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DEVELOPMENT OF LEARNING STRATEGY BASED INQUIRY TO BUILD STUDENT ARGUMENTATION SKILLS.
This study aims to develop a valid learning strategy based inquiry to build argumentation skills and to know their effectiveness in building argumentation skills. The method used is the Research and Development (R & D) model of Dick and Carey, by identifying needs and determining goals, analyzing strategies, identifying student characteristics, formulating specific learning goals, developing benchmark reference tests, developing learning strategies, selecting learning materials, formative evaluation, and revision of learning. The object of this research is 75 students who come from 3 high schools in Bandar Lampung. The conclusions of this research are derived from argument inquiry strategy which has the components of learning objectives, learning scenarios, learning approaches, and tools and learning resources. These components are combined with right steps and methods, so the learning strategy effectively for building students argumentation skills.
Enhancing Students' Argumentation Skills Using an Argument Driven Inquiry-Based Module
Journal of Education and Learning (EduLearn), 2018
Argumentation skills as a form of communication has function to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be included as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhancing the students' argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and posttest research design with treatment and control class groups were used in the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used at school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students' argumentation skills.
Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module
Journal of Education and Learning (EduLearn), 2018
Argumentation skills as a form of communication to externalize ideas through scientific discourse is a very important in learning of science. As an integral part of the science, argumentation skills should be integrated as a component of learning science. The purpose of this study is to determine the effectiveness of argument driven inquiry-based module in enhanching the students’ argumentation skills. This study was conducted at one of the State Senior High School in Surakarta academic year 2016/2017. The pre-test and post-test research pattern with treatment and control class groups were used throughout the study. While the treatment group taught by using module based on argument-driven inquiry, the control group was taught by a module that commonly used in the school. As the study concluded, using argument driven inquiry-based module in the learning process is effective to enhance the quality of students’ argumentation skills.
Analysis of the Implementation of Argument Driven Inquiry (ADI) in Students' Argumentation Skills
Jurnal Penelitian Pendidikan IPA
This study uses a literary study method using a type of qualitative research which aims to describe a suitable learning model to improve students' argumentation skills, namely the Argument Driven Inquiry (ADI) model because it requires students to learn independently to understand material concepts and practice directly. In the ADI model there is a syntax that the teacher can apply to students during science learning so that students are able to convey their arguments correctly and correctly based on existing material concepts. Because to face the challenges of 21st century education, skills such as thinking skills, analytical skills, and creativity skills are needed. Of the 56 articles found with similar topics, 13 were selected to obtain 13 articles which were analyzed to obtain the result that the existence of the Argument Driven Inquiry (ADI) model was able to improve students' argumentation abilities in the sense of students' ability to think critically in facing a ...
Argumentation skills as a form of communication to externalize ideas through scientific discourse is a very important process in learning of biology. Develop strategies argumentation can be one of the alternatives that can help students to improve their critical thinking skills. Students can demonstrate their critical thinking skills, especially in inquiry-based laboratory activities. Therefore, the learning process that uses the inquiry-based laboratory experiments to establish scientific arguments should be designed to develop the argumentation and critical thinking skills of student. The purpose of this study was to investigate the effect of Argument-Driven Inquiry (ADI) strategy, Argument-Driven Inquiry with Scaffolding (ADIS) strategy, and conventional strategy on the argumentation and critical thinking skills of pre-service sience teachers in Faculty of Teacher Training and Education of Lampung University. The study had been carried out in Quasi-Experiment of Pretest-Posttest Nonequivalent Control Group design. The data of the study were collected through argumentation and critical thinking tests before and after the implementation the learning strategies. The data were analyzed by using MANCOVA and were tested in terms of the normality and homogeneity beforehand. The result of the study showed that there were significant differences in the argumentation skill between the learning activities which implemented ADI, ADIS, and conventional strategies. ADIS learning strategy was more effective in improving the students’ argumentation skills compared to ADI and conventional learning strategies. Meanwhile, ADIS strategy was as effective as ADI strategy in improving the students’ critical thinking skills than conventional strategy. This study also showed that the students’ argumentation and critical thinking skills are similar or almost similar between two academic abilities (high and low) when ADIS was applied.
A A case study on argumentation based teaching
Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi
This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacey of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching pr...
