The correlation between argumentation skills, collaboration skills and biology learning outcomes in high school

Abstract

Empowering learners with 21st-century skills are necessary to prepare them for the future. Argumentation and collaboration skills are essential 21st-century skills for students to master and cultivate in school. This study aimed to determine the correlation between (a) argumentation skills and biology learning outcomes; (b) collaboration skills and biology learning outcomes; and (c) argumentation skills and collaboration skills simultaneously on biology learning outcomes. This quasi-experimental study was performed on eleventh-grade students enrolled in the Natural Sciences department at SMA Negeri 4 Malang during the 2019/2020 academic year. Sixty-five students were selected for the study via the homogeneity test and then studied using the Remap-NHT learning model. A homogeneity test was used to select study participants. Written exams were used to assess argumentation skills, observation sheets were used to determine collaboration skills, and written tests for biology learning outcomes were employed in data collection. Data analysis was carried out using multiple regression analysis. Assumption tests were conducted before determining the hypotheses, including normality, linearity, and homogeneity tests. The findings indicated that: (a) there was a significant correlation between argumentation skills and biology learning outcomes; (b) there was a significant correlation between collaboration skills and biology learning outcomes; and (c) there was a significant correlation between argumentation skills and collaboration skills, which together contributed 30% to biology learning outcomes. The regression equation resulting from the correlation between argumentation skills, collaboration skills, and students’ learning outcomes is Y = 0.341X1 + 0.149X2 + 48.192. In conclusion, argumentation and collaboration skills contribute, in part or concurrently, to students’ biology learning outcomes.