitian yang dilakukan (Istiana, Herawati, and Ardianto 2020;Christina Martha Laamena 2019;Setiawati and Nurlaelah 2017) yang menunjukkan bahwa literasi pada setiap individu berpengaruh terhadap kemampuan argumentasi ilmiah peserta didik. Sesuai pula dengan (Lazarou 2009) bahwa peserta didik dalam suatu pembelajaran membutuhkan keterampilan argumentasi untuk menguatkan pemahaman konsepnya.…”

Profile of Toulmin’s Scientific Arguments Students and Technological Utilities in Global Warming Topic

“…Many studies have been conducted on using Scientific Arguments, especially in learning physics. Based on research by Istiana et al (2020) states that skill argumentation for students has an essential role in constructing explanatory concepts, models, and a principle or theory of something studied material. The results of previous studies that are relevant to the use of the Toulmin Argument Pattern (TAP) model to train students' scientific argumentation skills and the use of technology in learning about global warming material and in daily life.…”

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

“…Istiana, et al (2017) also showed that students' ability to solve environmental problems was still low even though the ability to reason and solve problems is important for students to master in this century. Engaging students in the socioscientific issues has been carried out through the argumentation real-world inquiry model (Istiana, et al, 2020). Students were stimulated to make decisions and put forward their arguments related to environmental socioscientific issues, but the ability to explore and evaluate data or information still needed to be built.…”