Penerapan Model Argument-Driven Inquiry Dalam Pembelajaran Ipa Untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMP

Ginanjar, Wahyu Sukma; Utari, Setiya; Muslim, Muslim

doi:10.18269/jpmipa.v20i1.559

Cited by 35 publications

(41 citation statements)

References 6 publications

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“…Amin & Corebima (2016) stated that ADI learning model could: 1) frame the purpose of class activities; 2) involve students in investigations; 3) encourage individuals to learn how to produce arguments that articulate and justify explanations for research questions as part of the investigation process; 4) give a place for students how to propose, support, evaluate, revise ideas through discussion and writing in a more productive way; 5) create a class community that values evidence and critical thinking; 6) encourage students to take control of learning from themselves. Ginanjar (2015) stated that the methods developed in the ADI model can train students' scientific argumentation skills. The results of the research conducted by Sampson, Enderle, Grooms, & Southerland (2012) showed some evidence for the effect that ADI-based learning can improve inquiry skills and scientific understanding.…”

Section: Stagementioning

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: Stagementioning

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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“…ADI learning model practices students to construct explanation or knowledge and share ideas in small groups in class discussion, thereby creating a class circumstance providing "process" culture in science learning [23]. It is in line with Zohar and Nemet [31], Myers [32], Okumus and Unal [14], Demircioglu and Ucar [33], Hasnunidah, et al [34], Farida and Gusniarti [35], and Ginanjar, et al [36] concluding that the learning process which involving ADI model activities can improve the students' argumentation skill. Walker, et al [37] added that the activities in ADI model can improve the students' ability significantly in giving evidence and reasoning to support claim, thereby creating a good and correct argumentation.…”

Section: Results and Analysismentioning

confidence: 69%

Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module

2018

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Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students' argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students' argumentation skills.

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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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Penerapan Model Argument-Driven Inquiry Dalam Pembelajaran Ipa Untuk Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMP

Cited by 35 publications

References 6 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?

Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module

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

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