Abstract
The FBAL learning model is a learning model that has a specific purpose to improve students’ argumentation skills by integrating Toulmin's argumentation pattern. This study aimed to see the effectiveness of the Modified Flip-Based Argumentation Learning in improving students' argumentation skills about the concept of hydrocarbon compounds. The effectiveness was examined by comparing this model to Flip-Based Argumentation Learning and Flipped Classroom model. The factors that influence the differences in students’ argumentation skills amongst the three classes were also investigated. Concurrent embedded mix method design was used in this study. Some 93 students of 11 grade of SMA Negeri 1 Merangin Jambi were participated in this study. Data were collected using argumentation test (pre-test and post-test) and observations. The results showed that there was no difference between the Modified FBAL and FBAL in improving the students’ argumentation skills but both were different from the Flipped Classroom. The N-gain was 0.80 and 0.81 respectively for the Modified FBAL and FBAL. However, those were higher than the N-Gain of Flipped Classroom which was 0.71. Difference in providing the students with opportunities to practice their argumentation skills amongst the three models was the major factors influencing the students' argumentation skills in the three classes.
Highlights
Chemistry learning consists of three aspects of study, including macroscopic, microscopic and symbolic aspects
Data on students' argumentation skills were obtained from the results of the pretest given before treatment and results posttest given after treatment in the three experimental classes
Based on table 10, the results showed that there were differences in the improvement of students' argumentation skills, in the experimental class taught using the Flip Based Argumentation Learning (FBAL) 1, FBAL 2 and FC models on hydrocarbons
Summary
Chemistry learning consists of three aspects of study, including macroscopic, microscopic and symbolic aspects. The three aspects of chemistry learning studies require a higher level of student thinking (Rosalia et al 2019; Muchtar et al 2020; Siahaan et al 2021). One of chemistry learning materials is hydrocarbon compounds. The material characteristics of hydrocarbon compounds are abstract, conceptual, and applicable Hydrocarbon compounds have links between concepts that are quite complicated. If students do not understand the concept correctly, students can have difficulty in studying the sub-chapter of material so that which affects students' cognitive learning outcomes. To understand the concept correctly, students need to develop abstract, critical, and analytical thinking skills, including the ability to argue (Matuk, 2016)
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