Argument Driven Inquiry Learning Research Articles

Argument-driven inquiry learning model to improve students' argumentation skills in science learning: systematic literature review

Argument-driven inquiry learning model to improve students' argumentation skills in science learning: systematic literature review

The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base

This study aims to determine the effect of the argument driven inquiry learning model on the simultaneous scientific argumentation skills and higher order thinking skills in students on the topic of acid base. The research uses a quasi-experimental method with a pretest-posttest control group design. This research was conducted on 137 students of class XI MIPA at a high school in Palembang. Sampling was done by the simple random sampling technique. The results of the study showed that there was a significant effect of the argument driven inquiry learning model on the scientific argumentation skills and higher order thinking skills of the students on the topic of acid base. There is an effective contribution of the application of the learning model of argument driven inquiry on the topics of acid base to enhance the scientific arguments skills and the higher order thinking skills of students at the same time of 18.90%. In general, the students gave a positive response to the application of the argument driven inquiry learning model to enhance the scientific argumentation skills and higher order thinking skills.

Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton's Law Material

The ability of argumentation and scientific reasoning is part of scientific literacy which is a requirement for learning science. Students get knowledge according to the understanding of scientists, which is important for students to have, especially in Newton's law material, but learning in the classroom currently has not developed argumentation and scientific reasoning skills properly. This study used a mixed method design with an embedded experimental design carried out offline. This research design was used in order to obtain an in-depth picture of students' argumentation and scientific reasoning abilities. The results showed that students' argumentation and scientific reasoning abilities increased significantly after being given the phenomenon-based Argument-Driven Inquiry (ADI) learning model. This learning has a moderate effect on argumentation skills and a very large one on students' scientific reasoning. Even though students' argumentation abilities have increased significantly, on average students still have difficulty in associating a phenomenon with the appropriate Newton's Laws. Scientific reasoning students also experience positive changes. This is evidenced by the increase in post-test scores and effect sizes which are in the very large category

Effectiveness of ADI-STEM to Improve Student’s Science Literacy Skill

Objective: This study aims to analyze the effectiveness of the Argument-Driven Inquiry (ADI)–Science, Technology, Engineering, and Mathematics (STEM) model in improving students' scientific literacy abilities. Method: The method used in this research is the literature review method. The literature review is a type of research used to collect data and information by collecting and reviewing various references. This study analyzes as many as 20 national and international articles that can be accounted for. The articles used were published in 2015-2022. The steps taken in this study were identifying topics, finding and selecting appropriate articles, analyzing and synthesizing the literature, and concluding. Result: Based on the results of the studies and analyses that have been carried out, it can be concluded that (1) the application of the ADI learning model can improve students' scientific literacy skills; (2) the ability to argumentation skills to increase students' scientific literacy; (3) integrating STEM into the learning process is also able to improve scientific literacy skills because STEM provides opportunities for students to identify real-life problems. Novelty: This study reveals that students' scientific literacy can be increased effectively by integrating ADI and STEM. These findings invite researchers, educators, and the government to develop learning that facilitates ADI-STEM learning.

Developing Critical Thinking Achievement in Macroeconomics Course Trough ADI Learning Based

Purpose: Macroeconomics is one of the most difficult subjects in semester 2. For this reason, ADI learning combined with critical thinking skills is required. This research aims to develop ADI learning so that students can study Macroeconomics courses more easily. Method: The research method used is research and development (R&D) which lasts for one year with the research subjects being Masters of Economics Education, University of Nusantara PGRI Kediri. This design was chosen because it aims to produce new products or improve existing products, namely the ADI learning model in Macroeconomics learning. The Argument-Driven Inquiry (ADI) model can increase students'' mastery of concepts, the Argument-Driven Inquiry (ADI) learning model is seen as being able to facilitate students to understand macroeconomic concepts well, because learning activities the Argument-Driven Inquiry (ADI) model emphasizes construction and validation of knowledge through research activities. Results and conclusions: Students experience a different learning experience where they have to reinforce references and be ready to accept input from other students. This study found that students with good critical thinking skills could produce good arguments and play an active role in tentative argument sessions and argumentation sessions. Research implications: Through critical thinking, students are expected to be able to decide which one to use in their argument. Students are instructed to review the available information and then make a list of strengths and weaknesses of each decision. Originality/value: The ADI learning process combined with the use of critical thinking can produce a good teaching and learning process.

