Analysis of Argument-Driven Inquiry Activity in Chemistry Textbooks

Abstract

Argument-Driven Inquiry (ADI) in science learning can improve students' argumentation skills and understanding of concepts. In the textbooks, it is important have ADI activities inside. This research aims to analyze ADI activities in high school chemistry textbook Revised Curriculum 2013. This research used nine indicators of ADI activities: questions, evidence, student explanation, scientific theories, argumentation, communication and justification, analysis, connection, investigation report, and reflection. The research method used a descriptive instrument in the form of an analysis sheet prepared based on ADI activities. Data collection was carried out using documentation techniques, and data analysis was carried out using content analysis of ADI activities. The results showed that the reliability test of the data obtained was 0.94 in the very good category. The ADI activity most found in textbooks is evidence activity with a percentage of 31.25%. Meanwhile, question and answer and reflection activities are not explained in the textbook. The textbook needs to increase ADI activities that support student-centered learning and teaching.