The effect of argumentation-oriented learning models, inquiry-based learning models and science process skills on students' argumentation ability in chemistry
DOI:
https://doi.org/10.24114/jpkim.v14i3.39788Abstract
One of the models whose learning syntax matches the science process skill component and students' argumentation ability is the inquiry model. Inquiry models have been widely applied, such as Guided Inquiry Based Learning (GIBL), and modified, such as the Argument Driven Inquiry (ADI) and Argumentative Inquiry Blended Learning (AIBL) learning models, where the ADI and AIBL learning models in the learning syntax have been integrated with argumentation activities. The purpose of this study was to examine the effect of learning models and students' science process skills on students' argumentation ability. The research design used a 3 x 2 factorial design with a mixed method. The results showed that: (1) there was an effect of argumentation-oriented learning on the inquiry learning models on students' argumentation ability; (2) there is an effect of science process skill level on students' argumentation ability; and (3) there is no interaction between argumentation-oriented learning on the inquiry learning models and the level of science process skill on students' argumentation ability.Keywords: Argumentation ability; Argument driven inquiry; Argumentative inquiry blended learning; Guided inquiry-based learning; Science process skillsReferences
Amelia, D. R., Asrial, A., & Effendi-hasibuan, M. H. (2020). The effectiveness of argument-driven inquiry in promoting students™ argumentation ability about colloids. Advances in Engineering Research, 205, p. 328-335. https://dx.doi.org/10.2991/aer.k.210825.058
Angeline, V., Situmorang, R. P., & Sastrodihardjo, S. (2018). Korelasi keterampilan argumentasi dan hasil belajar siska SMA Kristen Satya Wacana pada materi genetika dengan model ABSI. JIPVA (Jurnal Pendidikan IPA Veteran), 2(1), 1-12. https://doi.org/10.31331/jipva.v2i1.539
Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817. https://doi.org/10.1080/095006900412284
Divena, M. S., Hamdiyati, Y., & Aryani, A. (2021). Effectiveness of argument-driven inquiry (ADI) on students™ concept mastery and argumentation ability in reproductive system. Biosfer: Jurnal Pendidikan Biologi, 14(2), 264-274. https://doi.org/10.21009/biosferjpb.20513
Effendi-Hasibuan, M. H., Bakar, A., & Harizon, H. (2019a). Skills to argue: Using argument-based learning (ABL) and socio-scientific issues to promote university students™ argumentation ability in chemistry. Journal of Physics: Conference Series, 1567, p. 022042. https://doi.org/10.1088/1742-6596/1567/2/022042
Effendi-hasibuan, M. H., Harizon, H., Ngatijo, N., Fuldiaratman, F., & Sulistyo U. (2019b). Promoting Indonesian secondary school students™ argumentation ability in the concept of chemistry reaction-rate: A comparative effect of three cooperative learning strategies. Journal of Physics: Conference Series, 1317, p. 012143. https://doi.org/10.1088/1742-6596/1317/1/012143
Gobel, A. I., Rumape, O., & Duengo, S. (2019). Pengaruh model pembelajaran inkuiri terbimbing bervisi sets terhadap keterampilan proses sains dan hasil belajar siswa pada materi larutan elektrolit dan nonelektrolit kelas X SMA Negeri 1 Gorontalo. Jambura Journal of Educational Chemistry, 1(1), 21-30. https://doi.org/10.34312/jjec.v1i1.2069
Gunawan, G., Purwoko, A. A., Ramdani, A., & Yustiqvar, M. (2021). Pembelajaran menggunakan learning management systemberbasis moodle pada masa pandemi covid-19. Indonesian Journal of Teacher Education, 2(1), 226-235.
Guswita, S., Anggoro, B. S., Haka, N. B., & Handoko, A. (2018). Analisis keterampilan proses sains dan sikap ilmiah peserta didik kelas xi mata pelajaran biologi di SMA Al-Azhar 3 Bandar Lampung. Jurnal Tadris Pendidikan Biologi, 9(1), 249-258. https://doi.org/10.24042/biosfer.v9i2.4025
Hardiyanto, H., Susilawati, S., & Harjono, A. (2015). Pengaruh model pembelajaran berbasis masalah dan ekspositori dengan keterampilan proses sains terhadap hasil belajar fisika siswa kelas viii MTsN 1 Mataram tahun ajaran 2014/2015. Jurnal Pendidikan Fisika dan Teknologi, 1(4), 249-256. https://doi.org/10.29303/jpft.v1i4.267
Hasnunidah, N., Susilo, H., Henie Irawati, M., & Sutomo, H. (2015). Argument-Driven inquiry with scaffolding as the development strategies of argumentation and critical thinking skills of students in Lampung, Indonesia. American Journal of Educational Research, 3(9), 1185-1192.
