Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Wirawan Fadly*, Miaturrohmah Miaturrohmah

Abstract


Argumentation skills have an important role in 21st-century learning because it can facilitate constructing the relationship between theory and understanding the concept of science. The development of textbooks based on argumentation skills can bridge science theories and ideas, especially with the Covid-19 pandemic, limiting social contact between communities and students so that they have to work and study from home. Textbooks can be a solution to assist students to learn independently. This study aims to determine the characteristics, practicality, and effectiveness of the developed argument-driven inquiry textbook (ADI). The research was conducted at MTsN 6 Ponorogo using the Research and Development (R&D) method. Testing the practicality and effectiveness of textbooks was carried out using a randomized control group pretest-posttest design. The number of research samples consisted of 124 students taken through random sampling techniques divided into experimental and control classes. Data were obtained from questionnaires, and argumentation skills tests were analyzed using quantitative descriptive and qualitative descriptive to determine practicality, and inferential statistics (t-test) to evaluate the effectiveness of the textbooks being developed. The results showed that ADI-based textbooks: 1) have the characteristics of being able to encourage students to argue critically and be able to construct students' logic and creativity in relating environmental problems, scientific concepts, and scientific paradigms through multi-disciplinary integration; 2) has a practicality level of 84%, which means that the contents of the book are very good at motivating students to learn, relevant to the material, and easy to understand from the material and language aspects; 3) effective in improving students' argumentative skills is better than classes that are not based on ADI (α = 0.05) with an increase in the moderate category (N-Gain = 47.17%).

Keywords


Textbooks, Argument-Driven Inquiry, Argumentation Skills.

Full Text:

PDF

References


Agustina, R., Huda, I., & Nurmaliah, C. 2020. Implementasi pembelajaran STEM pada materi sistem reproduksi tumbuhan dan hewan terhadap kemampuan berpikir ilmiah peserta didik SMP. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(2), 241–256. https://doi.org/10.24815/jpsi.v8i2.16913

Amielia, S. D., Suciati, S., & Maridi, M. 2018a. Enhancing students' argumentation skill using an argument driven inquiry-based module. Journal of Education and Learning (EduLearn), 12(3), 464. https://doi.org/10.11591/edulearn.v12i3.8042

Amielia, S. D., Suciati, & Maridi. 2018b. Enhancing students' argumentation skills using an argument driven inquiry-based module. Journal of Education and Learning, 12(3), 464–471. https://doi.org/10.11591/edulearn.v12i3.8042

Arikunto, S. (2019). Dasar-dasar Evaluasi Pendidikan (edisi revisi). Yogyakarta: Bina Aksara.

Bathgate, M., Crowell, A., Schunn, C., Cannady, M., & Dorph, R. 2015. The learning benefits of being willing and able to engage in scientific argumentation. International Journal of Science Education, 37(10), 1590–1612. https://doi.org/10.1080/09500693.2015.1045958

Bayir, E., Cakici, Y., & Ertas, O. 2014. Exploring natural and social scientists' views of nature of science. International Journal of Science Education, 36(8), 1286–1312. https://doi.org/10.1080/09500693.2013.860496

Berne, B. 2014. Progression in ethical reasoning when addressing socio-scientific issues in biotechnology. International Journal of Science Education, 36(17), 2958. https://doi.org/10.1080/09500693.2014.941957

de Sá Ibraim, S., & Justi, R. 2016. Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme. International Journal of Science Education, 38(12), 1996–2025. https://doi.org/10.1080/09500693.2016.1221546

Diniya, & Rusdiana, D. 2018. Improving students' argumentation by providing analogical mapping-based through lab inquiry for science class. IOP Conference Series: Materials Science and Engineering, 288(1). https://doi.org/10.1088/1757-899X/288/1/012053

Edmondston, J. E., Dawson, V., & Schibeci, R. 2010. Undergraduate biotechnology students' views of science communication. International Journal of Science Education, 32(18), 2451–2474. https://doi.org/10.1080/09500690903514598

Evagorou, M., Jimenez-Aleixandre, M. P., & Osborne, J. 2012. "Should we kill the grey squirrels?" a study exploring students' justifications and decision-making. International Journal of Science Education, 34(3), 401–428. https://doi.org/10.1080/09500693.2011.619211

Fadly, W. 2017a. Efektivitas model pembelajaran fisika "produksi" terhadap peningkatan aspek-aspek keterampilan berkomunikasi sains. Ibriez: Jurnal Kependidikan Dasar Islam Berbasis Sains, 2(1), 83–94. http://ibriez.iainponorogo.ac.id/index.php/ibriez/article/download/27/18

