Profile of scientific argumentation of elementary school teachers using Toulmin’s Argumentation Pattern (TAP) in Physics concept of potable water sources

Abstract

This study aims to determine the profile of scientific argumentation in elementary school teachers by using Toulmin’s Argumentation Pattern (TAP) in the Natural Sciences chapter. This type of research used survey research with research subjects, namely 24 elementary school teachers. The instrument used was the PISA-Physics test on drinkable materials. Data analysis techniques using quantitative descriptive. The results of the scientific argumentation research of 24 teachers showed that 37.5% were entered as level 1 in the first question, and 59% were entered as level 1 in the second item. This is because the teacher only gives statements in the form of data and claims on the questions that have been given. The teacher has not been able to provide a strong rebuttal accompanied by evidence and support in accordance with Toulmin’s Argumentation Pattern (TAP).