The effectiveness of inquiry-based learning with OE3R strategy for scientific argumentation skill

Abstract

In accordance with characteristics of chemistry, inquiry learning can be applied for chemistry learning in any level of education. There are various models of inquiry for chemistry learning, especially guided inquiry. One of the guided inquiry-based chemistry learning strategy innovations is the OE3R (Orientation-Exploration-Explanation- Elaboration- Reflection) Strategy, for learning unsaturated hydrocarbon topic of undergraduate students. The aim of this research was to determine the effectiveness of the model in undergraduate student’s scientific argumentation skill. This research used a pre-test and post-test control group design. Amount 26 persons as Experimental Group using OE3R Strategy and 18 persons as Control Group using Expository Strategy. This study was using scientific argumentation test. To avoid subjectivity in the assessment used interrater reliability which is indicated by the value of the kappa coefficient (Cohen-kappa). The data were analyzed statistically with t-test and N-gain score. The quality of scientific argumentation was analyzed by SASC (the Structure of Argumentation and Scientific Credibility) Rubric. The result of this research show experiment class student’s scientific argumentation skill score performed were higher (57.54) than control class (46.28) and there is an increase of scientific argumentation skill score in OE3R Strategy (0.35) include in medium category and 0.16 include low category in Expository Strategy. The highest quality of scientific argumentation (Proficient to Advanced) for the OE3R Strategy (28.5%) was higher than the Expository Strategy (16.2%). The results indicate that the OE3R Strategy as inquiry- based learning is effective for chemistry learning in undergraduate student’s scientific argumentation skill for unsaturated hydrocarbon topic.