The Process of Developing Students’ Scientific Argumentation Skill Using Argument-Driven Inquiry (ADI) Model in Senior High School on The Topic of Elasticity

Abstract

The Argument-Driven Inquiry (ADI) learning model is a laboratory-based learning model. ADI requires students to be able to work as a group and make argumentation that shows their understanding of concepts. It is important to practice scientific argumentation in learning so that the students can explain scientific phenomena based on evidence and concepts learned. The purpose of the research is to train the student’s argumentation with the ADI model. This research used a qualitative descriptive with the subject of research is 37 senior high school students. Students’ scientific arguments skill is measured by verbal arguments supported by written arguments and analyzed using Toulmin’s Argumentation Pattern. The results show that there is an influence of the ADI model on students spoken scientific argumentation with a mean at level 3 and supported by written argumentation which increased with a mean value of 2.72 on the topic of Elasticity. It can be concluded that the most student’s ability in providing scientific argument is at the level of giving claim with the weak support warrant.