Enhancing students’ cognitive ability by implanting argumentation activity on inquiry lab

Siswanto, Siswanto; Yusiran,; Gumilar, Surya; Hartono, Hartono; Subali, Bambang; Muhlisin, Ahmad; Juliyanto, Eko; Trisnowati, Eli; Farikah,

doi:10.1088/1742-6596/1280/5/052003

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Proses pembelajaran sebaiknya menyatukan aktivitas kognitif dan aktivitas laboratorium untuk membangun pengetahuan lebih kuat (Ibrahem. UM, et al, 2022;Siswanto, et al, 2019). Belajar dengan menghadirkan lingkungan sekitar sebagai sumber belajar menghasilkan pembelajaran yang lebih bermakna (Andrew Obermeier & aIrinaElgortb, 2021;LIU Wenjuan, et.al, 2019).…”

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Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Sahrul¹,

Mirawati²,

Majid³

et al. 2022

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Penelitian ini bertujuan untuk mengetahui korelasi keterlaksanaan pembelajaran biologi dengan hasil belajar siswa menggunakan model pembelajaran kooperatif tipe jigsaw pada siswa kelas XII di SMA Hang Tuah 3 Mataram. Penelitian ini merupakan penelitian deskriptif kuantitatif yang dilakukan tiga pertemuan. Instrumen yang digunakan adalah lembar observasi keterlaksanaan pembelajaran dan lembar soal. Hasil penelitian menunjukkan bahwa pembelajaran biologi dengan menerapkan pembelajaran kooperatif tipe jigsaw terdapat hubungan positif antara keterlaksanaan pembelajaran biologi dengan hasil belajar siswa menggunakan model pembelajaran kooperatif tipe jigsaw (Spearman’s rho) = (+) 0,998*, sig = (0,39 > 0,05). The Correlation of Biology Learning Implementation with Student Learning Outcomes Using the Jigsaw Type Cooperative Learning Model This study aims to determine the correlation between the implementation of biology learning with student learning outcomes using the jigsaw-type cooperative learning model in class XII students at Hang Tuah 3 High School Mataram. This research is a quantitative descriptive study conducted in three meetings. The instruments used were observation sheets on the implementation of learning and question sheets. The results showed that learning biology by applying jigsaw type cooperative learning there is a positive relationship between the implementation of biology learning and student learning outcomes using the jigsaw type cooperative learning model (Spearman's rho) = (+) 0.998*, sig = (0.39 > 0.05.

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Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Sahrul¹,

Mirawati²,

Majid³

et al. 2022

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“…Better mastery of concepts makes students more skilled in compiling arguments from scientific aspects. Research results show that mastery of concepts is positively correlated with the achievement of argumentation skills (Siswanto, 2019;Siswanto, 2018;Yusiran, 2016;Siswanto, 2014;Sampson, 2010).…”

Section: Figure 2 Test Results For Increasing Argumentation Skills In...mentioning

confidence: 94%

“…Through the facilitation of training in argumentation skills in the learning process, students are also directly trained to fully master natural science concepts at the higher-order thinking level. The results indicate that practicing argumentation skills in could drive students easily construct and master the concept as a whole (Siswanto, 2019;Siswanto, 2018;Yusiran, 2016;Siswanto, 2014;Sampson, 2010;Erduran, 2008). Argumentation skills relate to the process of strengthening a claim through critical thinking analysis based on support with evidence and logical reasons.…”

Section: Introductionmentioning

confidence: 95%

Integration of Argumentation Activities in Virtual-Inquiry to Improve Argumentation Skills of Prospective Science Teacher in Basic Physics Courses

Siswanto,

Subali,

Ellianawati

2023

J. Nat. Sci. Integr

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Argumentation skills are a prominent domain that must be trained for prospective science teacher students. This study aims to determine the effectiveness of science learning which is implemented using virtual inquiry learning in improving the argumentation skills of prospective science teachers. We used a quasi-experimental method with a non-equivalent control class design where researchers divided students into two classes: the experimental class (N = 38) and the control class (N = 38). The learning process in the experiment class was carried out by the virtual-inquiry model which was inserted with scientific argumentation activities, while in the control class, the learning process was carried out using the virtual-inquiry model without inserting scientific argumentation activities. All students involved in the research were given a test to measure argumentation skills between before and after the learning process. Argumentation skills are analyzed in two aspects, namely the completeness of organs and the scientific aspect. Data were analyzed by categorizing each student's answer into each aspect of argumentation skills, both before and after the learning process. After that, the mean difference significance test was carried out. Then, n-gain was used to analyze the increase of argumentation skill. The results indicate that the virtual-inquiry model which was inserted by argumentation activities was better at improving the argumentation skills of prospective science teachers compared to the virtual inquiry model without being inserted by argumentation activities. In the experimental class, the increase in argumentation skills showed high criteria. These results were obtained both on the aspect of organ completeness and the scientific aspect. Meanwhile, in the control class, it is in the low category for the aspect of organ completeness and is in the moderate category for the scientific aspect. These findings indicate that in scientific argumentation training, it is very important to involve students to practice argumentation directly.Keywords: virtual-inquiry, argumentation skill, scientific aspect of argumentation, organ completeness aspect of argumentation

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“…Not only that, students' digital literacy skills are also increasing when using simulation media in the learning process [22]. In addition, science process skills also increase when the learning process uses interactive simulations [23,24].…”

Section: Discussionmentioning

confidence: 99%

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

Susanti

Yaqiina

Maulana

2022

J. Phys.: Conf. Ser.

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This research aims to develop interactive simulations of Newton’s gravity concept that can improve student learning outcomes. This research is research and development. The research model referred to is the ADDIE model. This research has produced educational products in the form of interactive simulations of Newton’s concept of gravity. The educational product developed assists students in visualizing Newton’s concept of gravity. The results of theoretical validation obtained an average score of 91.3% with very good criteria. The score indicates that the research product that has been developed in general has a very good feasibility. The details for the material aspect are 93.8% and the media are 89.2%, with very good feasibility for each aspect. This shows that the interactive simulation of Newton’s gravity concept that has been developed has very good material quality, excellent media quality, and can be used in the learning process very well. The results of the implementation show that the educational product that has been successfully developed is also proven to improve student learning outcomes, especially in the Newtonian concept of gravity. The large increase that occurs after using the simulation is medium. It can be concluded that this research has produced educational products in the form of interactive simulations that are feasible to use and proven to be able to improve student learning outcomes on the Newtonian concept of gravity.

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Enhancing students’ cognitive ability by implanting argumentation activity on inquiry lab

Cited by 6 publications

References 8 publications

Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Integration of Argumentation Activities in Virtual-Inquiry to Improve Argumentation Skills of Prospective Science Teacher in Basic Physics Courses

Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome

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Enhancing students’ cognitive ability by implanting argumentation activity on inquiry lab

Cited by 6 publications

References 8 publications

Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Korelasi Keterlaksanaan Pembelajaran Biologi Dengan Hasil Belajar Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw

Integration of Argumentation Activities in Virtual-Inquiry to Improve Argumentation Skills of Prospective Science Teacher in Basic Physics Courses

Newton’s Gravity Interactive Simulation to Improve 10th-Grade Students’ Learning Outcome

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Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome