The implementation of Argument Driven Inquiry (ADI) learning model to improve scientific argumentation skills of high school students

Abstract

This study aims to describe the implementation of the ADI learning model on physics learning of Newton’s laws, the skills of scientific argumentation of students after learning, and the patterns of scientific argumentation students. This research method used explanatory sequential mixed method design. Data collection methods used in this study were tests, documentation and observation. This research was conducted in Surabaya, East Java, Indonesia. Eighty-five of ten grade students on three classes and one teacher participated in this study. This study applied a scientific argumentation level framework developed by Erduran to determine the level of scientific argumentation skills that can be achieved by students. The results showed that ADI learning model was carried out very well for 3 classes with an average percentage of feasibility for Science Classes 1, 2, and 3 as a whole involving 86.67%, 87.08%, and 88.75%. Scientific arguments of students show a significant increase, with a significance of n-gain values obtained in the medium category. The pattern of changes in the skills of scientific argumentation of students from levels 1 and 2 in the pre-test increased to levels 3 and 4 in the post-test. The reason for the skills of scientific argumentation of students is in accordance with the scientific argumentation skills verbally. Based on these results it can be concluded that the application of the ADI learning model improve scientific argumentation skills of students.

Penerapan Model Argumentasi Driven Inquiry ( ADI) Dengan Bantuan PhET Simulation Untuk Melatih Argumentasi Ilmiah Peserta Didik Kelas XI SMA Pada Topik Gas Ideal

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Implementation of the Argument-Driven Inquiry (ADI) Model in Physics Learning of 2012-2021: Bibliometric Analysis

“…This research utilizes many sources like journals, conferences, proceedings, and books and uses bibliometric analysis to describe the results of all the sources (Admoko et al, 2021a). This study uses bibliometric analysis to describe the results of journal publications (Amielia et al, 2018;Farida et al, 2018).…”

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

“…Other studies have also found that students' arguments can develop a more accurate conception of science epistemology [6,14]. Argumentation is also associated with an increase in critical thinking skills, communication skills, and reasoning abilities in students [15][16]. Therefore, the ability of scientific argumentation has a very important role to be able to participate in science learning.…”