High school students’ scientific argumentation on chemical equilibrium

Abstract

Scientific argumentation is an essential part of scientific inquiry that is intended to produce a conclusion supported by evidence and rational justification. The purpose of this study was to investigate high school students’ scientific argumentation. The instrument of the study was developed through four steps, namely: (1) literature review, (2) items development, (3) expert judgment, and (4) finalization of the instrument. The expert judgment involved a lecturer and two chemistry teachers, whereas the survey was carried out to 174 students. The analysis was carried out by coding students’ responses, calculating the students’ scores, converting the scores to the percent, and determining the mean percent of students’ scientific argumentation skills. The final scientific argumentation test consists of 13 valid items with a Cronbach’s alpha reliability coefficient of 0.756 (acceptable value for research) and the students’ average score in formulating claims is 73.45% (good category), providing evidence is 48.8% (enough category), and making explanation is 35.15% (low category). These mean that respondents of the survey have not accustomed to making explanations.