Argument-Driven Inquiry Research Articles

Investigating the role of an inquiry-based science lab on students’ scientific literacy

Promotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

The Effect of Argument-Driven Inquiry (ADI) Learning Model on Students' Mathematical Critical Thinking Skills

This research was carried out with the aim of finding out the effect of the Argument-Driven Inquiry Learning Model on students' mathematical thinking abilities at TNAS KARYA Batang Kuis Middle School for the 2023/2024 academic year. This research method is quantitative and the type of research is Quasi Experimental with the research design being Pretest-Posttest-Only Control Design. The data analysis technique in this research uses analysis prerequisite tests, namely: 1) Normality test, the results of the normality test produce a sig value. from the Pretest and Posttest data for the experimental and control classes is greater than 0.05, so the data is normally distributed, 2) Homogeneity test, the results of the homogeneity test for the Posttest data for the experimental class and control class are 0.479 and the sig. is greater than 0.05, then the variance of the two groups is homogeneous. 3) Hypothesis testing using the t test, the results of the t test show that the significant value (2 tailed) = 0.001 < 0.05. The significant value of the data is smaller than 0.05, so H0 is rejected. So it can be concluded that there is an influence of the Argument-Driven Inquiry learning model on students' mathematical critical thinking abilities.

The Impact of the Argument-Driven Inquiry (ADI) Instructional Model on Biodiversity Topics to Enhance Students' Argumentation Skills

This study aims to investigate the impact of Argument-Driven Inquiry (ADI)-based biology instruction on students' argumentation skills in the context of biodiversity. The research is classified as a quasi-experimental study using a pretest-posttest nonequivalent control group design. The independent variable in this study is the implementation of the Argument-Driven Inquiry (ADI) instructional model. The population of this study comprises all tenth-grade students at SMAN 5 Padang. The sample consists of two classes, with Class X IPA 1 selected as the experimental group and Class X IPA 2 as the control group. Data on students' argumentation skills were collected using essay-type tests. The data analysis techniques employed include the Mann-Whitney U test, Wilcoxon Signed-Rank test, Independent Sample t-test, and Effect Size test. The results indicate that the use of the Argument-Driven Inquiry (ADI) instructional model positively influences the improvement of students' argumentation skills on the topic of biodiversity. This implies that students successfully achieved the targeted learning objectives using the ADI model.

Meta-Analysis the Effectiveness of Implementing the Argument Driven Inquiry (ADI) Model in Improving Students' Critical Thinking

In preparing the order of life in the era of revolution 4.0, it is necessary to prepare competencies in achieving national education goals. The competency needed in the 21st century is the ability to think at a high level. These skills are critical thinking, creative, collaborative and communicative. This meta-analysis study aims to analyze the effect of using the Argument Driven Inquiry (ADI) model towards increasing students’ critical thinking skills in learning. The method used in this research is a meta-analysis method by reviewing 9 journal articles and integrating 1 international journal article and 8 national journal articles. Data analysis was carried out by calculating the average Effect Size (ES) which is then categorized based on interpretation of Cohen’s criteria. Based on the study results, the average ES model in the effect of applying the ADI model on students’ critical thinking skills is 0.36 in the medium category. So, it can be concluded that the ADI model can have a positive effect on students’ critical thinking skills.

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

Efektivitas Modul Pencemaran Sampah dengan Model Argument-Driven Inquiry (ADI) untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa Biologi

