Promoting indonesian secondary school students’ argumentation skills in the concept of chemistry reaction-rate: a comparative effect of three cooperative learning strategies

Abstract

Argumentation skills have been minimally fostered in the worldwide science classrooms that brings students’ low ability to make scientific arguments. This study had compared the effect of the strategies of jigsaw, two-stay-two-stray (TSTS), and discovery-learning (DL) in promoting Indonesian secondary school student’s argumentation skills in the concept of chemistry reaction-rate. Data were collected using open-ended tests and video observations. The results of quantitative analysis show that jigsaw and TSTS were more effective than DL in enabling the students to produce high quality arguments. The results of observation data analysis show that distinctive learning experiences the students had in the form of chance to conduct diverse types of discussion under reasonable time allocation caused the differences of effect between the strategies. This finding suggests that implementing an argument-driven learning strategy that provides students with fruitful opportunities to perform intense debates is highly recommended to promote students’ skills in scientific argumentation.

The Effectiveness of Argument-Driven Inquiry in Promoting Students’ Argumentation Skills About Colloids

“…In our previous study, we had used jigsaw, TSTS, and DL strategies to promote secondary school students' ability in making argumentation in chemistry. We found that these strategies were effective in engaging the students making argumentations about the concept-to-learn [19]. In addition, IbL had also been effective in improving students' knowledge in science, and their reasoning and argumentation skills about the learnedconcept [10].…”

“…In shorts, the steps of those strategies did not explicitly direct the students about when and how to make the argumentations. As a result, some students were observed confused to construct the argumentations [19]. This finding indicates that a learning strategy which is not tailored with specific steps of making arguments -such as those threewill engage students minimally in making scientific argumentation.…”

The effectiveness of the four-step jigsaw and jigsaw learning model in improving students' argumentation skills about salt hydrolysis concept

“…While the 4SJ model is effective for improving students' argumentation skills on salt hydrolysis material. This can happen because in the learning process these two models have the opportunity to manage information and improve communication skills so that all students will be involved and will have a positive impact on student learning outcomes (Effendi- Hasibuan et al 2019). However in the 4SJ class, the learning process is more effective than the jigsaw class because the syntax is shorter so that students have more time to discuss.…”

“…So that the discussion time with the group is more intensive. According to Effendi- Hasibuan et al (2019) in the jigsaw learning process students have the opportunity to manage information and improve communication skills so…”

The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry

“…The ADI learning model is usually used in the classroom or with a face-to-face system. Effendi-Hasibuan et al (2019a) report obstacles to the ADI model, especially the lack of time at the argument production stage, so an innovation is needed to solve this problem (Effendi-Hasibuan et al 2019b). Innovation, such as designing the model with blended learning, is in accordance with Divena et al (2021) research, who carried out the ADI model independently online.…”