IMPLEMENTATION OF ARGUMENT-DRIVEN INQUIRY (ADI) LEARNING MODELS ON ENVIRONMENTAL POLUTION TOPIC TO ENHANCE SEVENTH GRADE STUDENTS’ LEARNING OUTCOMES

Science lessons are designed to help students understand natural phenomena and how to live side by side with nature. To build up such understanding, students need to acquire sufficient inquiry skills as part of the expected learning outcomes. However, science learning outcomes of seventh graders at SMP Negeri 1 Payakumbuh for the academic year 2021/2022 are still below the minimum mastery criteria. From observation, we found that students do not participate actively in classroom teaching, teacher do not implement suitable learning model and do not use supporting instructional materials. Environmental pollution is one of the topics in secondary school science that could serve as a context for students to apply their knowledge and 4C skills. This study aims to see the effect of applying the Argument-Driven Inquiry (ADI) learning model assisted with ADI worksheet on science learning outcomes. This quasi-experiment research use Pretest-Posttest Control Group Design. Data were collected through multiple choice items and observation sheets, then analyzed with descriptive statistics. Our findings suggest that the use of ADI learning model influenced the science learning outcomes of seventh grade students of SMP Negeri 1 Payakumbuh. This is indicated by the 0.566 N-Gain of experimental class which is significantly higher than 0.290 of the control class

The Effect of Argument Driven Inquiry (ADI) Model on the Scientific Argumentation Ability of High School Students on the Topic of Light Waves

Scientific argumentation is the process of strengthening claims through critical analysis based on supporting evidence and logical reasons, where the evidence can include facts that can be accepted as truth. This study aims to describe the improvement of students' scientific argumentation abilities on the topic of light waves after applying the ADI learning model. This research uses the type of True Experimental with a Control Group Pretest and Posttest design. The data collection technique in this study was the test method. The results of this study indicate an increase in scientific argumentation abilities on the topic of light waves after applying the ADI learning model. The results of the scientific argumentation ability of experimental class students were higher than the control class, the experimental class got an n-gain of 0.60 with a medium category, while the control class got an n-gain of 0.26 with a low category. In the pretest, experimental, and control classes, students were at levels 1, 2, and 3. The posttest results of experimental class students who experienced increased scientific argumentation at levels 4 and 5. Meanwhile, the posttest results of students in the control class were relatively the same as the pretest results, namely at levels 1, 2, and 3. In addition, the Cohen's Effect Size analysis results showed a value of 0.88 in the strong criteria. It can be concluded the ADI learning model affects learning to improve students' scientific argumentation abilities of senior high school students on the topic of light waves.

Argumentation and Critical Thinking Skills with Argument-Driven Inquiry (ADI) Learning Model: A Literature Review

The development of globalization affects all aspects of life, including education. The world of education entering the fifth revolution is characterized by the use of digital devices and the internet in learning. This results in demands and responsibilities for teachers and students to train the framework of creativity, communication, collaboration, and critical thinking known as 4C.One effective way to enhance students' critical thinking and communication skills is through the implementation of the ADI (Argument-Driven Inquiry) learning model.The application of the ADI model is focused on the activities of students in building their knowledge independently to convey the results of their findings as a form of communication. Implementing ADI in chemistry learning will train students to find a finding based on scientific evidence. However, implementing the ADI learning model has obstacles to achieving learning objectives. One is that students are less accustomed to arguing during learning. This causes the ADI learning model to need to be assisted by other approach models in order to increase the effectiveness of ADI learning. This literature review applies Systematic Literature Review (SLR) by reviewing the results of previous research and adjusting to the focus of the study. The results of the review of some of these studies indicate that applying the ADI learning model with the help of several approaches, such as metacognitive and practicum-assisted learning chemistry, provides better results in increasing students' critical thinking skills and scientific argumentation.

Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding

Objective: This study examined the effectiveness of the Argument-Driven Inquiry learning model in science learning in improving students' argumentation skills and conceptual understanding. Method: The techniques used are 1) searching articles on Scopus and Google Scholar using the keyword Argument-Driven Inquiry in science learning, 2) articles were selected focus on increasing conceptual understanding and argumentation skills, 3) the metadata was selected limited to 2015-2023, and 4) conducting the in-depth review. Results: The ADI model was able to improve students' argumentation skills. In general, students' argumentation levels are in levels 3-4. The quality of the arguments developed by students shows the understanding of the concepts possessed by students. Students can reach the cognitive level created (C6) by writing scientific reports. Novelty: This study reinforces previous research regarding the effectiveness of the ADI model in improving argumentation skills and conceptual understanding taken from recent articles. Therefore, this article can be the basis for developing learning tools for the ADI model.

