Abstract
The student conception needed to analyze problems and obtain effective solutions. It is also required to train students to think reflective and argumentative, so expressing student conception is necessary. This research aimed to describe the schemes of students' conception through digital arguments in online learning. This research was descriptive qualitative by uncovering students 'digital arguments and making schemes of students' understanding based on digital arguments presented in written discussions. Research Data were from electronic discussion forums, and unstructured interviews in biology and physics. The analysis results describe that digital argumentation can use to schemes students' conception.
Highlights
Policies during the COVID-19 pandemic have brought changes in various aspects, one of which is education and the learning process
In the first stage, information on the discussion process conducted by students and lecturers will be presented
Based on the discussion of stages I and II, stage I obtained that digital arguments can reveal the student's conception through the discussion process
Summary
Policies during the COVID-19 pandemic have brought changes in various aspects, one of which is education and the learning process. The face-to-face learning process changes to the online learning process one of the important learning problems is to address student conception [1]–[3]. Effective learning is very important in the current COVID-19 pandemic, given the limited interactions between educators and students [5]. Online learning certainly brings changes in terms of the learning process and evaluation. Put the implementation of discussions that previously face-to-face is changing to a virtual form the expression of argumentations in the form of audiovisual and digital text through the platform used in learning. The arguments in the discussion, which presented in the form of text, audio, digital audio-visual (digital arguments), certainly provide different information from the arguments presented directly [6]–[8]
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