Effectiveness of Argument-Driven Inquiry Model on Student’ Generic Science Skills and Concept Mastery

Abstract

Chemistry lessons not only transfer knowledge from teacher to student, but also rather than how to foster interest and experience through experimental work, therefore chemistry lessons become more authentic and enjoyable. Argument-Driven Inquiry (ADI) is a model that integrates practical activities with classroom learning. The purpose of this research is to find out how the effectiveness of Argument-Driven Inquiry (ADI) learning model is compared to guided inquiry towards understanding the concepts and students’ generic science skills. The method used is quasi-experimental using non-equivalent Pre-Test and Post-Test Control-Group design. The results showed that the ADI model is more effective in developing students’ generic science skills and conceptual understanding, except in the sub-indicators concept formation no significantly difference with guided inquiry.