Relationship analysis of the competence of excellent pre-service teachers: implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy

Introduction. This study aimed to measure the effectiveness of learning and analyze the relationship between the competencies of excellent pre-service teachers after applying the Scaffolding ArgumentDriven Inquiry learning design based on scientific literacy. An excellent pre-service teacher can be realized by equipping students with various competencies, skills, and abilities (personal, academic, and social). Research methods. Implementation of an argument driven by inquiry scaffolding learning design based on scientific literacy using a quasi-experimental pretest-posttest control group research with random sampling. The questions given at the pretest and posttest follow the competency indicators of an excellent elementary school pre-service teacher, which include; knowledge competencies (critical thinking and problem-solving), attitudes (scientific attitudes), and skills (teamwork or collaboration), scientific argumentation skills and teaching skills. Furthermore, after the N-gain test was carried out, it was continued with structural equation modeling (SEM) analysis with the help of Smart PLS software. Results. The results of the N-gain test show a difference in the average after applying the scientific literacy-based Scardin design. the results on the Scientific Argumentation Competency show an increase in the N-gain score of 0.22, the Critical Thinking Competency shows an increase in the N-gain score of 0.18 and the problem solving skills show an increase of 0.22 this shows that there is an average difference between pretest and posttest in Scientific Argumentation Competence, Critical Thinking Competence, and Problem Solving Ability. Furthermore, it is known from the results of the SEM analysis that there is a significant relationship between the competence of pre-service elementary school teachers, except for the competence of KDT and KAI, KDT and TS do not have a significant effect. In conclusion, based on data analysis, it was concluded that there was a relationship between the competence of excellent pre-service elementary school teachers after applying scaffolding argumentation which was driven by inquiry learning designs based on scientific literacy.

Implementation of the Argument-Driven Inquiry (ADI) Model in Physics Learning of 2012-2021: Bibliometric Analysis

Argumentation is a core practice of scientific discourse. One of the problems in learning science is the low level of argumentation skills of students. Efforts to improve argumentation skills include implementing the Argument-Driven Inquiry (ADI) learning model. This study aims to identify the contribution and find out the trend of applying ADI in physics learning in 2012-2021. The method used in this research is a bibliometric analysis based on Scopus data with the help of MS Excel and VOSviewer to visualize the metadata obtained. The results of this study obtained 100 documents. The development of ADI every year does not have a significant increase in the number of publications produced. Research visualization using VOSviewer produces 14 clusters and is closely related to argumentative learning, guided inquiry, and so on. Based on the results of this study, it can be concluded that the ADI has several contributions to science learning, mostly done in Chemistry, and it is still rare in Physics, so it can be an opportunity for further research. It is hoped that further research can discuss more deeply the ADI learning model, which is applied to physics learning to improve students' argumentation skills.

Pengaruh Model Argument Driven Inquiry terhadap Kemampuan Berpikir Tingkat Tinggi Berdasarkan Perbedaan Gaya Belajar Siswa SMP pada Materi Sistem Ekskresi

This study aims to determine the effect of the Argument Driven Inquiry learning model on higher-order thinking skills based on the learning style of VIII grade junior high school students on the excretory system material. This type of research uses a quasi-experimental design, with a non-equivalent control group design. The samples of this study were students of class VIII F as the experimental class, and class VIII D as the control class at SMP Negeri 6 Sukabumi City. The instrument used is in the form of high-level thinking ability test questions or questionnaires in the form of multiple choice questions as many as 27 questions. The second instrument is using a student response questionnaire to learning using the Argument Driven Inquiry model which consists of 10 questions, and the third instrument is a student learning style questionnaire consisting of 33 statements. Based on the results of the average post-test scores in the experimental class and control class obtained 82.29 and 67.48. Based on the results of the independent sample t-test of the Argument Driven Inquiry learning model, the value of Sig. 0.000, then there is a significant effect of the Argument Driven Inquiry learning model on the students' higher-order thinking skills in junior high school.

