Improving Undergraduate Students’ Argumentation Skills Through Problem-Based E-Module with Socio-Scientific Issues Topics

Abstract

E-module is considered as an effective learning media to create an interactive learning environment. In spite of that it is rare to find the research that examines the development of e-module based on Problem-Based Learning model that integrates Socio-Scientific Issues on argumentation skills to students. This research aims to develop students’ argumentation skills through problem-based e-module with socio-scientific issues topics. The researcher used pre-experimental method with one-group-pretest-posttest design. The e-module was implemented to 36 students of Biology Education, State University of Malang, for the 2nd-year from November to December 2022. The research sample was selected by non-random sampling. The research samples were selected by non-random sampling. The research data were collected by opened-ended questions to assess the students’ argumentation skills and categorized based on the argumentation skills rubric. The data were analyzed based on the increase of pre-test and post-test scores by using Normalized Gain (N-Gain). The result of the N-Gain calculation showed a score of 0.46 which means the students’ argumentation skills developed in the moderate category after the implementation of using problem-based e-module with socio-scientific issues topics. The problem-based e-module with socio-scientific issues topics can train students to identify the problems, analyze data and evidence to give problem-solving solutions packaged of complex argumentation.

Engineering Design Process pada STEM melalui Authentic PBL dan Asesmen Formatif : Meninjau Desain Argumentasi Ilmiah Siswa Terkait Termodinamika

“…Dapat disimpulkan bahwa kombinasi pembelajaran engineering design process melalui authentic PBL dan asesmen formatif dapat meningkatkan kemampuan argumentasi ilmiah siswa pada materi termodinamika. Hal ini didukung dengan hasil penelitian bahwa pembelajaran berbasis masalah dapat membantu meningkatkan kemampuan argumentasi ilmiah siswa (Choden, 2020;Pratiwi et al, 2019;Purwati, 2019;Soekisno et al, 2015;Stark et al, 2015).…”