Abstract
This study aims to describe and analyze the students' argumentative skills in the subject of static fluid using the PBL model with the experimental method, after the lesson is given to students. This type of research is descriptive research.The subjects of this study are 34 students of XI MIPA 2 class of SMAN 1 Tanggul. The sampling technique used in this study was simple random sampling. The data was collected by using an essay question consisting of 8 questions which have been adjusted to the indicators of argumentation ability which include; argument evidence, counter argument evidence, refutation evidence, argument justification, counter argument justification, and rebuttal justification. The data analysis of this research used a descriptive approach by calculating the score. The results showed that the average argument evidence indicator is 1.5 with the high category, the counter argument evidence is 1.5 with the high category, the refutable evidence is 1,4 with the high category, the argument justification is 2.1 with the high category, the justification the counter argument is 2.1 with the high category, and the rebuttal justification is 2.1 with the high category. Based on the research that has been done, it can be concluded that the students' argumentative skills on each measured indicator are high
Highlights
The development of science and technology has a very broad impact on human life, one of them are education’s field
The 21st century skills are placed into three categories, they are, Learning and innovation skills, which consist of communications and collaboration, creativity and innovation, critical thinking and problem solving (Trilling & Fadel, 2009)
The data collection technique uses a test instrument for essay questions totaling 8 items with static fluid material that have been adjusted to the indicators of argumentation ability which include argument evidence, counter argument evidence, rebuttal evidence, argument justification, counter argument justification, and rebuttal justification
Summary
The development of science and technology has a very broad impact on human life, one of them are education’s field. Education is required to be able to produce human resources who have complete competence known as 21st century competence. The 21st century is a century that prioritizes human quality in all efforts and work results. The demands of the 21st century cause schools around the world to come closer to learning designs that can support student success in the 21st century. The 21st century skills are placed into three categories, they are, Learning and innovation skills, which consist of communications and collaboration, creativity and innovation, critical thinking and problem solving (Trilling & Fadel, 2009). The characteristics of Jurnal Penelitian Pendidikan IPA (JPPIPA)
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