The effect of the POE2WE model and students' critical thinking on the ability to write argumentations

Abstract

The performance of students in argumentative writing has not yet met the required standards. This issue stems from the fact that educational activities are not centered around students, and the instructional methods used by lecturers are not suitable, leading to poor results in students' argumentative writing. To enhance these skills, it is essential to adopt an effective instructional model, specifically the prediction, observation, explanations, elaboration, writing, and evaluation (POE2WE) model. This study aims to investigate the impact of the POE2WE model and critical thinking on the argumentative writing skills of students at Indraprastha PGRI University. An experimental approach is utilized, employing a 2 x 2 factorial design to analyze data with SPSS software. The findings indicate that high critical thinking skills are crucial for argumentative writing, regardless of whether the POE2WE or Discovery Learning model is used. Both learning models and critical thinking significantly affect argumentative writing skills. The POE2WE model is particularly beneficial for students with lower critical thinking skills, while the Discovery Learning model suits those with higher critical thinking skills better. Learning models serve as frameworks that lecturers use to create effective learning environments.