The improvement of students’ argumentation skills through Remap-NHT learning model

Abstract

Argumentation skills are essential skills needed by students to deal with 21st century life. The implementation of a particular learning model can help students hone their argumentation skills. Reading-Concept Mapping-Numbered Heads Together (Remap-NHT) is a learning model of which syntax has the potential to promote students’ argumentation skills. The current study aimed to investigate the effect of the Remap-NHT learning model on students’ argumentation skills. This study was designed as a quasi-experiment using a nonequivalent pretest-posttest control group design. This study’s respondents were 100 eleventh grade students who came from three Natural Science Program classes at SMA Negeri 4 Malang, Indonesia, in the academic year of 2019/2020. This study’s data were obtained using a pretest and a posttest that contained essay tests on Biology lessons. The participants’ test answers were evaluated using an argumentation skill scoring rubric and analyzed using One-way ANCOVA. Before the ANCOVA analysis, normality and homogeneity tests had been conducted. The statistical analyses showed that there was a significant difference between learners in Remap-NHT, NHT, and conventional groups in terms of performance in argumentation skills. Among the three learning models, Remap-NHT was proven to improve students’ argumentation skills compared to NHT and conventional. Therefore, Remap-NHT can be used as an alternative model to promote students’ argumentation skills.