Students’ scientific reasoning and argumentative abilities through levels of inquiry models based on socio-scientific issue

Abstract

Scientific reasoning and argumentative abilities are one of the purposes of science educations. The way to involve students in reasoning and arguing activities is to provide a science learning activity that integrates the practice of inquiry using scientific methods in Socio-Scientific Issue (SSI). To create this environment, one of the learning models that can be used is the Levels of Inquiry model. The stages of Levels of Inquiry used in this study are discovery learning, interactive demonstration, and inquiry lesson. In every stage of Levels of Inquiry has five learning syntax, namely observation, manipulation, generalization, verification and application. The purpose of this study was to know the changes in scientific reasoning and argumentative abilities of junior high school students after the implementation of the Levels of Inquiry model based on SSI in the science learning at global warming material. The method used is the weak experiment with the one group pretest-posttest design. The subjects of this study were seventh grade students at junior high school. The instrument used is a scientific reasoning test and scientific argumentation test. This study resulted in a gain of 0.43 for changes in students’ reasoning abilities and 0.39 for changes in students’ argumentative abilities. Based on the paired sample t-test analysis, there is a significant difference between the results of the pretest and posttest.