Enhancing prospective biology teachers’ scientific argumentation skills through problem-based learning in online setting

Abstract

Lesson study is a model of coaching (training) the teaching profession through a collaborative and sustainable assessment based on the principles of collegiality which is carried out in 3 stages, namely plan, do, and see. Scientific argumentation skills are explanations of solutions related to the substance of claims, data, evidence, and everything that supports the argument. The purpose of this study was to determine the effectiveness of the Problem-based Learning model on argumentation skills through LS in innovative learning courses in the 21st century. The research subjects were 28 students of S1 Biology Education, Universitas Negeri Malang. The research was conducted in April-May 2021 via the online meeting platform. The data had been taken by Scientific Argumentation Test (ScAT) which was adapted by Toulmin Argumentation Pattern (TAP). The data analysis technique used is descriptive quantitative. The results of this study showed that the average argumentation skill increased from cycle 1 (74.01%), cycle 2 (75.85%), and cycle 3 (81.62%). The claim element shows an increasing trend from cycle 1 (73.81%), cycle 2 (83.33%), and cycle 3 (85.90%). The ground, warrant, qualifier, and rebuttal decrease in cycle 2 and increase in cycle 3. The backing element shows an increasing trend between cycles. The rebuttal has the lowest average when compared to other elements, namely, cycle 1 (59.53%) to cycle 2 (55.13%) and increased in cycle 3 (73.08%). The enhancement of argumentation skills accommodates by each step of Problem-based Learning which can support students’ argument construction. Finally, a Problem-based Learning model taught through lesson study can enhance argumentation skills.