Argumentation Ability Research Articles

PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN KEMAMPUAN MENULIS ARGUMENTASI MAHASISWA CALON GURU

<p>Abstract<br />The purpose of this research was to improve the writing ability of argumentation of STKIP Melawi students.<br />The method used in this research was quasi experimental method with nonequivalent control group design.<br />The results of this study were 1) the average pretest of students' argumentation ability of control class was<br />54,94, while posttes 57,20, while experimental class got pretest average value 51,44, and posttes 80,04; 2)<br />There was no significant difference in the ability to write argumentation on pretest tests between the control<br />group and experimental group, whereas in the posttest there was a significant difference in the ability to write<br />argumentation between the control group and the experimental group.<br />Keywords: the writing ability of argumentation, quasi experimental method, nonequivalent control<br />group design, pretes, posttes.</p>

Mathematical Argumentation Ability: Error Analysis in Solving Mathematical Arguments

This study aims to analyze errors made by students in solving mathematical arguments based on Bloom’s Taxonomy. It is a quantitative descriptive study. As many as 72 students of a senior secondary school were involved as the participants. The Mathematical Argumentation Ability Test (TKAM) was developed based on the cognitive domain of Bloom’s Taxonomy (C1 to C6), and later distributed to the participants. The scores obtained from the test were analyzed. The results show that only 31% of students pass the test while 69% of students fail. Many students do not pass the test due to procedural errors and conceptual errors in solving the problems. Furthermore, based on Bloom’s Taxonomy, students who able to solve the problems only achieve the C3 level of cognitive domain, namely the ability to draw conclusion arguments

A Systematic Review of Research Articles on Science Education Published in the ESERA Proceedings from 2011 to 2017

The purpose of this study was to analyze the research articles published from four of the proceedings of the European Science Education Research Association (ESERA) between 2011 and 2017 in light of their research strands, approaches, purposes, data types, instruments, and samples. The major goal was to categorize papers and identify research trends related to their methodological components in the field of science education. A total of 1193 papers were analyzed. The results showed an increasing emphasis on some themes, such as “pre-service science teacher education” (12% of the papers), “in-service science teacher education, continued professional development” (9% of the papers), and “environmental, health and informal-outdoor science” (8% of the papers). Most of the research published in these ESERA proceedings was descriptive, followed by developmental research. Regarding research approaches, the papers used quantitative and mixed data methods more than qualitative methods. This study could be beneficial to the field of science education research in all countries. It could help scholars identify gaps in research in science education and understand the state of research about different subjects, places, research design, etc. These results revealed the importance of studying science educational issues that were not the focus of previous studies, such as the reflective and critical thinking abilities and argumentative abilities of in-service and pre-service teachers, as well as students. It is recommended that further trend studies should be carried out on research articles, focusing on these issues.

Physics pre-service argumentation to increase reflective thinking capabilities

The developing reflective thinking skills (RF) for pre-service teachers is very important. It made pre-service teacherstry to integrate the ability to think reflective in the teaching process. The study aims to explore the ability of argumentation that has been constructed into the reflective thinking process. It purpose to enhance the reflective thinking capabilities of physics pre-service teachers’ climate prediction material. The respondent of this research were three respondents. The data obtained in the form of arguments by determining claims, warrant and backing qualitatively. Data were analyzed by using descriptive explorative technique. Based on the results of data analysis, the pre-service teachers’ reflective thinking ability was seen from the results of the argumentation. We described three different level for respondent reflective thinking capability in which the first respondent in resolution level, the second respondent in exploration level, and the third respondent in triggering event level. This means that the reconstruction of the reflective thinking process by including the arguments was very effective to explore the reflective thinking capabilities of pre-service teachers.

Reconstruct the Class Assessment Strategy: Promoting the 21st-Century Learning

The purpose of this research is to reconstruct the class assessment to promote 21st-century learning. The meaning of reconstructing class assessment is the advanced assessment that can realize the purpose of 21st-century learning which is the ability of argumentation, critical, and creative thinking skills. The advanced assessment in this research used the model of Argument-Driven Inquiry (ADI). This research is a quasi-experimental study that uses a pre-test post-test non-equivalent control group design. The research population is 12th-grade students of senior high school on Bandar Lampung. Based on data analysis, it was revealed that the classroom assessment strategy with continuous assessment using the ADI model can be used as a reference to be able to practice 21st-century life skills including argumentation, critical thinking, and creative skills.

