Argumentation Writing Skills of Preservice Teacher in Higher Education: Mapping for Development

Abstract

Argumentation skills are an important domain to be provided to students in higher education. This study aims to identify the level and category of scientific argumentation skills among students. The method used in this research is content analysis. Twenty-three students’ written scientific arguments about environmental issues were analyzed to be mapped. The mapping analysis of students’ written arguments is divided into two parts. Mapping analysis of students’ written arguments is grouped into two parts. First, the analysis focuses on the completeness of the argumentation components without considering their scientificity. Second, the analysis is more emphasized on the argumentation component and the scientific level of the argument. The research findings illustrate that the argumentation component without a scientific level is dominated by grade 2 (ie Data, Claims and/or Warrants). Meanwhile, the research results on the argumentation component and the scientific level of argumentation are dominated by the Unacceptable-Incorrect Scientific Knowledge (SU-2) category. Thus, written argumentation skills must be taught to students comprehensively. This study is important for lecturers because it provides an overview of the ability of scientific argumentation among students, which then helps lecturers in determining the next step in the learning process by adopting appropriate teaching strategies.