Fadly, W. 2017b. Fostering students' scientific communication through PJBL- based communication activities. IOSR Journal of Research & Method in Education, 3(3), 21–26. https://www.iosrjournals.org/iosr-jrme/papers/Vol-7 Issue-3/Version-2/D0703022126.pdf

Fadly, W. 2017c. Tinjauan kepraktisan model pembelajaran fisika "produksi" terhadap keterlaksanaan pembelajaran dan aktivitas belajar siswa. Scientiae Educatia: Jurnal Pendidikan Sains, 6(2), 111–124. http://syekhnurjati.ac.id/jurnal/index.php/sceducatia/article/download/1510/1437

Farida, I., & Gusniarti, F. 2014. Profil keterampilan argumentasi siswa pada konsep koloid yang dikembangkan melalui pembelajaran inkuiri argumentatif. Edusains, 6(1), 32–40.

Gray, R., & Kang, N. H. 2014. The structure of scientific arguments by secondary science teachers: comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65. https://doi.org/10.1080/09500693.2012.715779

Grooms, J., Sampson, V., & Golden, B. 2014. Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412–1433. https://doi.org/10.1080/09500693.2014.891160

Hadiwidodo, S., Tukiran, T., & Taufikurahmah, T. 2017. Pengembangan perangkat pembelajaran kimia model argument driven inquiry untuk meningkatkan keterampilan argumentasi dan hasil belajar siswa. JPPS (Jurnal Penelitian Pendidikan Sains), 7(1), 1416–1421. https://doi.org/10.26740/jpps.v7n1.p1416-1421

Hasan, M., & Jalil, Z. 2016. Penerapan pemecahan masalah model polya untuk meningkatkan kemampuan analisis dan hasil belajar pada materi vektor di SMAN 1 darul imarah. Jurnal Pendidikan Sains Indonesia, 4(1), 122221. https://doi.org/10.24815/jpsi.v4i1.6593

Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. 2015. Beyond construction: five arguments for the role and value of critique in learning science. International Journal of Science Education, 37(10), 1668–1697. https://doi.org/10.1080/09500693.2015.1043598

Hofer, S. I. 2015. Studying gender bias in physics grading: The role of teaching experience and country. International Journal of Science Education, 37(17), 2879–2905. https://doi.org/10.1080/09500693.2015.1114190

Holmqvist, M. O., & Olander, C. 2017. Analysing teachers' operations when teaching students: what constitutes scientific theories? International Journal of Science Education, 39(7), 840–862. https://doi.org/10.1080/09500693.2017.1310407

Hong, Z. R., Lin, H. shyang, Wang, H. H., Chen, H. T., & Yang, K. K. 2013. Promoting and scaffolding elementary school students' attitudes toward science and argumentation through a science and society intervention. International Journal of Science Education, 35(10), 1625–1648. https://doi.org/10.1080/09500693.2012.734935

Irachmat, M. R. 2015. Peningkatan perhatian siswa pada proses pembelajaran kelas III melalui permainan icebreaking di SD Negeri Gembongan Kecamatan Sentolo Kabupaten Kulon Progo. Skripsi. Tidak Diterbitkan. Fakultas Ilmu Pendidikan. Universitas Negeri Yogyakarta: Yogyakarta.

Jack R. Fraenkel, N. E. W. 2012. How To Design And Evaluate Research In Education 8th Ed. http://archive.org/details/HowToDesignAndEvaluateResearchInEducation8thEd

Jönsson, A.2016. Student performance on argumentation task in the Swedish National Assessment in science. International Journal of Science Education, 38(11), 1825–1840. https://doi.org/10.1080/09500693.2016.1218567

Kaya, E. 2013. Argumentation practices in classroom: pre-service teachers' conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139–1158. https://doi.org/10.1080/09500693.2013.770935

Khaldun, I., Hanum, L., & Utami, S. D. 2019. Pengembangan soal kimia higher order thinking skills berbasis komputer dengan wondershare quiz creator materi hidrolisis garam dan larutan penyangga. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 7(2), 132–142.

Khishfe, R. 2012. Nature of science and decision-making. International Journal of Science Education, 34(1), 67–100. https://doi.org/10.1080/09500693.2011.559490

Khishfe, R. 2014. Explicit nature of science and argumentation instruction in the context of socioscientific issues: an effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016. https://doi.org/10.1080/09500693.2013.832004

Kirana, F. C., Halim, A., & Rahwanto, A. 2018. Pengembangan dan Implementasi Modul Fisika Berbasis Saintifik pada Materi Alat Optik untuk Meningkatkan KPS Siswa di SMA Negeri 5 Banda Aceh. Jurnal Pendidikan Sains Indonesia, 6(2), 107–111. https://doi.org/10.24815/jpsi.v6i2.12547

