The Effects of Learning Activities Based on Argumentation on Conceptual Understanding of 7th Graders about “Force and Motion” Unit and Establishing Thinking Friendly Classroom Environment

Büber, Ayşe; Çoban, Gül Ünal

doi:10.12973/eu-jer.6.3.367

Cited by 13 publications

(8 citation statements)

References 32 publications

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“…Based on Table 6 in the experimental class show that rebuttal gets the highest results in N-Gain, this is because rebuttal does not need other claims, only rebuttals are found in the findings, so the refutation does not require complicated systematics. This is in line with research conducted by previous research, which states that rebuttal does not require a high series of complexities because rebuttal only focuses on refutation based on previously built claims (Buber & Coban, 2017).…”

Section: Resultssupporting

confidence: 90%

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Agustina

Putra

2022

JPII

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Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.

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Section: Resultssupporting

confidence: 90%

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Agustina

Putra

2022

JPII

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“…Learning in control classes was not active, because it used conventional media that was traditional. So that students are not too interested (Buber & Coban, 2017;Lemus et al, 2014;Ningsih, Rusdi, & Miarsyah, 2019;Nugraini, Choo, Hin, & Hoon, 2013;Yousefi, 2014). Based on media appearance, conventional media also does not have a display that can be easily understood by students.…”

Section: Discussionmentioning

confidence: 99%

Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning

Ichsan¹,

Sigit²,

Miarsyah³

et al. 2020

EUROPEAN J ED RES

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Environmental learning in the 21st-century must be contextual and require the ability of Higher-Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve 8th-grade students' HOTS in environmental learning. The method used experiment with a sample of 144 students in 8th grade. This research design was a pre-post test with the control group. The treatment given was in the form of using SBGC in the experimental classes. The instrument used 12 items with HOTS questions (analyzing, evaluating, and creating) that contain a green consumerism problem. Analysis of the data used the normality test, homogeneity and continued with the t-test. The results showed that the students HOTS score increased significantly in the pre-test and post-test in the experimental class or compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, comparison between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand and have instruction to solve environmental learning in SBGC menu. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

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“…Faktanya, siswa menemui kesulitan dalam pemahaman terhadap konsep-konsep sains. Hal ini disebabkan oleh sifat dari konsep sains yang abstrak (Buber & Coban, 2017;Ozdemir, Coramik, & Urek, 2020) serta metode dan teknik pengajaran tidak cukup untuk mengajarkan konsep-konsep abstrak ini (Buber & Coban, 2017) karena kualitas proses pembelajaran yang diterapkan oleh seorang guru adalah salah satu faktor penting yang menentukan keberhasilan proses belajar siswa (Sukaesih & Sutrisno, 2016). Çepni, et al (dalam Tasoğlu & Bakaç, 2014 mengatakan bahwa selama ini, langkah-langkah pendekatan tradisional untuk pengajaran konsep antara lain: (a) memberi siswa kata yang mengekspresikan konsep, (b) menentukan definisi konsep dan mengidentifikasi serta membedakan kualitas yang diperlukan untuk memahami definisi, dan (c) memastikan bahwa siswa menemukan contoh yang terkait dan tidak terkait dengan konsep.…”

Section: Pendahuluanunclassified

Pengaruh Pembelajaran Hands-on Dan Virtual Lab Terhadap Pemahaman Konsep Dan Berpikir Kritis Siswa

Sutinah

2022

creative of learning Stud. elementary education

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Penelitian ini bertujuan untuk mengetahui pengaruh implementasi pembelajaran hands-on dan virtual lab terhadap pemahaman konsep dan berpikir kritis siswa pada materi perpindahan kalor. Penelitian menggunakanÂ metode kuasi experimental dengan desain pretest-postest control group design without randomization. Sampel penelitian yaitu 64 siswa kelas V di salah satu sekolah dasar negeri di Kota Bandung yang dipilih dengan teknik purposive sampling. Instrumen yang digunakan yaitu tes two-tier pemahaman konsep dan tes uraian berpikir kritis. Kelompok eksperimen menerapkan pembelajaran hands-on dan virtual lab, sedangkan kelompok kontrol menerapkan pembelajaran hands-on dan video. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan pemahaman konsep dan berpikir kritis yang signifikan antara kelas ekperimen dan kelas kontrol yang dilihat dari uji anova N-gain dengan sig.= 0,00 < Î±=0,05. Kelas eksperimen memiliki rata-rata N-gain pemahaman konsep 0,74 lebih tinggi dari kelas kontrol yaitu 0,60. Begitu pula pada kemampuan berpikir kritis, rata-rata N-gain kelas eksperimen sebesar 0,60 lebih besar dibandingkan kelas kontrol yaitu sebesar 0,44. Dengan demikian dapat disimpulkan bahwa pembelajaran hands-on dan virtual lab memberikan pengaruh yang lebih tinggi terhadap pemahaman konsep dan berpikir kritis siswa dibandingkan pembelajaran hands-on dan video.

show abstract

The Effects of Learning Activities Based on Argumentation on Conceptual Understanding of 7th Graders about “Force and Motion” Unit and Establishing Thinking Friendly Classroom Environment

Cited by 13 publications

References 32 publications

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Implementation Supplementary Book of Green Consumerism: Improving Students HOTS in Environmental Learning

Pengaruh Pembelajaran Hands-on Dan Virtual Lab Terhadap Pemahaman Konsep Dan Berpikir Kritis Siswa

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