Argumentation Skills Research Articles

Strengthening the Tension of Socio-Scientific Issues Based Learning to Promoting Democratic Life : A Systematic Review

Currently, Socio-Scientific Issues (SSI) are a learning approach that is widely used by educators, not only helping students to understand a topic but also improving students' scientific literacy skills, such as critical thinking, argumentation skills, and decision-making. Various studies related to SSI have been published but cannot provide specific recommendations for future SSI studies. Therefore, a research systematic review of literature related to SSI was carried out to identify and determine research trends related to SSI as a basis for conducting further SSI studies. In conducting this literature review, we collected SSI-related information from the Google Scholar publication database using socio-scientific issues as search keywords. In collecting and selecting it using PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis), 155 articles were found that met the predetermined criteria for further analysis using Vosviewer. From the results of the analysis that has been done, decision-making is an item that has been studied a lot related to SSI. Thus, this item (decision-making) is recommended for further study.

The Effect of The Implementation of Auditory, Intellectually, Repetition (AIR) Learning Model Assisted by Talking Sticks on Students' Argumentation Skills on Buffer Solution Material

<p>Tantangan di dunia pendidikan pada abad 21 pendidik dituntut untuk mengembangkan model pembelajaran dalam kelas yang menarik dan menuntut peserta didik untuk memiliki keterampilan 4C salah satunya yaitu <em>communication</em>, dimana kemampuan ini berperan penting dalam pembelajaran sains yaitu berargumentasi ilmiah. Penelitian ini bertujuan untuk menganalisis pengaruh implementasi model pembelajaran <em>Auditory, Intellectually, Repetition</em> (AIR) berbantuan <em>Talking Stick</em> terhadap kemampuan argumentasi peserta didik pada materi larutan penyangga. Jenis penelitian ini adalah penelitian kuantitatif dengan desain penelitian <em>pre test-post test non equivalen control group design</em>. Teknik pengambilan sampel yang digunakan adalah <em>cluster random sampling</em>. Teknik pengumpulan data menggunakan instrumen soal tes, observasi, dokumentasi, dan wawancara. Berdasarkan hasil penelitian menunjukkan bahwa implementasi model pembelajaran AIR berbantuan <em>talking stick </em>berpengaruh terhadap kemampuan argumentasi peserta didik. Hal ini dibuktikan melalui data hasil uji N-gain kelas eksperimen (0,77) lebih tinggi daripada kelas kontrol (0,68) serta hasil uji hipotesis <em>independent sample t-test</em> dengan nilai <em>sig. 2-tailed</em> sebesar 0,012. Artinya, Ha diterima atau implementasi model pembelajaran AIR berbantuan <em>talking stick </em>berpengaruh terhadap kemampuan berargumentasi peserta didik.</p><div id="pip-toast"> </div>

Study of research competencies in bachelor's mathematics education

Relevance. The relevance of the study lies in the fact that research competencies in the mathematics education of future lawyers constitute knowledge, skills and attitudes that contribute to personal self-actualisation, activate their educational position, and help in the process of social integration. All research competencies are interdependent because they share common features - critical thinking, creativity, proactivity, problem solving, the ability to assess risks, make good decisions, and manage emotions constructively. They provide students with greater flexibility, enabling them to adapt more quickly to the rapid changes in a world of increasingly complex relationships between different areas of human activity. Such skills for future lawyers are a major factor in innovation, productivity and competitiveness, which affect motivation, satisfaction and quality of work. Purpose. The purpose of the study is to examine aspects of acquiring research competencies in bachelor's mathematics education and to determine the level of mathematical literacy among future lawyers. The obligation to create optimal conditions for the development of research competencies in mathematics education according to their abilities, refers to broadly defined education. Their role is to develop the learner's overall ability to cope with a changing reality. Methodology. Education should be personalised, especially in terms of acquiring skills for effective and systematic lifelong learning. Results. The complex nature of today's reality requires constantly evolving knowledge, which can be acquired through information and modern technology. It is important for a law student to acquire reasoning and argumentation skills in addition to the necessary knowledge and subject skills in mathematics education. They are designed to make it easier for students to understand the world around them, to enrich their knowledge in different areas, and to improve their learning of new ones. Conclusions. The practical significance lies in determining the level of quality of research competence acquisition and mathematical literacy of future lawyers.