Kustijono, R. 2012. Keterampilan proses sains dalam praktikum fisika dasar di jurusan fisika FMIPA UNESA. Prosiding Seminar Nasional Sains 2012, 120–129. https://doi.org/ISBN 978-979-028-534-7

Larrain, A., Freire, P., & Howe, C. 2014. Science teaching and argumentation: one-sided versus dialectical argumentation in Chilean middle-school science lessons. International Journal of Science Education, 36(6), 1017–1036. https://doi.org/10.1080/09500693.2013.832005

Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., & Zeidler, D. L. 2013. Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079–2113. https://doi.org/10.1080/09500693.2012.749546

Lin, Y. R., Hung, C. Y., & Hung, J. F. 2017. Exploring teachers' meta-strategic knowledge of science argumentation teaching with the repertory grid technique. International Journal of Science Education, 39(2), 105–134. https://doi.org/10.1080/09500693.2016.1270476

Logan, M. R., & Skamp, K. R. 2013. The impact of teachers and their science teaching on students' "science interest": a four-year study. International Journal of Science Education, 35(17), 2879–2904. https://doi.org/10.1080/09500693.2012.667167

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. Jurnal Pendidikan dan Biologi, 9(2), 39–45. https://doi.org/10.25134/quagga.v9i02.747

Meltzer, D. E. 2002. The relationship between mathematics preparation and conceptual learning gains in physics: A possible "hidden variable" in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268.

Miaturrohmah, M., & Fadly, W. 2020. Looking at a portrait of student argumentation skills on the concept of inheritance (21st century skills study). INSECTA: Integrative Science Education and Teaching Activity Journal, 1(1), 17. https://doi.org/10.21154/insecta.v1i1.2056

Mubarok, O. S., Muslim, & Danawan, A. 2016. Pengaruh model pembelajaran berbasis masalah dengan pendekatan saintifik terhadap kemampuan argumentasi ilmiah siswa sma pada materi pengukuran. Seminar Nasional Pendidikan Sains, 381–388.

Muqodas, R. Z., Sumardi, K., & Berman, E. T. 2015. Desain dan pembuatan bahan ajar berdasarkan pendekatan saintifik pada mata pelajaran sistem dan instalasi refrigerasi. Journal of Mechanical Engineering Education, 2(1), 106–115.

Nababan, N. P., Nasution, D., & Jayanti, R. D. 2019. The effect of scientific inquiry learning model and scientific argumentation on the students' science process skill. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012064

Nurhadi, Yasin, B., & Senduk, A. G. 2004. Pembelajaran Kontekstual dan Penerapannya dalam KBK. UM Press.

Nursamsu, Mustika, D., Nufaida, R., & Nurhasan, M. 2020. Analisis kelayakan dan kepraktisan modul praktikum berbasis literasi sains untuk pembelajaran IPA. Jurnal IPA & Pembelajaran IPA, 4(1), 29–40. https://doi.org/10.24815/jipi.v4i1.15546

Nuryandi, A., & Rusdiana, D. 2015. Penerapan dialogical argumentation instructional model (DAIM) untuk meningkatkan pemahaman dan kemampuan argumentasi siswa SMA pada materi listrik statik. Universitas Pendidikan Indonesia, 15(3), 76–83.

Octasari, Z., Hasnunidah, N., & Marpaung, R. R. T. 2019. Pengembangan buku penuntun praktikum pencemaran lingkungan dengan model argument-driven inquiry (ADI).

Jurnal Bioterdidik Wahana Ekspresi Ilmiah, 6(1)

Osborne, J., Erduran, S., & Simon, S. 2004. Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020. https://doi.org/10.1002/tea.20035

Ozdem, Y., Ertepinar, H., Cakiroglu, J., & Erduran, S. 2013. The nature of pre-service science teachers' argumentation in inquiry-oriented laboratory context. International Journal of Science Education, 35(15), 2559–2586. https://doi.org/10.1080/09500693.2011.611835

Passmore, C. M., & Svoboda, J. 2012. Exploring opportunities for argumentation in modelling classrooms. International Journal of Science Education, 34(10), 1535–1554. https://doi.org/10.1080/09500693.2011.577842

Plomp, T., & Nieveen, N. 2013. SLONetherlands institute for curriculum development. 207. https://www.researchgate.net/profile/Brenda_Bannan/publication/263733328_The_Integrative_Learning_Design_Framework_114_-_133_An_Illustrated_Example_from_the_Domain_of_Instructional_Technology/links/0046353bc22945ecfd000000/The-Integrative-Learning-Design-

Pritasari, A. C., & Jumadi, J. 2018. Development of science learning tool based on problem based learning with google classroom to improve argumentation skill. Biosaintifika: Journal of Biology & Biology Education, 10(2), 348–355. https://doi.org/10.15294/biosaintifika.v10i2.14320

Rahayu, M., Kurniati, T., & Yusup, I. R. 2018. Keterampilan argumentasi pada pembelajaran materi sistem respirasi manusia melalui penerapan model pembelajaran think talk write. Jurnal Bio Educatio, 3(2), 50–58.

