Using argument-driven inquiry to promote students’ concept mastery in learning global warming

Abstract

The process of learning science in some schools is still in the form of direct transfer from teacher to student. The learning process will be meaningful if the students involved and explore more in building a concept. The aim of this study is to investigate the impact of Argument-Driven Inquiry on students’ concept in learning global warming. The method that is used in this research was quasi-experiment. The study used two classes with one experimental group that used Argument-Driven Inquiry and one control group that used Inquiry-based Learning. The population of this study is seventh-grade students in one of Secondary School in Bandung, Indonesia. The sample is chosen by purposive sampling technique. The participants consist of 52 students from the experimental group and the control group. Each group consists of 26 students. The result of this study shows the improvement of students’ concept mastery in the experimental group is obtained as 0.45 and for the control group is 0.28. Based on the result, Argument-Driven Inquiry gives the better impact in improving students’ concept mastery. Argument-Driven Inquiry can be considered as one of the teaching models that can be implemented in Junior Secondary School.

Peningkatan keahlian guru membuat media pembelajaran fisika interaktif berorientasi keterampilan problem-solving melalui quizizz-web

“…Quizizz merupakan salah satu platform yang dapat dimanfaatkan oleh guru untuk membuat media pembelajaran fisika interaktif. Quizizz berbentuk aplikasi game edukasi yang bersifat naratif dan fleksibel, selain sebagai sarana penyampaian materi pembelajaran juga dapat digunakan sebagai media evaluasi pembelajaran yang menarik dan menyenangkan (Elnovreny, 2021;Salsabila et al, 2019). Selain berupa aplikasi, pengguna dapat mengaksesnya melalui situs web Quizizz tanpa perlu mendownload berbentuk aplikasi.…”

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

“…Many studies on physics concept mastery have been undertaken using learning models and approaches. Several previous studies showed that predictobserve-explain (POE) learning strategies (Furqani, Feranie and Winarno 2018), argument-driven inquiry (Salsabila et al 2019), three-dimensional solid object motion mechanics (Hartini et al 2020), and guided inquiry-based practical manual (Andriani, Sunyono and Abdurrahman 2018) effectively improve students' concept mastery. Good concept mastery is also influenced by authentic assessment learning models.…”

“…Students' concept mastery can be improved based on students' experience in solving challenges. In previous studies, the improvement in concept mastery was analyzed through the value of N-gain (Andriani, Sunyono and Abdurrahman 2018;Furqani, Feranie and Winarno 2018;Pratiwi, Rochintaniawati and Agustin 2018;Wandari, Wijaya and Agustin, 2018;Andanawarih, Diana and Amprasto 2019;Salsabila et al 2019;Sani, Rochintaniawati and Winarno 2019). The progress in concept mastery was also analyzed using ANOVA test (Satriawan, Liliasari and Setiawan 2019;Amalia et al 2020) and t-test (Setiawan, Sopandi and Hartati 2020).…”

“…EQUATION 1 is a fundamental concept of hydrostatic pressure. Several previous studies analyzed students' conceptual mastery based on the revised edition of Bloom's taxonomy (Vania, Setiawan and Wijaya 2018) at cognitive levels C2 -C4 (Saprudin, Liliasari and Prihatmanto 2017), C1 -C3 (Furqani, Feranie and Winarno 2018;Yalçın and Şevik 2019), C1 -C4 (Sani, Rochintaniawati and Winarno 2019;Amalia et al 2020), and C4 -C6 (Wicaksono, Wasis and Madlazim 2017;Wandari, Wijaya and Agustin 2018;Salsabila et al 2019). In this study, the author will analyze the characteristics of students' mastery of physics concepts at cognitive levels C1 to C6 according to Bloom's Taxonomy (Vania, Setiawan and Wijaya 2018).…”

Can Argument-Driven Inquiry-Assisted Virtual Laboratory Improve Pre-service Physics Teachers' Mastery Concept of Simple Harmonic Oscillation?

“…This mastery not only forms the bedrock for advanced cognitive abilities but also fosters effective communication, idea classification, critical thinking, and overall cognitive enhancement (Oktaviani et al, 2017;Sari et al, 2018;Sofiuddin et al, 2018). Moreover, it underpins the capacity for engaging in scientific discourse and constructing persuasive arguments based on sound conceptual frameworks (Amin & Corebima, 2016;Amiroh & Admoko, 2020;Chen & She, 2012;Demircioğlu & Ucar, 2012;Eliana & Admoko, 2020;Kim, 2015;Marhamah et al, 2017;Puspitaningrum et al, 2018;Salsabila et al, 2019;Supeno et al, 2015;Wardani et al, 2018). Therefore, by attaining mastery of fundamental concepts, students not only acquire diverse high-level skills but also cultivate the ability to construct scientifically grounded arguments employing accurate conceptual frameworks.…”