Abstract
This study aimed to investigate the students’ argumentation skills in chemistry classs of Grade XI after completing lesson through Project Based Learning (PBL) and Life-Cycle Analysis (LCA) on Colloid Lesson. The method used in this study was qualitative research. The data of the study were pre-task and post-task stories, students’ essays, and students’ projects. The data were analyzed into the Toulmin aspects. This study focused on the analysis of students’ argumentation skills through life-cycle approach on lessons by combining social and scientific issues and life-cycle anlysis. The result of the study shows that the students’ argumentation skills on ecological and socio-economic aspects were developed. Students’ argumentation skills on scientific and moral aspects were indicated lower than on ecological and socio-economic aspects. The data shows that the Life-Cycle Analysis (LCA) in chemistry class was effectively used to develop students’ argumentation skills.
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