Scientific method by argumentation design: learning process for maintaining student’s retention

Siswanto, Siswanto; Yusiran,; Asriyadin,; Gumilar, Surya; Subali, Bambang

doi:10.1088/1742-6596/983/1/012021

Cited by 8 publications

(12 citation statements)

References 11 publications

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“…Beberapa temuan menunjukkan masih terdapat permasalahan mengenai rendahnya hasil belajar siswa, terutama pada aspek capaian penguasaan konsep (Siswanto et al, 2018;Yusiran et al, 2016;Arianti et al, 2016). Terdapat beberapa faktor yang membuat hasil belajar siswa tampak belum optimal, seperti desain pembelajaran, pelaksanaan pembelajaran, kemampuan guru, dan motivasi belajar siswa serta menganggap fisika sebagai pelajaran yang sulit (Setiawan, 2020;Muslimin et al, 2020)…”

Section: Pendahuluanunclassified

Penerapan Simulasi Virtual Pembelajaran Fisika Terhadap Motivasi dan Hasil Belajar Siswa Materi Suhu dan Kalor di Masa Pandemi Covid-19

Permana

Purwaningsih²

2022

JPF

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Penelitian ini bertujuan untuk menganalisis motivasi belajar dan hasil belajar siswa melalui pembelajaran dengan simulasi virtual di masa pandemi COVID-19. Penelitian ini merupakan penelitian deskriptif kuantitatif. Instrumen yang digunakan dalam penelitian ini berupa angket motivasi dan tes hasil belajar. Angket motivasi yang digunakan berupa angket tertutup. Sampel pada penelitian ini berjumlah 31 orang yang merupakan siswa kelas X TPL 1 SMK di Kabupaten Pasuruan. Sampel dipilih dengan menggunakan teknik simple random sampling adalah cara pengambilan sampel dengan acak sederhana melalui undian. Data kuantitatif diperoleh melalui pretest dant posttest yang meliputi tes hasil belajar. Sedangkan data kualitatif diperoleh melalui lembar angket motivasi belajar siswa. Data di uji dengan analisis N-gain, uji uormalitas, dan uji t berpasangan (paired sample t-test). Berdasarkan hasil analisis N-gain tes hasil belajar menunjukkan rata-rata tes hasil belajar sebelsar 0,59 (kategori sedang). Hasil uji t berpasangan tes hasil belajar motivasi belajar mendapatkan nilai Sig. (2-tailed) yang sama yaitu 0,00 kurang dari 0.05, menunjukkan perbedaan hasil belajar dan motivasi belajar yang signifikan. Berdasarkan hasil uji ini hasil belajar dan motivasi belajar sebelum dan sesudah diberikan pembelajaran dengan simulasi virtual fisika menunjukkan adanya perbedaan yang signifikan. Sehingga dapat disimpulkan bahwa pembelajaran fisika dengan simulasi virtual dapat meningkatkan motivasi dan hasil belajar siswa secara signifikan dimasa pandemic covid-19.

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Section: Pendahuluanunclassified

Penerapan Simulasi Virtual Pembelajaran Fisika Terhadap Motivasi dan Hasil Belajar Siswa Materi Suhu dan Kalor di Masa Pandemi Covid-19

Permana

Purwaningsih²

2022

JPF

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“…The argument is indeed very closely related to the concept [4], [6], [10]. Therefore, in addition to training students for compiling arguments in accordance with their constituent organs, it is also necessary to train the degree of scholarship in compiling arguments.…”

Section: Scientific Arguments Category Level Examples Sa2mentioning

confidence: 99%

“…This is very important because argumentation helps students to further strengthen the learning concepts. The learning process in which students trained in science argument can build concepts and student reasoning about science [6], [13].…”

Section: Scientific Arguments Category Level Examples Sa2mentioning

confidence: 99%

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Scientific or Not? Mapping Category of Students’ Written Argument

Siswanto¹,

Anci²,

Yusiran³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Argumentation skills have to be mastered and owned by students of the college. To investigate these, mapping the characteristics of students' written argument should be revealed. Therefore, this study aims to map how students' written arguments are categorized. Content analysis is a research method utilized in this study. Students' written argument of electricity and magnetism from 22 participants are analyzed. The analysis of mapping the written argument is divided into two parts. First, analysis is focused on considering argumentation components without scientific level. Finding the research portrays that level 2 (i.e. Data, Claim and or Warrant) dominates. Second, analysis is emphasized in argumentation components and scientific level of arguments. The result of research depicts that the category of Scientifically Unacceptable-Incorrect Scientific Knowledge (SU-2) is dominant. Its implication is a written argument should be taught to students comprehensively. Both components and scientific level of argument should be mastered by students.

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“…For instance, Murphy et al [1] used the quality talks of discussion to improve students' argumentation performance. Others focused on investigating the role of inquiry learning as a way to help students learn how to create written arguments [3], [4]. Also, the researcher from Turkey utilized explicit argumentation instruction that trains students to depict argumentation skills [5].…”

Section: Introductionmentioning

confidence: 99%

Identifying Argumentation Skills Using Three Tier Test on Pre-service Physics and Biology Teachers

Suryani¹,

Yusiran²,

Hairullah³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Argumentation skills are pivotal aspects have to be mastered by college students. Therefore, it is crucial to identify argumentation skills for mapping learning activities. The study utilizes content analysis as a qualitative research method with fifty participants. They focus on being physics and biology teachers for the future. To analyze the argumentation skills of them, a three-tier test is developed. This test has a specific characteristic due to providing a certainty index or confidence rating of argument aspects proposed. Various types of students' arguments are coded in five codes: strong scientific argument, intermediate scientific argument, a weak argument, cannot propose an argument, and invalid argument. The result shows that weak argument is the dominant type in which the quality of this argument consists of claims and data with low certainty index. The implication of this present study is to generate a certain approach to teach argumentation skills in pre-service teachers.

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Scientific method by argumentation design: learning process for maintaining student’s retention

Cited by 8 publications

References 11 publications

Penerapan Simulasi Virtual Pembelajaran Fisika Terhadap Motivasi dan Hasil Belajar Siswa Materi Suhu dan Kalor di Masa Pandemi Covid-19

Penerapan Simulasi Virtual Pembelajaran Fisika Terhadap Motivasi dan Hasil Belajar Siswa Materi Suhu dan Kalor di Masa Pandemi Covid-19

Scientific or Not? Mapping Category of Students’ Written Argument

Identifying Argumentation Skills Using Three Tier Test on Pre-service Physics and Biology Teachers

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