Development of Argumentation Skills Assessment Instruments on Buffer Solution Material

This research aims to produce a qualified argumentation skill assessment according the criteria of validity and reliability. This research is a development research with the ADDIE model whose implementation is limited to the pilot implementation and the evaluation formative evaluation. The subject of this research was an argumentation skills assesment in buffer solutions implemented in 18 students grade XI of SMA Trensains Tebuireng. The research instruments are review sheets, validation sheets, and argumentation skill test sheets. The results of content validity gain a mode with scores of 4 and 5 with valid and very valid criteria. In the construct aspect, gain a mode with a score of 5 with very valid criteria. The empirical validity result of the five questions in order is 0.791; 0.876; 0.961; 0.927; and 0.871. The calculated value appropriate with the criteria of rcalculate > rtable so that it can be declared valid. The value of reliability obtained 0.922 is greater than the rtable which is 0.468. With such results, the instrument can be declared reliable. Based on the results of the analysis, the argumentation skill assessment instrument is qualified to be used to measure students' argumentation skills on buffer solution material.

Development of Argumentation Skills Test Instruments on Buffer Solutions in Daily Life

The purpose of this research is to develop a valid and reliable instrument for testing argumentation skills in buffer solutions in daily life. Argumentation skill test instruments are reviewed from theoretical validity (content and construct), empirical validity, and reliability. Development of argumentation skill test instruments using the ADDIE development model with stages: (1) analysis; (2) design; (3) development; (4) implementation; and (5) evaluation. This research was carried out until the initial implementation and then an evaluation was carried out. The argumentation skill test instrument that has been designed is then tested for theoretical validity through expert judgment involving three validators. The argumentation skill test instrument has criteria of theoretical validity if each statement has a mode ≥ 4 with valid categories. After being declared theoretically valid, argumentation skill test instruments are implemented to learners. The results of the argumentation skill test instrument are then analyzed to determine empirical validity and reliability. The results showed that the argumentation skill test instrument was declared theoretically valid where each statement had a mode of 5 with a very valid category. The test instrument is declared empirically valid where each question item has a consecutive calculated r value of 0.807; 0.879; 0.911; 0.911 is declared valid with r count > r table (0.468). The reliability of the argumentation skill test instrument of 0.876 is declared reliable with a r count > r table (0.468).

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

Teachers and Students' Perspectives on the Use of STEM-Oriented Blogs With the Flipped Classroom Strategy to Improve Representation and Argumentation Skills: A Cross-Sectional Mixed Method

The objective of this research was to investigate the Science teachers' and students’ perception toward STEM-Oriented Blogs with the flipped classroom strategy to improve students' representation and argumentation skills. The method used in this research is mixed methods with Sequential Explanatory Design. This research was conducted on 30 junior high school science teachers and involved 76 students of class VII junior high school. Data were obtained through questionnaires distributed online and interviews online via WhatsApp video calls, then analyzed using descriptive analysis. The result shows that teachers and students have a positive perception toward STEM-Oriented Blogs with the flipped classroom strategy. As 80% of teachers had not used blog as learning media; all of students needs learning media that can be accessed via smartphones. The current media learning has not completely train students' representation and argumentation skills and that's skills was in low category. Based on the result, it can be concluded that STEM-Oriented Blogs with the flipped classroom strategy is needed to improve students' representation and argumentation skills.

The Role of Motivation in Content-specific Learning in CLIL: Core vs Non-core Subjects

The paper investigates the effects of CLIL on the acquisition of content-specific competence in Italian high-school students. Two educational contexts are examined: Chemistry classes (CLIL and non-CLIL) in a science-oriented high school and Physics classes (CLIL and non-CLIL) in a humanities-oriented high school. The two subjects share many epistemological features but have a different status (core vs non-core subject) for students in the two educational contexts. Two types of content-specific competence are measured: receptive disciplinary knowledge (M1) and productive argumentation skill (M2). Findings show that CLIL students do not underperform non-CLIL peers in both disciplines, rather CLIL students of the non-core subject outperform the control group, especially for M2. Furthermore, a Multiple Factor Analysis illustrates that M1 and M2 results can be predicted by considering the individual variability of students’ motivation toward the discipline, CLIL, and Foreign Language Learning. The motivation toward the subject emerges as the trigger factor for CLIL benefit but plays an unexpected role: it is inversely proportional to content-specific learning. Implications for CLIL studies and educational policy are discussed.