Rahmasiwi, A., Susilo, H., & Suwono, H. 2018. Pengaruh pembelajaran diskusi kelas menggunakan isu sosiosains terhadap literasi sains mahasiswa baru pada kemampuan akademik berbeda. Jurnal Pendidikan, 3(8), 980–989. http://journal.um.ac.id/index.php/jptpp/article/view/11373

Sampson, V., & Walker, J. P. 2012. Argument-driven inquiry as a way to help undergraduate students write to learn by learning to write in chemistry. International Journal of Science Education, 34(10), 1443–1485. https://doi.org/10.1080/09500693.2012.667581

Seah, L. H., & Yore, L. D. 2017. The roles of teachers' science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore. International Journal of Science Education, 39(2), 135–157. https://doi.org/10.1080/09500693.2016.1270477

Silalahi, W. 2018. Upaya meningkatkan motivasi belajar siswa dengan menggunakan metode role play pada pelajaran IPS kelas IV SD swasta xaverius padang sidimpuan, SEJ (School Education Journal), 8(2), 112.

Siswanto, Kaniawati, I., & Suhandi, A. 2014. Penerapan model pembelajaran pembangkit argumen menggunakan metode saintifik untuk meningkatkan kemampuan kognitif dan keterampilan berargumentasi siswa. Jurnal Pendidikan Fisika Indonesia, 10(2), 104–116.

Sukmawati, W. 2017. Pembelajaran kontekstual dengan saintifik inkuiri untuk meningkatkan literasi dan sikap sains siswa. Bioeduscience, 1(1), 31. https://doi.org/10.29405/bioeduscience/31-37111085

Tarigan, E. A., & Rochintaniawati, D. 2015. Pengaruh metode praktikum berbasis pbl terhadap kemampuan argumentasi tertulis siswa pada materi interaksi mahluk hidup dengan lingkungannya. Edusains, 7(2), 135–142.

Vieira, R. D., Bernardo, J. R. da R., Evagorou, M., & Melo, V. F. de. 2015. Argumentation in science teacher education: the simulated jury as a resource for teaching and learning. International Journal of Science Education, 37(7), 1113–1139. https://doi.org/10.1080/09500693.2015.1022623

Viyanti, Cari, Sunarno, W., & Prasetyo, Z. K. 2016. Pemberdayaan keterampilan argumentasi mendorong pemahaman konsep siswa. Jurnal Penelitian Pembelajaran Fisika, 7, 43–48.

Von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. 2008. Arguing to learn and learning to argue: case studies of how students' argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101–131. https://doi.org/10.1002/tea.20213

Wiyarsi, A., & Çalik, M. 2019. Revisiting the scientific habits of mind scale for socio-scientific issues in the indonesian context. International Journal of Science Education, 41(17), 2430–2447. https://doi.org/10.1080/09500693.2019.1683912

Wiyono. 2013. Pembelajaran matematika model concept attainment meningkatkan kemampuan pemecahan masalah materi segitiga. Journal of Educational Research and Evaluation, 2(1), 50–54.

Wu, Y. T., & Tsai, C. C. 2011. High school students' informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33(3), 371–400. https://doi.org/10.1080/09500690903505661

Yulianti, D. 2017. Bahan Ajar Berbasis STEM (Science, Technology, Engineering, and Mathematics) untuk Meningkatkan Penguasaan Konsep Siswa SMA. 6(3), 53–58. https://doi.org/10.15294/upej.v6i3.19270

Zhu, M., Lee, H. S., Wang, T., Liu, O. L., Belur, V., & Pallant, A. 2017. Investigating the impact of automated feedback on students' scientific argumentation. International Journal of Science Education, 39(12), 1648–1668. https://doi.org/10.1080/09500693.2017.1347303

Zimmerman, C. 2007. The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172–223. https://doi.org/10.1016/j.dr.2006.12.001




DOI: https://doi.org/10.24815/jpsi.v9i1.18630

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Wirawan Fadly


Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)

ISSN 2338-4379  (print) | 2615-840X (online)
Organized by Universitas Syiah Kuala 
Published by Master of Science Education Study Program Graduate School Universitas Syiah Kuala, Banda Aceh, Indonesia
Website : http://jurnal.usk.ac.id/jpsi
Email     : jpsi@usk.ac.id

  

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.