Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

Sindy Nurinda,Sajidan Sajidan,Baskoro Adi Prayitno

doi:10.15294/biosaintifika.v10i2.12600

Abstract

Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

Highlights

This ever-changing era require the improvement of human quality to further improve themselves
Improvements to the module class were larger than the existing class
In the existing class that used the instructional material in the form of a package book, the difference of score increase was only 6.2 points. This proves that the use of Problem-Based Learning module is effective enough to improve students’ scientific argumentation skill

Summary

Introduction

This ever-changing era require the improvement of human quality to further improve themselves. Learning should pay attention to the needs of learners to face of the digital age Various skills such as science literacy, thinking skills, communication skills, problem-solving and reasoning skills need to be mastered as the main capital to be competive in the national and international arena. These skills can be mastered by improving scientific argumentation skills. One indicator of mastery of science literacy has been the capacity to make arguments and evaluate arguments based on evidence and apply the conclusions of the correct argument (NCREL, 2003) This proves that students’ scientific argumentation skills in Indonesia are still low

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Results

Conclusion