Junior High School Students Scientific Argumentation Skills on Conventional Biotechnology Materials

Reski Ivon Friska ,Sumar Hendayana,Parsaoran Siahaan

doi:10.31258/jes.6.1.p.143-157

Reski Ivon Friska , Sumar Hendayana + Show 1 more

Open Access

https://doi.org/10.31258/jes.6.1.p.143-157

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Abstract

Argumentation skills are included as an important features for critical thinking that need to be trained to students. Being involved in argumentation leads students to be able to put forward arguments that are supported by data and scientific reasoning. The purpose of this study was to analyze students' scientific argumentation skills on biotechnology material using the Argument-Driven Inquiry (ADI) model. The method in this study used a qualitative descriptive method. Students' scientific argumentation skills during the learning process were analyzed from transcripts of audio recordings and learning videos known as Transcript Based Lesson Analysis (TBLA). The results of this study indicate that learning with the Argument-Driven Inquiry (ADI) model can build students' scientific argumentation skills. The six categories of social negotiation have been identified from student conversations when involved in scientific arguments, but are still dominated by the idea construction components, namely information seeking and elaboration. Meanwhile, the components of criticism of ideas including challenging, supporting, rejecting and defending are not often used by students. This is due to the limited knowledge of students about the material and the low understanding of epistemic arguments where they are not accustomed to using scientific evidence to support their claims.

Highlights

The skills that students need to have in facing the 21st century with the guidance of an increasingly competitive era are often referred to as 4C skills including critical thinking and problem solving, communication skills, collaboration skills, creativity skills and innovation
Critical thinking skills are closely related to scientific argumentation skills
Learning analysis was carried out based on transcripts of each student's speech from audio and video recordings known as Transcript Based Lesson Analysis (TBLA), aiming to understand the characteristics of learning by dividing it into several segments so that it can focus on analyzing student activity from the learning dialogue (Arani, 2017)

Summary

Introduction

The skills that students need to have in facing the 21st century with the guidance of an increasingly competitive era are often referred to as 4C skills including critical thinking and problem solving, communication skills, collaboration skills, creativity skills and innovation. Critical thinking means skills in examining assumptions, distinguishing hidden values, evaluating evidence, and assessing conclusions (Fuad, 2017). Matindas (in Zubaedah, 2010) reveals critical thinking as a mental activity carried out to evaluate the truth of a statement. We can conclude that critical thinking is a complex intellectual process with various skills to make appropriate decisions or problem solving. Argumentation is a central component of critical thinking and is important in welcoming the 21st century (Ennis, 1985); (Crowell & Kuhn, 2014). Reinforced by the presentation of Roviati (2019) stating the contribution of argumentation to the development of critical thinking skills, namely assessing sources of information, evaluating arguments and generating arguments and presenting them

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