Pedagogy of Argumentation: Teaching the Skills of Argumentation to Older Teens

The article deals with the problem of training future teachers to teach older teens the ability of argumentation as an intellectual and communicative activity. The authors analyze the specifics of the training of future teachers in higher education institutions; the process of formation of the competence of teaching the ability of argumentation; the development of pedagogy of argumentation in higher education institutions. The current stage of the education system development requires improving the level of teachers’ training. The problem of professional competence of future teachers who acquire the method of teaching students the ability of argument is relevant. At the same time, there is a need to develop a special professional quality of the future teacher – to be able to defend their own point of view, to formulate theses, to effectively build a system of arguments during communication. So, the issue has a complex character – university students should be taught pedagogical argumentation, they should be equipped with the corresponding technique in order their future pupils gain an opportunity to realize successfully the structure of argumentation both in written and spoken communication. The purpose of the article is to determine the features of teaching methods used at secondary school when forming pupils’ ability of argumentation. This paper aims to identify the main approaches to teaching argumentation, to find out the level of future teachers’ readiness to teach students the ability of argumentation, to develop an experimental method of teaching pedagogy of argumentation and check its results. We conducted an experimental study with 44 students of the Bogdan Khmelnitsky Melitopol state pedagogical university and State Higher Educational Institution Krivoy Rog State Pedagogical University in Ukraine for two years (2018-2019). We divided students into control and experimental groups and provide an extensive education to the control group. The results suggest that the control group’s argumentation skills increased significantly. In drawing conclusions, we note that the proficiency of the teaching methods of older adolescents affects the professional and a future teacher’s personal qualities.

Students’ scientific reasoning and argumentative abilities through levels of inquiry models based on socio-scientific issue

Scientific reasoning and argumentative abilities are one of the purposes of science educations. The way to involve students in reasoning and arguing activities is to provide a science learning activity that integrates the practice of inquiry using scientific methods in Socio-Scientific Issue (SSI). To create this environment, one of the learning models that can be used is the Levels of Inquiry model. The stages of Levels of Inquiry used in this study are discovery learning, interactive demonstration, and inquiry lesson. In every stage of Levels of Inquiry has five learning syntax, namely observation, manipulation, generalization, verification and application. The purpose of this study was to know the changes in scientific reasoning and argumentative abilities of junior high school students after the implementation of the Levels of Inquiry model based on SSI in the science learning at global warming material. The method used is the weak experiment with the one group pretest-posttest design. The subjects of this study were seventh grade students at junior high school. The instrument used is a scientific reasoning test and scientific argumentation test. This study resulted in a gain of 0.43 for changes in students’ reasoning abilities and 0.39 for changes in students’ argumentative abilities. Based on the paired sample t-test analysis, there is a significant difference between the results of the pretest and posttest.

Profile of students’ argumentations ability on the topic of environmental pollution

The purpose of this research was identified argumentation ability profile of middle school students on the topic of environmental pollution. This research was used descriptive quantitative method. The sample used in this research was 29 students of class VII.G in one of junior high school. The research instrument used was 6 items essay questions that have been validated by experts and then analysed using TAP (Toulmin’s Argument Pattern) which consist of some components of argument such as data, claim, warrant, and backing. The results showed that 93.10% of students made claims correctly, 54.02% of students presented data, 48.85% of students wrote warrant, and 45.40% of students completed it with backing. Based on the percentage of students’ argumentation ability, it can be concluded that most students have been able to made claims but some of them have difficulty in expressing data, warrant, and backing. It can be used as a reference for teachers so that in the future they can determine design or learning activities that are not only focused on understanding concepts but also can develop students’ ability in argumentation.

Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

AbstractThis research develops a web‐based model, entitled the “intuitive claim, peer‐assessment, discussion, and elaborate claim argumentation training” (IPadE) model, and embeds with a Web‐based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi‐experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training.

Peningkatan Kemampuan Berpikir Kritis Melalui Cards Of The Formula Pada Perkuliahan Mekanika

This research aimed at improving critical thinking ability of the fourth semester students in mechanics course of physics education at Universitas Hamzanwadi. Method applied was problem based learning through lesson study activity which covered open class four cycle. Media used was cut of papers contained formula or mathematics equation which were called Cards of the formula, the cards were given in every open class activity. The data of critical thinking ability taken from critical thinking test administered by the end o, pices of f lecturing activity. Qualitative data taken from obseravtion result during the lecturing. From the activity, it was found that students’ critical ability in every element namely giving argument ability , formulating problem, doing induction, and by doing deduction, average scores above 3 was got which were categorized into high and medium.