Peningkatan Kemampuan Komunikasi Sains Siswa SD melalui Pembelajaran Argument Driven Inquiry Pendekatan Kontekstual

Communication skills are a competency that students must have from an early age. This study aims to analyze the improvement of students' science communication skills through Argument Driven Inquiry learning with an approach in presenting science learning. This research approach is classroom action with two cycles. Data on students' science communication skills were seen from observation, and qualitative descriptive data analysis techniques and presentations on increasing science communication competence. Students' communication skills showed a significant increase in each indicator, namely scientific argumentation skills, understanding of energy contexts, fluency and ability to respond to opinions. These four indicators found that the ability to respond to student opinions was still in the medium category, while the other three indicators were in the high category. Presentation of students' science communication skills from the first meeting. Second, third and fourth were 39.4%, 47.7%, 65.3%, and 76.4%.

PENGUATAN KEMAMPUAN GURU IPA SMP DI LAMPUNG SELATAN DALAM MENGEMBANGKAN BAHAN AJAR BERBASIS PENDEKATAN SAINTIFIK DENGAN MODEL ARGUMENT-DRIVEN INQUIRY

The development of teacher professionalism must primarily be based on the individual needs of the teacher himself, in addition to the needs of the institution and group of teachers. So far, it has been indicated that teachers, especially at the SMP/MTs level, have problems in developing a scientific approach based learning program, especially in implementing it. The implementation of Science and Technology for Society (IbM) has been held to improve the understanding and skills of junior high school science teachers at South Lampung in developing teaching material based on scientific approach with the Argument-Driven Inquiry learning model. Lecturers as resource persons and education experts in the development of teacher professionalism coordinate the implementation of the program and its implementation. The results of the implementation this IbM indicate an increase in teacher understanding of the design of junior high school science teaching materials based on the scientific approach with the Argument-Driven Inquiry learning model. Teacher skills are improved, especially in compiling a Science Worksheet for Students in a Junior High School based on a scientific approach with argumentation. Therefore, the implementation of IbM carried out effectively and in accordance with the expected results.

Development of Student Worksheets Based on Argument-Driven Inquiry Learning Model to Improve Students' Critical Thinking Skills

This study aims to describe the validity, effectiveness and practicality of a student worksheet development using the Argument-Driven Inquiry (ADI) learning model to practice students' critical thinking skills on Hooke's Law material. The type of research in this case is Research and Development with the ADDIE development model. The subjects in this study were 20 students of class XI Mathematics and Natural Sciences 4 at SMAN 18 Surabaya. The data obtained from this study are the results of the validation of the student worksheets, the pre-test and post-test results, and the questionnaire responses to the student worksheets. The research instrument was validated by 2 lecturer The results of the student worksheets based on ADI learning model validation were analyzed using quantitative descriptive analysis This study found that the results of the validation of the average student worksheets of the ADI learning model on Hooke's Law material to practice students' critical thinking skills are 88.6% with valid categories, the average student pre-test and post-test results are 46 and 80.8. The standard gain value is 0.64, which shows the effectiveness of using student worksheets for the argument-driven inquiry learning model in the medium category. The results of the student response questionnaire were 89.16%, with a very practice category. These results show that the development of student worksheets based on ADI learning model obtained valid, effective and practice categories to improve students' critical thinking skills on Hooke's Law material.

Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model application on the concepts mastery and argumentation skills of high school students on reproductive system material. The research method used quasi-experimental and non-equivalent control group design. The sample of this research were second-grade high school MIPA students in one of the public high schools in Bandung, which consists of 30 students in the experimental class and 33 students in the control class. The sample was taken by using the purposive sampling technique. The instruments used consisted of a concept mastery test in the form of multiple choices, an argumentation ability test in the form of an essay, and questionnaire of students’ responses to the ADI model. The results showed that the application of the ADI learning model significantly affected the students' concepts mastery on reproductive system material in the experimental class compared to the control class, especially in the cognitive aspects of C3 (applying). The results also show that the application of the ADI learning model significantly affects the ability of argumentation, especially on the warrant component. Student response data shows that students respond very well to the application of the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students’ concepts mastery mastery and argumentation skills in other biological materials.

