Metacognitive Argument-Driven Inquiryin Teaching Antimicrobial Resistance: Effects on Students  Conceptual Understanding and Argumentation Skills

Antonio, Ronilo; Prudente, Maricar S.

doi:10.36681/tused.2021.60

Cited by 17 publications

(18 citation statements)

References 25 publications

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“…The results of their study showed that the flipped inquiry-based approach did not make students perform better than the non-flipped inquiry-based learning environment in terms of the development of process skills and understanding. Although a flipped learning environment caters students' flexible learning, in-class sessions can provide better social interactivity and learning activities for students (Abate, 2004;Antonio & Prudente, 2021). However, the results for the effectiveness of blended instructional approach on students' attitudes and process skills are inconclusive considering the limited number of studies on these variables included in the meta-analysis.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

2022

JHETP

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This study examined the effectiveness of blended instructional approach in improving students' scientific learning outcomes. This study employed a quantitative research design, where meta-analysis guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was mainly used to determine the effectiveness of previously done studies on blended instructional approaches. Using Comprehensive Meta-Analysis (CMA) software, the study extracted 53 effect sizes from 49 empirical studies from January 2016 to June 2021. The overall weighted effect size of g=1.349 suggests that the blended instructional approach has a significantly large and positive effect on students' scientific learning outcomes. Moderator analyses showed that the blended instructional approach has the largest effect on students ' learning achievement (g=1.499) in comparison to scientific attitudes (g=0.472) and scientific process skills (g=0.277) with both small effects. Overall, the findings establish the effectiveness of blended instructional approaches in developing students' scientific learning outcomes. Hence, science teachers must be equipped with technological and pedagogical knowledge on the effective implementation of the blended instructional approaches in science teaching.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

2022

JHETP

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“…These skills are at the core of the scientific argumentation process. Therefore, lecturers must adopt a student-centered pedagogy that fosters understanding and argumentation skills [25]. Knowledge is not information but a series of activities i.e.…”

Section: Resultsmentioning

confidence: 99%

Analysis of the Questioning Ability of Biology Education Students Based on Cognitive Level in Plant Morphology Course

Murniati¹,

Yennita²

2023

Advances in Social Science, Education and Humanities Research

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The ability to ask questions about plant structure is very important in learning to empower student problem solving. This study aims to determine the questioning ability of biology education students at Bengkulu University during teaching and learning process of Plant Morphology course. The sample of this study was Biology Education students who enrolled plant morphology course. The students' questioning ability was analyzed based on the number of questions and the quality of the questions asked by the students. The number of questions was then presented as a percentage and the quality of the questions was analyzed based on the cognitive level and categorized as LOTS or HOTS. Qualitative analysis was conducted to determine the students' questioning ability about the learning process of plant morphology. The results showed that 58, 67% of all students have asked questions at the cognitive level C1-C5. The percentage of the students' questioning ability at C1 level is 16.67%, C2 is 30.56%, C3 is 30.56%, C4 is 19.44% and C5 is 2.78%. The students' questioning ability in plant morphology courses was in the category of Low Order Thinking Skill (LOTS) about 77.79% and High Order Thinking Skill (HOTS) about 22.21%. In the future, it is hoped that the students' questioning ability can be improved so that they can create a level of thinking with High Order Thinking Skill (HOTS).

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“…The final data on students' argumentation skills showed a significant increase, where almost all of the students' arguments were in the level 3 category, meaning that students were able to make claims accompanied by complete supporting grounds (data, justification and support). The increasing knowledge of students after learning concepts can lead to an increase in the number of students who can include data and make justifications in arguing (Antonio, RP., & Prudente, M.S., 2021). According to Putri (2018), learning with the PBL model can increase students' knowledge to improve student's ability to argue.…”

Section: Strength Of Student's Scientific Argumentmentioning

confidence: 99%

Quality of Student Scientific Argumentation Through the Application of Problem-Based Learning With Flipped Classroom Approach

Putri

Lubis²,

Fairuz³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research is quantitative research with a descriptive method that aims to analyze and compare the quality of students' scientific arguments in experimental class 1 which is applied by the PBL model through Flipped Classroom approach with experimental class 2 which applies the PBL model only. Instruments to measure students' scientific argumentation skills are essay questions. The quality of the students' arguments was analyzed based on the completeness of the components and the strength of the arguments. Analysis of the completeness of students' argumentation components aims to determine the level of students' argumentation which consists of 5 levels. The strength of the students' arguments was analyzed and categorized into three categories, namely weak, moderately strong, and strong. The results showed that students' scientific argumentation skills based on the completeness of the argument components in both classes experienced a significant increase. Most of the students in both classes have level 3 argumentation skills, meaning that students can make claims accompanied by complete supporting grounds. Based on the analysis of students' argument strength, experimental class 1 showed better argument quality than experimental class 2 where the percentage of students with strong argument strength in experimental class 1 was higher. Therefore, it can be concluded that the application of PBL with Flipped Classroom approach can improve the quality of students' scientific arguments

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Metacognitive Argument-Driven Inquiryin Teaching Antimicrobial Resistance: Effects on Students Conceptual Understanding and Argumentation Skills

Cited by 17 publications

References 25 publications

Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

Effectiveness of Blended Instructional Approach in Improving Students’ Scientific Learning Outcomes: A Meta-Analysis

Analysis of the Questioning Ability of Biology Education Students Based on Cognitive Level in Plant Morphology Course

Quality of Student Scientific Argumentation Through the Application of Problem-Based Learning With Flipped Classroom Approach

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