Critical thinking skills are a crucial aspect of the 21st century, playing a fundamental role in various areas of life, yet they are still not optimally developed in classrooms. This research aims to develop critical thinking skills through the Argument Driven Inquiry (ADI) module for biology students. This study uses a nonrandomized control-group pretest-posttest design experiment involving three classes as the experimental group, positive control, and negative control. This research sample consisted of 67 biology students from Universitas Negeri Malang across three classes. Data collection techniques employed pretest and posttest questions on critical thinking skills. Data analysis was performed using ANCOVA. The results of the ANCOVA test on the biology students' critical thinking revealed a significance of learning at 0.036 (less than 0.05), thus it can be concluded that the research hypothesis is accepted, indicating a difference in critical thinking between students using the ADI module, ADI model, and PowerPoint. The ADI module proved effective in enhancing the critical thinking skills of biology students, with significantly higher posttest results compared to other learning models. The development of this module also included the integration of interactive videos about the conditions of garbage mountains and leachate water pollution at the Supit Urang Malang landfill, providing a more realistic context for the students

Implementation of Argument Driven Inquiry Instructional Model to Improve Cognitive Learning Outcomes

Cognitive learning outcomes are important basic skills that students must master. Science learning must be designed so that it can optimally provide students with the cognitive dimension. The importance of cognitive learning outcomes is in contrast to conditions in the field. Students' cognitive abilities in science learning are still low, especially at levels C2, C3 and C4. Observation results at Ihsanul Fikri Mungkid IT Middle School show that students' cognitive learning outcomes are still below the specified average, namely 78. The aim of this research is to analyze the effectiveness of learning using the Argument Driven Inquiry model in improving junior high school students' cognitive learning outcomes. This research uses a quantitative approach of the Quasi Experiment type, data analysis is carried out using the Mann Whitney test, N-Gain test, and effect size test. The research results show that the Argument Driven Inquiry (ADI) learning model is effective in improving the cognitive learning outcomes of junior high school students with an N-Gain of 0,7444, which is in the high category.

The Effect of Argument-Driven Inquiry Using the Science, Environment, Technology, and Society Approach on Students’ Critical Thinking Skills in Thermochemistry Instruction

Thermochemistry is a challenging topic in chemistry learning due to students’ difficulty in grasping its concepts, often stemming from a lack of critical thinking skills (CTS). This study investigates the impact of using argument-driven inquiry (ADI) learning with a science, environment, technology, and society (SETS) approach on the critical thinking skills of high school students studying thermochemistry. This research, employing a quasi-experimental design with a pretest and posttest control group, involved 46 students divided into a control and experimental group. The control group received ADI learning, while the experimental group received ADI learning with the SETS approach. The instrument used in this research is a CTS test on thermochemitry. It contains five valid questions and has a reliability score of 0.708. The analysis was performed using the Independent t-Test. The CTS test results revealed a significant difference between the groups with the experimental group (15.91) scoring higher than the control group (12.78). This suggest that incorporating the SETS approach into ADI learning can enhace students’ CTS

Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education

AbstractThis study aimed to investigate how argument-driven inquiry (ADI) activities impact pre-service teachers’ views of the nature of scientific inquiry (NOSI), with a specific focus on climate change. To this end, an ADI approach was used to teach climate change, where the aspects of NOSI were explicitly taught. A sample of 24 pre-service teachers participated in a science project which included ADI sessions addressing climate change topics. The pre-service teachers participated in four ADI activities related to rising sea levels, clean water resources, extreme weather events, and zero energy building. The sessions involved explicit instruction on NOSI to enhance pre-service teachers’ understanding. A view of scientific inquiry (VOSI) questionnaire was used to investigate pre-service teachers’ views of scientific inquiry before and after the instruction. The results of the study showed that the pre-service teachers improved in all six aspects of NOSI, but higher improvements were observed in the aspects “multiple methods of scientific investigations” and “distinctions between data and evidence.”

Utilization of Mangrove Ecotourism as a Science Learning Resource for Junior High School Students

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.

