Promoting students’ argumentation skill through development science teaching materials based on guided inquiry models

Abstract

Argumentation skills are an important practice in science in the 21st century to develop analytic skills and engage in arguments that can construct scientific explanations, develop critical thinking skills and evaluate alternatives. Science learning with guided inquiry model is able to facilitate students in learning to argue. However, good learning must be supported by good teaching materials. So the purpose of this research is to develop junior high school science teaching materials to improve students’ argumentation skills. This research uses the Research and Development (R & D) method which was adapted from Borg & Gall. The parameters used to determine the quality of teaching materials developed are validity and practicality. The validity and practicality of the teaching materials developed were analyzed using Aiken’s V. The results of the feasibility test based on the results of expert validation were obtained by Aiken’s V of 0.75 with valid criteria, while the practicality test results based on teacher and student responses obtained Aiken’s V scores in a row 0.84 (very practical) and 0.80 (practical). In addition, the developed teaching material includes indicators to promoting students’ argumentation skills such as claims, evidence, reasoning, and rebuttal. In conclusion, the teaching materials developed includes the criteria for developing quality products that are valid and practical.