PENGEMBANGAN KETERAMPILAN BERFIKIR KRITIS PADA REMAJA MELALUI PENERAPAN METODE DEBAT

In a research journal focusing on community service programs aimed at developing critical thinking skills through debate methods in high schools, the research results indicate that this program has significantly enhanced the critical thinking abilities, speaking skills, and argumentation skills of male and female students. The program has provided valuable experiences in research, teamwork, and a deeper understanding of complex issues. Participants in the program have also reported improvements in their ability to communicate clearly and assertively, boosting their confidence in expressing their opinions and effectively responding to questions and counterarguments.Throughout the debate process, students have had the opportunity to delve into specific topics, aiding them in better comprehending complex issues. This, in turn, contributes to more critical assessments and better decision-making across various aspects of life.Expanding the implementation of this program to various high schools is expected to assist more students in developing crucial critical thinking skills vital for both education and daily life. Continuous monitoring and evaluation are essential to continually enhance the program's effectiveness. Additionally, providing more supportive resources, such as books, access to literature, and in-depth training for educators, is necessary to elevate the program's quality.Consequently, this community service program has brought about significant positive impacts by enhancing the critical thinking skills, speaking abilities, and argumentation skills of high school students, preparing them to face future challenges.

Timeline Game

What events get included in historical narratives? Which ones get left out? Why? How might we encourage students to consider and debate these decisions while simultaneously making arguments about causation, the politics of knowledge production, power, and perspective? This article explores the use of a “timeline game” to help students articulate and develop historical argumentation skills. Students’ main objective in the game is to convince their classmates to vote for their groups’ chosen events, nominating them onto a “Final Timeline,” which includes the most “significant” events of the course’s history. Students argue for the significance of their chosen events in various ways including (but not limited to): articulating how it caused other events, how it represented important course themes, how it challenged dominant Eurocentric narratives, or how it shed light on a perspective otherwise obscured or hidden by the timeline’s main events thus far. Though designed for college-level African and Global history survey courses, the game could be adapted for a number of different classroom contexts and grade levels.

Online discussion in improving argumentation skills during last decade: A review

This study aimed to find research trend online discussion to improve argumentation skills in education especially physics education. The method used in this research is bibliometric analysis by using VOSviewer. The data used is the Scopus database in the last 10 years. The research findings found that there are 1,447 documents that meet the predetermined criteria. The number of online discussion research increases gradually over the research period 2012-2021. The two highest sources of documents came from journals and conference proceedings and a higher percentage of citations were carried out on scientific journal. There are five trend research clusters on online discussion (4 main clusters and 1 secondary). The first cluster focuses on online discussion methods, the second cluster focuses on online discussion model, the third cluster focuses on the application of online discussions, the fourth cluster focuses on media used in online discussions, the fifth secondary cluster focuses on the goals of online discussion. The “argumentation” keyword is not included in the top 10 keywords, this shows that online discussion research has just little linked to argumentation as an indicator of the quality of online discussion. This condition creates an opportunity for further research related to online discussion in improving argumentation skills.

The Influence of Problem-Based Learning-Flipped Classroom (PBL-FC) on Mathematical Argumentation Skills

This study examines the influence of the Problem-Based Learning-Flipped Classroom (PBL-FC) model combined with learning independence on students' mathematical argumentation skills. Utilizing a quasi-experimental design, the research involved 42 fourth-semester students from IAIN Kerinci, randomly selected from 66 students. The study employed tests and questionnaires to assess the students' argumentation skills and learning independence. Results indicated that the PBL-FC model significantly improved the students' argumentation skills, with an average score of 70.2 compared to 62 in the control group. Statistical tests of the between-subject effect yielded a significance of 0.003 (sig < 0.05), confirming a notable difference in argumentation skills. Furthermore, a significant interaction effect was observed between learning independence and mathematical argumentation skills. Thus, integrating the PBL-FC model with learning independence effectively enhances students' argumentation skills. Future research should investigate applying the PBL-FC model to other subjects to evaluate its effectiveness broadly.