Argument-Driven Inquiry Learning Model: A Systematic Review

The learning approach is an important component of education. ADI learning model allows learners to argue actively based on the surrounding observable phenomena in the laboratory. This research aims to review national diversities that represent or contribute to studies by applying the ADI learning model and the research type varieties and characteristics and stages of Argument-Driven Inquiry learning model applied by other researchers; research subjects, the applied content materials for investigation, and the impact of Argument-Driven Inquiry learning model. This research is a systematic literature review (SLR) with published article databases from Scopus, ERIC, and Google Scholar. The applied keywords were "Argument-Driven Inquiry" and "Science Education." The findings showed twenty-three articles were in line with the categories. Then, the analysis and classification could be done for each article. The ADI learning model implementation had been frequently found to improve learners' scientific argumentative skills rather than analytical skills or critical thinking skills. The applied content materials were mostly chemical materials, biology, and rarely found in physics. Most applied research types from the articles were quasi-experimental research. The implication of this research is to provide insight for further reviewing the argument-driven inquiry model (ADI) to improve science learning quality.

Effectiveness of argument-driven inquiry (ADI) learning model on students' creative thinking skill: Environmental pollution

ADI learning model supports syntax of learning process through investigative activities of environmental pollution problems and their impact on the ecosystem. The model implements practicum to challenge students' creativity in presenting the results of practicum through students' arguments. The purpose of this study was to analyze the influence of ADI learning model and evaluate the students' creative thinking skills. This was a quasi-experiment study with a pretest-posttest non-equivalent control group design. Sample was taken with cluster random sampling technique, 42 students were divided into 2 classes in 7th junior high school at Global Madani School, Bandar Lampung. Results were analyzed using covariance analysis and the effect size was measured by the partial eta-squared value. Aspects of creative thinking skills that were measured: fluency, flexibility, originality, elaboration, and metaphorical thinking. The result shows application of ADI learning model had significant effect in improving students' creative thinking skills with a significance value of 0.013 (sig.<0.05). The effect of implementing the ADI learning model had high effectiveness in improving the students' creative thinking skills with partial eta squared value of 0.147 which was categorized as large (sig ≥ 0.14). Therefore, ADI learning model has an effect on improving students 'creative thinking and had an impact on high effectiveness in improving students' creative thinking. Finally, the learning model is recommended for Biology teachers to increase students' creative thinking skills effectively.

The effect of argument-driven inquiry on chemistry reaction-rates to enhance pre-service chemistry teachers critical thinking skills

This research aims to determine the effect of using the Argument Driven Inquiry (ADI) learning model on the critical thinking skills of pre-service chemistry teachers on the topic of reaction rate. The study participants comprised of 20 pre-service chemistry teachers enrolled in a School Chemistry 1 unit. This research uses quasi experiment with one group pretest-posttest design method. The data collected through two-tier multiple choices test which refers to the indicator of critical thinking skills by Ennis before and after learning with Argument-Driven Inquiry model. Pretest and posttest result data were analyzed using Wilcoxon’s nonparametric statistical test. The results showed that there was an influence of the application of the Argument Driven Inquiry learning model to the critical thinking skills of students as indicated by the sig value. of 0.000 at a 95% confidence level. based on these results, it can be concluded that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of pre-service chemistry teachers. Critical thinking skills in each sub-indicator were analyzed using normalized gain and the results obtained n-gain values for the indicator determine an action 0.73 (high), focus questions: 0.69 (medium), analyze arguments: 0.56 (medium) and to make deductions and consider the results of deductions: 0.40 (medium). These N-gain results indicate that ADI learning can improve pre-service chemistry teachers’ critical thinking skills on these four indicators.

The implementation of Argument Driven Inquiry (ADI) learning model to improve scientific argumentation skills of high school students

This study aims to describe the implementation of the ADI learning model on physics learning of Newton’s laws, the skills of scientific argumentation of students after learning, and the patterns of scientific argumentation students. This research method used explanatory sequential mixed method design. Data collection methods used in this study were tests, documentation and observation. This research was conducted in Surabaya, East Java, Indonesia. Eighty-five of ten grade students on three classes and one teacher participated in this study. This study applied a scientific argumentation level framework developed by Erduran to determine the level of scientific argumentation skills that can be achieved by students. The results showed that ADI learning model was carried out very well for 3 classes with an average percentage of feasibility for Science Classes 1, 2, and 3 as a whole involving 86.67%, 87.08%, and 88.75%. Scientific arguments of students show a significant increase, with a significance of n-gain values obtained in the medium category. The pattern of changes in the skills of scientific argumentation of students from levels 1 and 2 in the pre-test increased to levels 3 and 4 in the post-test. The reason for the skills of scientific argumentation of students is in accordance with the scientific argumentation skills verbally. Based on these results it can be concluded that the application of the ADI learning model improve scientific argumentation skills of students.