Analysis of Argument-Driven Inquiry Activity in Chemistry Textbooks

Argument-Driven Inquiry (ADI) in science learning can improve students' argumentation skills and understanding of concepts. In the textbooks, it is important have ADI activities inside. This research aims to analyze ADI activities in high school chemistry textbook Revised Curriculum 2013. This research used nine indicators of ADI activities: questions, evidence, student explanation, scientific theories, argumentation, communication and justification, analysis, connection, investigation report, and reflection. The research method used a descriptive instrument in the form of an analysis sheet prepared based on ADI activities. Data collection was carried out using documentation techniques, and data analysis was carried out using content analysis of ADI activities. The results showed that the reliability test of the data obtained was 0.94 in the very good category. The ADI activity most found in textbooks is evidence activity with a percentage of 31.25%. Meanwhile, question and answer and reflection activities are not explained in the textbook. The textbook needs to increase ADI activities that support student-centered learning and teaching.

Effectiveness of Science E-Module Using Argument-Driven Inquiry Models to Improve Students' Generic Science, Critical Thinking and Scientific Argumentation Abilities

This research aims to determine the effectiveness of e-module teaching materials with the Argument-Driven Inquiry model to improve students' generic science, critical thinking and scientific argumentation abilities. The development model design used is 4D which consists of the define, design, develop and disseminate stages. The e-module which was declared valid was then carried out on a limited scale trial on 27 students. Analysis of increasing generic skills in science, critical thinking and scientific argumentation using the n-Gain (g) test. The research results show that there is an increase in ability after the e-module is implemented into learning. The n-Gain value for generic science abilities is 68.70, critical thinking 62.25 and scientific argumentation 67.11. The n-Gain value for each variable is in the medium category so that the Argument-Driven Inquiry based science e-module is quite effective for use in science learning

Improving Student's Critical Thinking Ability Using Argument-Drivent Inquiry Approach in Thermochemistry

This study aimed to investigate the impact of the Argument-Driven Inquiry instruction (ADI-Based Instruction) in thermochemistry on students' critical thinking skills. This study applied the one group pretest-posttest type of pre-experiment design. The subjects of this study were 71 eleven grade students of Public Senior High School of Ambulu Jember on academic year of 2022/2023. The instrument, namely the critical thinking ability test on thermochemistry, was developed by the researchers based on Ennis' critical thinking ability framework. This test consists of 10 valid items with a Cronbach's Alpha reliability of 0.782. The results showed that thermochemistry instruction carried out using ADI instructional model improve students' critical thinking skills with an N-gain of 0.731 (high category) and Cohen's d-effect size of 1.023 (large effect category) with an intermediate reliability of 0.619 (good categories). These results indicate that ADI-based instruction on thermochemistry can improve students' critical thinking skills. The implication of this study is that ADI-based instruction can be applied to other subjects who have the same characteristics of thermochemistry, namely having contextual, factual, conceptual, procedural, and metacognitive knowledge.

Ways of Developing Creative Thinking and Reasoning of Students in Mathematics Learning

Reasoning skill is one of the main components of mathematical competency (NCTM, 2014). Mathematics students use mainly two types of reasoning skills namely imitative reasoning and creative reasoning in solving mathematical tasks. The textbook tasks in our context are of routine types which are solvable using imitative reasoning. Most mathematics teachers use prescribed textbooks in lesson planning and teaching (Thomson & Fleming, 2004) which ultimately promotes imitative reasoning among the students as compared to creative reasoning. Moreover, many mathematics teachers still follow the traditional chalk-and-talk banking pedagogy which does not support the enhancement of creative thinking and reasoning skills. This literature-based research study has identified some of the ways to develop the creative thinking and reasoning skills of mathematics students through the intense study of the available research articles, thesis, and books in the field of mathematical thinking and creativity. This study has found the positive impact of productive struggle and adversity quotient on students’ creative thinking and reasoning skills. Likewise, problem-posing and problem-solving skills have been found to be essential skills for enhancing creativity. This study has also found modern student-centric teaching approaches like the ADI (Argument-Driven Inquiry) approach and the RME (Realistic Mathematics Education) approach beneficial in improving reasoning skills. This study also found CMR (Creative Mathematically Founded Reasoning) tasks to be helpful in increasing the creative reasoning skills of mathematics students.