Teachers' Perceptions of Physics Scientific Argumentation Test Instruments Based on Modern Test Theory Using Question Modeling Through E-Learning Edpuzzle LMS

The study aims to understand teachers' perceptions of scientific argumentation test instruments in physics based on modern test theory using question modelling through Edpuzzle LMS e-learning. It employed a mixed method with a Sequential Explanatory Design. Data were collected through questionnaires and analyzed descriptively. Initially, it was found that 75% of teachers had not developed assessment instruments capable of optimally training students, resulting in 68% of students struggling to understand physics learning. Additionally, 54% of students reported having identified and solved complex physics problems using scientific argumentation, while 46% had not. Based on survey results, 95% of students and teachers agreed that assessment activities encourage scientific argumentation, indicated by identifying scientific issues and explaining scientific phenomena. Hence, there is a need for a physics scientific argumentation test model based on modern test theory. For future research, it is suggested to explore how integrating this test model in different educational settings impacts students' scientific argumentation skills and understanding of physics concepts.

QUARTET LEARNING MEDIA AND STUDENT ARGUMENTATION: DEVELOPMENT ANALYSIS AND CORRELATION IN SCIENCE LEARNING IN JUNIOR HIGH SCHOOLS

Argumentation is essential in scientific learning activities because it helps students grasp concepts and apply their knowledge in real-life situations by presenting the same notion in multiple settings. The purpose of this study is to investigate students' scientific argumentation skills using a science quartet educational game. The Research and Development approach is used in this study, along with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model phases. This study's sample consisted of class VIIIB students from SMPN 2 Sugio, with a small group trial of 15 students and a large group test of 32 students, for a total of 47 individuals. Techniques for gathering data include observation, testing, and surveys. This study included four specialists: media experts, practitioners, material experts, and linguists. The validity test, N-gain, t-test, and correlation were used to examine the data. The validity test findings demonstrated the practicality of the scientific quartet educational game with percentages of 86% and 100%, indicating extremely valid categories. The science educational game quartet had an influence on students' scientific arguments with a significant value of 0.05, as indicated by an increase in the cognitive N-gain test results and students' scientific arguments by 0.75 (high category) after evaluating the paired sample t-test. The correlation test findings revealed a link between the science quartet educational game and students' science arguments with a significance value of 0.05, placing it in the strong positive category. The findings of the study show that science quartet educational game are useful in the learning process.

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

The ethnoscience-based reflective learning model has been implemented in the classroom while the learning process has its own strengths and weaknesses. The purpose of this study was to determine the interaction between learning models and arguments for creative thinking. A mixed methods research design was applied to collect both qualitative and quantitative data. Quantitative data were collected using argumentation observations and essay tests which were analyzed with SPSS. Qualitative data sourced from one lecturer and 40 students of National Islamic Institute of Kerinci, Jambi Province were collected using interviews and observations. The results shows that there is an interaction between learning models and arguments for creative thinking. This can be seen from the whole learning process students have achieved indicators of creative thinking involving argumentation skills. We discussed this and formulated recommendations that can be implemented in the future.

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.

Study of students' argumentation ability through scientific approach in high schools with different accreditation ratings