Hasnunidah, N. & Wiono, W. J. (2019). Argument-driven inquiry, gender, and its effects on argumentation ability. Jurnal Keguruan dan Ilmu Tarbiyah, 4(2), 179-188. https://doi.org/10.24042/tadris.v4i2.4676
Heng, L. L., Surif, J., & Seng, C. H. (2015). Malaysian students™ scientific argumentation: do groups perform better than individuals?. International Journal of Science Education, 37(3), 505“528. https://doi.org/10.1080/09500693.2014.995147
Herda, A., Johari, A., Maison, Rusdi, M., & Asyhar, R. (2020). Science process skill ability level of senior high school students in learning chemistry in Jambi. International Journal of Scientific & Technology Research, 9(4), 1829-1833.
Hidayati, N. & Yonata, B. (2019). Penerapan model pembelajaran inkuiri terbimbing untuk melatihkan keterampilan proses sains peserta didik pada materi kesetimbangan kimia kelas xi SMAN Ngoro Jombang. Unesa Journal of Chemical Education, 8(2), 148-155. https://doi.org/10.26740/ujced.v8n2.p%25p
Khery, Y., Pahriah, Jailani, A. K., Rizqiana, A., & Iswari, N. A. (2019). Korelasi keterampilan proses sains dengan hasil belajar mahasiswa pada praktikum kinetika reaksi. Hydrogen: Jurnal Kependidikan Kimia, 7(1), 46-53. https://doi.org/10.33394/hjkk.v7i1.1686
Laliyo, L. A. R., Mian-Kau, La-Kilo, J., & La-Kilo, A. (2020). Kemampuan siswa memecahkan masalah hukum-hukum dasar kimia melalui pembelajaran inkuiri terbimbing. Ar-Razi Jurnal Ilmiah, 8(1), 1-8.
Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan Model argument-driven inquiry (adi) dalam meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA Negeri 1 Ciawigebang. Quagga: Jurnal Pendidikan dan Biologi, 9(02), 39-45.
Nasution, R., Silaban, S., & Sudrajat, A. (2018). The influence of problem based learning, guided inquiry learning models assited by lectora inspire, and scientific attitudes to student™s cognitive values. Advances in Social Science, Education and Humanities Research, 200, p. 265-269. https://doi.org/10.2991/aisteel-18.2018.58
Özgelen, S. (2012). Students™ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283“292. https://doi.org/10.12973/eurasia.2012.846a
Perangin-Angin, P. S., Hutabarat, W., & Silaba, S. (2019). The influence of practical guide based on inquiry approach toward students™ achievement on pH scale and use of indicator subjects. Advances in Social Science, Education and Humanities Research, 384, p. 525-528. https://doi.org/10.2991/aisteel-19.2019.117
Purba, F., Harizon, H., & Effendi, M. H. (2021). Development of argumentative learning model procedures inquiry blended learning on acid-base materials. Jurnal Pendidikan dan Pembelajaran Kimia, 10(2), 46-60.
Ramandha, M. E. P., Andayani, Y., & Hadisaputra, S. (2018). An analysis of critical thinking skills among students studying chemistry using guided inquiry models. AIP Conference Proceedings, 2021, p. 080007. AIP Publishing LLC. https://doi.org/10.1063/1.5062826
Rusdi, M. (2018). Penelitian desain dan pengembangan kependidikan. Depok: PT. RajaGrafindo Persada.
Susdi, M. (2020). Penelitian perlakuan kependidikan. Depok: PT RajaGrafindo Persada.
Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American biology teacher, 71(8), 465-472. https://doi.org/10.1662/005.071.0805
Siregar, N., & Pakpahan A. R. (2020). Kemampuan argumentasi ipa siswa melalui pembelajaran argument driven inquiry (ADI). LENSA (Lentera Sains): Jurnal Pendidikan IPA, 10(2), 94-103. https://doi.org/10.24929/lensa.v10i2.113
Silaban, S. (2021). Pengembangan program pengajaran. Medan: Yayasan Kita Menulis.
Sumarni, E. N., Widodo, A., & Solihat, R. (2017). Stimulating students™ argumentation using drawing“based modeling on the concept of ecosystem. In International Journal of Science and Applied Science: Conference Series, 2(1), 98-104. http://dx.doi.org/10.20961/ijsascs.v2i1.16688
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Nurul Rahmiah Fitri, Muhammad Rusdi, Muhammad Haris Effendi-Hasibuan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors published in this journal agree to the following terms:
- The copyright of each article is retained by the author (s).
- The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgment of authorship and the initial publication in this journal.
- Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgment of their initial publication in this journal.
- Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work.
Jurnal Pendidikan Kimia is licensed under a Creative Commons Attribution 4.0 International License
.png)
