Penerapan Model Argument-Driven Inquiry (Adi) Dalam Meningkatkan Kemampuan Berargumentasi Siswa Pada Konsep Pencemaran Lingkungan Di Kelas X Sma Negeri 1 Ciawigebang

Marhamah, Ofi Shofiyatun; Nurlaelah, Ilah; Setiawati, Ina

doi:10.25134/quagga.v9i02.747

Cited by 32 publications

(30 citation statements)

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“…After participating in learning, students'scientific argumentation skills increase from level 1 to level 3. Based on the results of research by Marhamah, Nurlaelah, & Setiawati (2017),ADI model could improve students' argumentation skills, it means that the ADI model can facilitate students in practicing scientific arguments and evaluating the quality of their arguments, one of which is at the stage of making tentative arguments and the stage of argumentation sessions. Hasnunidah, et.…”

Section: Discussionmentioning

confidence: 99%

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Rosidin

Kadaritna

Hasnunidah

2019

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Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.

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Section: Discussionmentioning

confidence: 99%

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Rosidin

Kadaritna

Hasnunidah

2019

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“…The research conducted by Ginanjar and Utari (2015) shows that the methods developed in the ADI model can train the ability of junior high school students 'scientific argumentation on the topic of light and in the research of Marhamah, Nurlaelah, and Setiawati (2017) the application of the learning model Argument-Driven Inquiry (ADI) can improve students' argumentation skills so that it refers to skills improvement critical thinking.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Applying Argument Driven Inquiry Models to the Critical Thinking Skills of Students Based on Gender Differences

et al. 2019

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This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasiexperimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students' critical thinking skill, but there is no difference in critical thinking skills between female and male students.

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“…Senada yang ditemukan dalam studi pendahuluan penelitian ini, berdasarkan hasil observasi ditemukan siswa kurang aktif dalam diskusi dan berdasarkan sebaran soal yang diberikan ditemukan juga bahwa Argumentasi ilmiah IPA siswa SMP masih rendah dilihat dari kurang bisa memberikan pernyataan atau argumen. Faktor rendahnya argumentasi ilmiah tersebut dapat disebabkan pembelajaran yang diselenggarakan guru kurang dapat mengakomodasi argumentasi ilmiah siswa, dengan kata lain guru terbiasa menggunakan pembelajaran berpusat pada guru, karena pengetahuan guru mengenai model-model pembelajaran untuk melatih kemampuan argumentasi siswa masih minim (Marhamah et al, 2017).…”

Section: Pendahuluanunclassified

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

Siregar¹,

Pakpahan

2020

LENSA

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Penelitian ini bertujuan menganalisis pengaruh pembelajaran ADI terhadap kemampuan argumentasi IPA siswa. Metode penelitian yang digunakan quasi experiment, dan sampel penelitian ialah siswa kelas VIII yang terdiri dari 27 siswa diperlakukan pembelajaran ADI dikategorikan kelas eksperimen sedangkan 30 siswa yang diperlakukan pembelajaran konvensional dikategorikan kelas kontrol. Tes esai argumentasi gelombang digunakan sebagai instrumen pengumpulan data kemampuan argumentasi IPA siswa yang diberikan pada pretest dan posttest kepada kelas eksperimen dan kontrol. Teknik analisis data dalam penelitian yaitu analisis statistik inferensial dengan memakai uji t. Diperoleh hasil nilai Sig.(2-tailed) < (0,000<0,05) dan nilai thitung diperoleh 3,965, nilai ttabel =1,673. Oleh karena itu jika dikaitkan pada kriteria analisis hipotesis, maka thitung > ttabel (3,965> 1,673) sehingga cukup bukti untuk menyatakan Ho ditolak dan Ha diterima. Ini artinya bahwa Argumentasi Driven Inquiry (ADI) memiliki pengaruh yang signifikan terhadap kemampuan argumentasi IPA Siswa SMP. Hasil Level argumentasi mengalami peningkatan pada kelas eksperimen mencapai level 4, sedangkan kelas kontrol dominan level 1 dan 2 yang berada pada diatas 25%. Pembelajaran ADI dengan penguatan praktikum dapat memberi pengaruh terhadap kemampuan keterampilan praktikum siswa dalam hal investigasi. Dalam pengambilan data tidak bisa dilakukan satu kali melainkan minimal lima kali pengambilan data.

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Penerapan Model Argument-Driven Inquiry (Adi) Dalam Meningkatkan Kemampuan Berargumentasi Siswa Pada Konsep Pencemaran Lingkungan Di Kelas X Sma Negeri 1 Ciawigebang

Cited by 32 publications

References 0 publications

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

Can Argument-Driven Inquiry Models Have Impact on Critical Thinking Skills for Students With Different Personality Types?

The Effect of Applying Argument Driven Inquiry Models to the Critical Thinking Skills of Students Based on Gender Differences

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

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