This study aimed to determine differences in students' argumentation abilities on the subject matter of cell structure and function through a scientific approach in high schools with different accreditation ratings. The research design used is ex post facto. The sampling technique used was purposive sampling, with a total sample of 111 students consisting of high school students accredited A, namely Seputih State High School 1 Surabaya, high school students accredited B, namely Senior High School Bangun Cipta and high school students accredited C, namely Senior High School Miftahul Ulum. Research data in the form of test results describing argumentation skills were analyzed using the Anova and LSD tests at a significant level of 5%, student questionnaire data were analyzed descriptively in the form of percentages, data from teacher interviews and documentation studies were analyzed descriptively qualitatively using Miles and Huberman's model. The results showed that there was a significant difference in the ability to argue between high school students accredited A and B and C (sig. p<0.05). The argumentative abilities of senior high school students accredited B were not significantly different from senior high school students accredited C (sig. p> 0.05). The average argumentation ability of students from senior high school accredited A is higher than school accredited B and C, but most of the student scores from the senior high schools are still in the "very poor" category. Senior high school students accredited A, B and C are already able to make claims, but the grounds, warrants and backings given are not relevant to the claim. This is due to the application of learning that does not direct students to argue, the application of a scientific approach that is not optimal, and the characteristics of students’.

Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course

Abstract Engaging students in collaborative learning fosters the expression of ideas, deepens understanding, and hones argumentation skills. Argumentation is pivotal, and instructors should facilitate opportunities for its practice. In the study on an environmental chemistry course, class conversations were recorded to analyze students’ contributions to online learning. Participants shared opinions, raised objections, and built on others’ answers. The instructor played a crucial role in harmonizing collaboration and guiding comprehensive argumentation. The study found claims and data as the most basic and common elements of argumentation. However, more complex components like rebuttal and backing warrants often need instructor intervention. While claims and data typically relied on one form of representation, such as macroscopic or symbolic, warrants demanded multiple dimensions, predominantly symbolic and submicroscopic. Toulmin’s arguments and Mahaffy’s tetrahedral ability of chemical representation were used for analysis. The findings highlighted that argumentation skills and chemical representation are intertwined, with certain argumentative components calling for specific representational dimensions. Collaborative online learning, thus, can enhance student participation and multifaceted skill development.

Utilizing Pho’s Move in Composing Scientific Paper within AIMRD

Objective: Composing and publishing a scientific article needs compound responsibilities, mainly when Indonesian students write it since English is their foreign language. Swales pioneered CARS with three moves, followed by Pho, who mentions moves and steps in a research article using AIMRD, which can be worthy of consideration in composing a scientific article. Method: The moves and steps of undergraduate students’ research articles were analyzed qualitatively, using Pho’s moves and steps as parameters. The data analyzed consists of nine articles on English Education, seven on Applied Linguistics, and six on Applied Literature. Tables of move-analysis were prepared as the research instrument with different codes for classifying and analyzing the articles. Results: Undergraduate students place and develop moves along with steps effectively, which was inflicted by the thought patterns and the tendency of undergraduate students. Thus, writing research articles developed by undergraduate students could be considered in revising institution guides for composing research articles and reflection in composing research articles for other disciplines. Novelty: Most research on sections of research articles applying a move-based approach have worked with first language studies published in journals and focused on a particular section of the research article, while this study using Pho's moves and steps works with EFL learners, which compose an unpublished complete text of the scientific article. The findings of current research mediate both students' critical thinking and unfathomable argumentation skills by the availability manifestation of the rhetorical move. The main contribution of this research result is meant to alleviate writers, mainly undergraduate students, in generating research articles successfully.

The Influence of Concept Cartoon-Supported Issue of Demarcation-Based Scientific Argumentation on Argumentation Skills and Pseudoscientific Beliefs

Studies have found that argumentation may lessen students' pseudoscientific beliefs. However, few studies of argumentation have been handled in the context of pseudoscientific beliefs. The purpose of the present study was to examine the influence of concept cartoon-supported issue of demarcation-based scientific argumentation on middle school students’ pseudoscientific beliefs. A pre-test/post-test quasi-experimental design including a control group was employed. Participants were 22 grade 7 Turkish female middle school students sampled from two classes of a single-sex school located at the edge of a southeastern town center in Turkey. When supported by the use of concept cartoons, issue of demarcation-based scientific argumentation significantly reduced the pseudoscientific beliefs with a large effect size and this decrease was retained even after 10 months. In addition, students’ argumentation skills significantly improved. Instructors should offer metacognitive tools in pedagogical approaches along with argumentation to foster middle school students’ argumentation skills and lessen their pseudoscientific beliefs.