Modification level and test of scientific argumentation skill: Development and validity

Perdana, Riki; Riwayani, Riwayani; Jumadi, Jumadi; Rosana, Dadan

doi:10.11591/ijere.v9i3.20594

Cited by 15 publications

(21 citation statements)

References 24 publications

(30 reference statements)

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“…This study was in line with research by Ping (2020), which provides significant improvement in argumentation and science process skills of biology who experience the MADI approach in practical biology. The subsequent research that is in line with the current research is carried out by Perdana et al (2020). The difference is that previous studies researched biology subjects, so this study was conducted to measure the effect of students' science process skills on students' argumentation skills in physics subjects with elasticity and Hooke's law.…”

Section: Introductionmentioning

confidence: 82%

The effect of science process skills of students argumentation skills

Astalini

Kurniawan

et al. 2022

jipi

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This study aims to determine the comparison of students' learning skills in each class and students' argumentative abilities in each class and to determine the effect of students' science process skills on students' argumentation abilities. This type of research is using the Mixed Method with an explanatory design. The number of samples studied were 70 students of class 11 science. With the sampling technique of simple random sampling. The results of data analysis using parametric statistics t test obtained sig value. (2-tailed) 0.034 0.05, so it can be said that the students' argumentative abilities in XI IPA 4 and IPA 1 are different, and for the variable science process skills students get sig. (2-tailed) 0.043 0.05 so that the students' science process skills in each class are different. The results of the regression test obtained the results of the sig value. 0.025 in class XI IPA 1 and class XI IPA 4 obtained a sig value. 0.030 where the value of sig. The means that the skills affect the students' argumentation skills, this is also the result of the interviews conducted. The conclusion is that improving the good skills of students will make students better in conveying their arguments.

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Section: Introductionmentioning

confidence: 82%

The effect of science process skills of students argumentation skills

Astalini

Kurniawan

et al. 2022

jipi

View full text Add to dashboard Cite

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“…Based on the the level of scientific argumentation or 21st century skill, the sample choosed was MAN 1 because from perevious study [21], they had low level of scientific argumentation skill. In MAN 1 Yogyakarta, the class was chosed based on the material in the Indonesia Curriculum (K13).…”

Section: Research Methods 21 Model Of Researchmentioning

confidence: 99%

“…All matrices have been validated by experts; 2) Guidelines for teachers which consist of lesson plans. This serves as a guide for teachers to convey the students with different approaches to each class; 3) Learning Materials which are modules developed by researchers; 4) Instruments to test the ability of scientific argumentation include open tests [21]. Assessment of student skills based on the rubric 0-5.…”

Section: Methodsmentioning

confidence: 99%

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

Jumadi

Perdana

Riwayani

et al. 2021

IJERE

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Students in Indonesia still have the low level of scientific argumentation skills. This studypurposed to examine the impact ofProblem-based Learning (PBL) with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL), Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This was quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as respondent. Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The PBL-AMOL group has a significant difference based on pre-test and post-test (sig. 0000). The PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium). Learning with the PBL-AMOL model can be an alternative to solve the problems of creative thinking skill.

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“…Research about argumentation has shown that students have naïve argumentation components (Driver et al, 2000) and thus poor argumentation skills (Perdana et al, 2019). They seem to lack the knowledge of the argumentation reasoning skills (Berland & Reiser, 2009; Erduran et al, 2004).…”

Section: Argumentationmentioning

confidence: 99%

Connected learning: An approach for teaching nature of science aspects and argumentation components

Khishfe

2023

J Res Sci Teach

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The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

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Modification level and test of scientific argumentation skill: Development and validity

Cited by 15 publications

References 24 publications

The effect of science process skills of students argumentation skills

The effect of science process skills of students argumentation skills

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

Connected learning: An approach for teaching nature of science aspects and argumentation components

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