A case study on argumentation based teaching
This qualitative single holistic case study is the analysis of students’ views and experiences during the argumentation based teaching process which can potentially provide insights on developing further argumentation based teaching designs. The participants of this study were fourteen students at 11th grade at a state school in the Marmara Region. The data were gathered through semi-structured interview form and teaching journal. In this study, it was determined that the opinions of participants about argumentation based teaching were generally positive. They mainly described argumentation based learning as fun and effective and that it enabled them to learn without having to memorize. On the other hand, the inadequacy of the duration of the lessons and some conflicts among the students have been noted as the negative aspects by the participants.
IJORER : International Journal of Recent Educational Research
Objective: This study examined the effectiveness of the Argument-Driven Inquiry learning model in science learning in improving students' argumentation skills and conceptual understanding. Method: The techniques used are 1) searching articles on Scopus and Google Scholar using the keyword Argument-Driven Inquiry in science learning, 2) articles were selected focus on increasing conceptual understanding and argumentation skills, 3) the metadata was selected limited to 2015-2023, and 4) conducting the in-depth review. Results: The ADI model was able to improve students' argumentation skills. In general, students' argumentation levels are in levels 3-4. The quality of the arguments developed by students shows the understanding of the concepts possessed by students. Students can reach the cognitive level created (C6) by writing scientific reports. Novelty: This study reinforces previous research regarding the effectiveness of the ADI model in improving argumentation skills a...
The effects of argumentatıon based scıence learnıng approach on creatıve thınkıng skılls of students
The aim of this study is to explore the effects of argumentation based science learning (ABSL) approach on 9th Grade of Secondary Education students' creative thinking skills. The sample of the study included 22 9th grade of Secondary Education students in Bayburt in 2012-2013 academic year. In this study mixed method was used together with quantitative and qualitative research methods and pretest-posttest experimental design was adopted. As a data collection tool Torrance Test of Creativity Thinking Verbal-Figural Form A was used and the collected data were evaluated by using SPSS program (Statistical Package for the Social Sciences). While evaluating data, t-test was used for the sub-dimensions with normal distribution, whereas Wilcoxon test was used for the sub-dimensions not with normal distribution. The results of analysis showed that argumentation based science learning approach has a positive effect on creative thinking skills of students'. At the beginning and end of semester, Torrance test analysis showed that there is a significant difference in favor of the posttest. Furthermore, according to the sub-dimensions of Torrance Test of Creativity Thinking Verbal/Figural Form A, significant differences were found for Verbal Form A all sub-dimensions. While significant differences were not found between pretest and posttest results for the sub-dimensions of elaboration, synthesis of incomplete figures and emotional expressiveness, significant differences were found for the rest of sub-dimensions in favor of the posttest. In addition, it was observed that critical discussion skills of students were developed in the process.
Proceedings of the 2016 International Conference on Mathematics and Science Education, 2017
Argumentation skills or the skills of making the argument on the process of learning science is required for the development of the concept and practicing how to think about a concept that is so that the students can find the fact, concept and other things related to whole science in students' long-term memory. But the result of argumentation every students are different. It is depend on academic level of students. There are higher acheiver and lower acheiver. The argumentation skills inboth of classes are not develop very well because several teachers who did not provide an opportunity to the students to give the opinion of the knowledge. Based on the issue, this research purposes is to investigate the argumentation skills improvement on both of classes with different academic level by applying learning model based on the argument that is Argument-Driven Inquiry (ADI) in science learning. The method of this research is used quasi experiment method with the matching-only pretest-posttest comparison group design. Research subject are junior high school students from State Junior High School inIndramayu grades VII. VII-B can be called unggulan class because all students are high achiever, while VII-H is regular class because the students in this class are come from middle-lower achiever. The result of this research shows thatthe argumentation skills in both of classes are developed to the positive ways. The average N-gain value for whole result written argumentation skills in unggulan class has high improvement criteria (0.73)and regular class has middleimprovement criteria (0.58). Aspect of written argumentation skills improvement in both of classes has different result. All the improvement criteria result for written argumentation skills aspect in unggulan class has outperformed than regular class, except warrant aspect both classes has the lowest value among other aspect with middle criteria. Dialogic argumentation skills result alsohas better development for unggulan class rather than regular class. Even though the result shows like that, it can be conclude by implementing learning model ADI, student's argumentation in written or dialogic can be developed to the positive ways.