Kemampuan Argumentasi Ipa Siswa Melalui Pembelajaran Argumentasi Driven Inquiry (Adi)

Siregar, Nurhasana; Pakpahan, Rini Anggreini

doi:10.24929/lensa.v10i2.113

Cited by 9 publications

(10 citation statements)

References 14 publications

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“…Another study by Utami et al (2022) showed an increase in the level of argumentation at pretest at level 1, namely students were only able to mention claims, then at posttest at levels 3 and 4, namely students were able to express claims, data, warrant, and backing. This is supported by research conducted by Siregar & Pakpahan (2020) which shows that the ADI learning model has a significant effect on the science argumentation abilities of junior high school students. The results of the argumentation level have increased in the experimental class to reach level 4, while the control class is dominant at levels 1 and 2 which are above 25%.…”

Section: Resultsmentioning

confidence: 53%

“…Most of the students in the ADI class were able to organize arguments strongly and correctly even reaching the highest level (level 5). This is supported by research conducted by Siregar & Pakpahan (2020) which shows that the ADI learning model has a significant effect on the science argumentation abilities of junior high school students. The results of the argumentation level have increased in the experimental class to reach level 4, while the control class is dominant at levels 1 and 2 which are above 25%.…”

Section: Introductionmentioning

confidence: 53%

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The Effect of Argument Driven Inquiry (ADI) Model on the Scientific Argumentation Ability of High School Students on the Topic of Light Waves

Fuadah,

Mubarok,

Suliyanah

2023

Int. J. Res. Community Empower.

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Scientific argumentation is the process of strengthening claims through critical analysis based on supporting evidence and logical reasons, where the evidence can include facts that can be accepted as truth. This study aims to describe the improvement of students' scientific argumentation abilities on the topic of light waves after applying the ADI learning model. This research uses the type of True Experimental with a Control Group Pretest and Posttest design. The data collection technique in this study was the test method. The results of this study indicate an increase in scientific argumentation abilities on the topic of light waves after applying the ADI learning model. The results of the scientific argumentation ability of experimental class students were higher than the control class, the experimental class got an n-gain of 0.60 with a medium category, while the control class got an n-gain of 0.26 with a low category. In the pretest, experimental, and control classes, students were at levels 1, 2, and 3. The posttest results of experimental class students who experienced increased scientific argumentation at levels 4 and 5. Meanwhile, the posttest results of students in the control class were relatively the same as the pretest results, namely at levels 1, 2, and 3. In addition, the Cohen's Effect Size analysis results showed a value of 0.88 in the strong criteria. It can be concluded the ADI learning model affects learning to improve students' scientific argumentation abilities of senior high school students on the topic of light waves.

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Section: Resultsmentioning

confidence: 53%

Section: Introductionmentioning

confidence: 53%

The Effect of Argument Driven Inquiry (ADI) Model on the Scientific Argumentation Ability of High School Students on the Topic of Light Waves

Fuadah,

Mubarok,

Suliyanah

2023

Int. J. Res. Community Empower.

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“…Argumentasi ilmiah sangat diperlukan dalam pembelajaran IPA agar siswa dapat memberikan argumentasi dengan menghubungkan prinsip-prinsip dan konsep-konsep IPA untuk menjelaskan masalah atau fenomena dalam kehidupan (Siregar & Pakpahan, 2020). Argumentasi ilmiah adalah kemampuan menemukan gagasan atau ide bukti nyata yang ada dalam sains dan dengan hasil pemikiran (Zahara et al, 2018).…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Inkuiri Bermuatan Nature Of Science (NOS) Terhadap Argumentasi Ilmiah Pada Topik Zat Aditif

Azzahroh,

Septaria,

Wulandari

2024

JPSP

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Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran menggunakan metode inkuiri bermuatan Nature Of Science (NOS), untuk mengetahui pengaruh model pembelajaran inkuiri bermuatan NOS terhadap argumentasi ilmiah siswapada materi zat aditif dan untuk mengetahui hubungan antara model inkuiri terhadap argumentasi ilmiah siswa. Desain penelitian yang digunakan yaitu one group pre-test and post-test dengan menggunakan pendekatan kuantitatif. Lokasi penelitian ini yakni berada di SMPN 1 Sarirejo Lamongan. Teknik pengumpulan data dalam penelitian ini yakni dengan menggunakan tes kognitif dan argumentasi dan lembar observasi keterlaksanaan pembelajaran kemudian teknik analisis data yang digunakan yakni uji hipotesis menggunakan paired simple t-test, uji n-gain dan uji korelasi, untuk mengukur lembar keterlaksanaan pembelajaran menggunakan analisis keterlaksanaan pembelajaran. Hasil dari penelitian ini yaitu: 1) keterlaksanaan pembelajaran dalam RPP menggunakan model pembelajaran inkuiri bermuatan NOS diperoleh nilai rata-rata keseluruhan 94,93% yang berarti dalam kategori sangat baik. 2) terdapat pengaruh yang sangat signifikan antara pembelajaran dengan model inkuiri bermuatan NOS terhadap Argumentasi ilmiah siswa pada mata pelajaran IPA materi zat aditif. 3) Pembelajaran dengan menggunakan model inkuiri bermuatan NOS dapat meningkatkan argumentasi ilmiah siswa hal ini dapat dilihat dari perolehan skor pretest dan post-test yang mengalami peningkatan dengan kategori sedang. 4) Berdasarkan uji korelasi diperoleh nilai sig (2-tailed) nilai signifikansinya sebesar 0.0000.05 maka terdapat hubungan dengan kategori korelasi sempurna.

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“…So, argumentation ability has been used as educational standards and as criteria for assessing students (Heng et al 2015). This activity shows that argumentation ability must be realized in the learning process for students so that communication skills get better and 21st century competencies can be realized (Siregar & Pakpahan, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry

Fitri

Rusdi²,

Effendi-Hasibuan³

2022

J. Pendidik. Kim

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One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation ability. The research design used a 3 x 2 factorial design with a mixed method. The results showed that: (1) there was an effect of argumentation-oriented learning on the inquiry learning models on students' argumentation ability; (2) there is an effect of science process skill level on students' argumentation ability; and (3) there is no interaction between argumentation-oriented learning on the inquiry learning models and the level of science process skill on students' argumentation ability.

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Kemampuan Argumentasi Ipa Siswa Melalui Pembelajaran Argumentasi Driven Inquiry (Adi)

Cited by 9 publications

References 14 publications

The Effect of Argument Driven Inquiry (ADI) Model on the Scientific Argumentation Ability of High School Students on the Topic of Light Waves

The Effect of Argument Driven Inquiry (ADI) Model on the Scientific Argumentation Ability of High School Students on the Topic of Light Waves

Pengaruh Model Pembelajaran Inkuiri Bermuatan Nature Of Science (NOS) Terhadap Argumentasi Ilmiah Pada Topik Zat Aditif

The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry

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