The application of blended learning with rADI model to improve argumentation skills and concept mastery

Post-pandemic policies encourage teachers and students to carry out learning in offline, where they used to go online before. One learning strategy that can be applied in this condition is blended learning, which combines the advantages of offline and online learning. In improving the quality of learning outcomes and developing students' 21st-century skills, especially argumentation skills, blended learning strategies can be combined with inquiry-based learning models, one of which is the revised Argument-Driven Inquiry (rADI). This study aims to obtain an analysis of data related to the application of blended learning with rADI model in improving students' argumentation skills and concept mastery in Monera materials, especially regarding Bacteria. The research method used in this study was pre-experimental with a one-group pretest-posttest design. This research was conducted on students of class X MIPA at a high school in Bandung which consisted of 26 students. The data were obtained from the pre-test and post-test results of argumentation skills and concept mastery, and questionnaires on students' responses to learning. The results showed an increase in students’ argumentation skills with an N-Gain score of 0.81 and students’ concept mastery with an N-Gain score of 0.78 after applying blended learning with rADI model. The increase in argumentation skills and concept mastery was significant with N-Gain scores included in the high category. In addition, students' response data showed a good response to the application of blended learning with rADI model.

Practicality of Science E-Module with the Argument-Driven Inquiry Model to Improve the 21st Century Abilities Students

The development of an E-module based on Argument-Driven Inquiry assisted by 3D Pageflip Professional has been carried out to improve students' 21st century abilities which include generic science abilities, critical thinking and scientific argumentation. This development aims to describe the validation of e-module teaching materials that are suitable for use in learning activities. The development model design used is 4D which consists of definition, design, development and dissemination stages. This research is limited only to the development stage. Practicality testing activities have been carried out through distributing teacher and student response questionnaires, and the implementation of learning carried out during ongoing learning activities by observers. The results show that the Argument-Driven Iberad based electronic module is in the very practical category and can be used in science learning activities in schools.

PENGEMBANGAN MODUL BERBASIS MODEL ADIS (ARGUMENT - DRIVENT INQUIRY WITH SCAFFOLDING) PADA MATERI SISTEM REPRODUKSI MANUSIA

This development research aims to (1) produce a module based on ADIS (Argument-Driven Inquiry with Scaffolding) on material on the human reproductive system class IX in junior high school that is suitable for use. (2) to find out the students' responses to the ADIS-based module (Argument-Driven Inquiry With Scaffolding) on the material of the human reproductive system class IX SMP. This research was conducted at junior high school PGRI 1 Sukadana, East Lampung. This type of research is development research with the development model used by ADDIE, the data collection stage (analysis), the design stage (design), and the development stage (development). the stage of application of teaching materials (implementation), and the stage of feedback (evaluation). The types of data in this study are qualitative and quantitative data. The data collection instruments used in this study were interview sheets, product validation questionnaires, and student response questionnaires. Based on the validation results of module experts it was declared very feasible with a percentage of 85% which was accumulated from an average validation of design experts of 80%, an average validation of material experts of 87%, and validation of linguists 92% with very feasible criteria. Based on the results of the practicality test, the module was stated to be very practical with an average percentage of 91.67%. So it can be concluded that the ADIS (Argument-Driven Inquiry With Scaffolding) based module on the material of the human reproductive system has been declared very feasible and very practical.

The Effect Of Cognitive Apprenticeship Enriched Argument-Driven Inquiry Method On Pre-Service Teachers' Academic Achievement And Scientific Research Skills

This study aimed to determine the effect of cognitive apprenticeship enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills about environmental issues/problems. The study was conducted with 24 1st-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study is conducted mixed-methods research design. The data collection tool used in this research is an academic achievement test, open-ended question form for transferring knowledge to daily life, and students' video/photo, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers' academic achievement and scientific research skills improved. According to this result, it can be said that cognitive apprenticeship enriched argument-driven inquiry improved pre-service teachers' academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts.

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.