Peningkatan Keterampilan Berargumentasi Ilmiah Pada Siswa Melalui Model Pembelajaran Argument- Driven Inquiry (ADI)

Destination of research to analyze increased students' scientific argumentative ability by way of Argument-Driven Inquiry (ADI) learning model in SMA Negeri 1 Batang Angkola. The study was conducted in a quasi-experiment manner. As for population of the research was students of class X SMAN 1 Batang Angkola. Sample selection that has been used by cluster random sampling, namely class X IPA1 and X IPA2. This research instrument uses a valid and reliable Learning Outcomes test. The data in this study were analyzed by T- test. The results of the study obtained differences in values of scientific argumentation skills in students through argument-driven inquiry learning model at 76.6 and conventional learning 70.06, this means that there is an influence of students' scientific argumentation skills using the Argument Driven Inquiry learning model more improved compared to using conventional learning.

Implementation of cooperative integrated reading and composition (CIRC) to enhance mathematical argumentation ability of mathematics teacher students

This study aims to analyse whether there are differences in the enhancement of mathematical argumentation ability between students who received Cooperative Integrated Reading and Composition (CIRC) learning and students who received conventional learning. The research method chosen is quasi-experiment using non-equivalent control group design. Data analysis techniques used are descriptive statistics and inferential statistics. The results show that the average enhances the ability of students’ mathematical argumentation who received CIRC learning are better than students who received conventional learning. When reviewed based on PMK (Prior Mathematical Knowledge), a mathematical argumentation ability of upper and middle PMK group students in CIRC learning classes are better than students’ mathematical argumentation in conventional learning. Nevertheless, students’ mathematical argumentation ability in the lower PMK groups between the CIRC learning class and the conventional learning class is not different.

PISA-like problems on students’ mathematical literacy using the context of Jakabaring sport city

Challenges for developing countries must certainly have students with high mathematical literacy abilities. The fact was Indonesian students in PISA math rankings are still not good; it because of the low mathematical literacy abilities of students. This article aimed to know the potential effects of PISA mathematics problems on students mathematical literacy abilities. The method in this study used a design research type of development study with the preliminary and formative evaluation stages. The evaluation flow at the prototyping stage was a formative study including the self-evaluation stage, expert review and one-to-one, small group, and field test. In this article, the discussion of the study was about the results of students’ answers in the field test stage, questions that have potential effects that give rise to mathematical literacy abilities namely communication ability, mathematical ability, representation ability, reasoning, and argument ability, choose strategies to problem-solving ability, and use language and symbolic, formal and technical operation ability. With the dominant ability was communication ability.

A scaffolding tool to assist learners in argumentative writing

Evidence indicates that graphic organizers, such as concept maps and argument maps, could help students develop a stronger argumentation ability and build effective argumentative structures. In this study, we designed a computer-aided argumentative essay writing system to assist students in learning structures of argumentation and in enhancing their argumentation abilities. In this study, an experiment was conducted on students in an elementary school in New Taipei City for fourteenth weeks. This included a total of 11 classes (272 students), which were divided into three groups: the argument map writing group, the concept map writing group, and the conventional argumentative writing group. The experimental results showed that the argumentative essays produced by the students in the argument map writing group were superior to those written by students in the other two groups.

A ARGUMENTAÇÃO A PARTIR DE QUESTÕES SOCIOCIENTÍFICAS NA FORMAÇÃO DE PROFESSORES DE BIOLOGIA

Reconhecendo a importância da argumentação para o Ensino de Biologia, sobretudo ao facilitar a aprendizagem de/sobre ciências, o presente estudo objetivou avaliar conteúdos mobilizados nos argumentos de estudantes de biologia na resolução de questões sociocientíficas (QSC), a partir de uma educação contextualizada por História e Filosofia das Ciências (HFC) e Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Para isso, realizamos uma oficina pedagógica utilizando QSC como casos e atividades de argumentação, envolvendo 22 estudantes do curso de licenciatura em biologia. Para a coleta de dados, utilizamos os argumentos produzidos pelos estudantes. A análise dos dados ocorreu inicialmente com a avaliação estrutural e de conteúdo desses argumentos, tendo como base, respectivamente, os modelos de Toulmin (2006) e Sá (2010). De um modo geral, percebemos que a oficina contribuiu para fomentar o discurso argumentativo, bem como requerer, por parte dos estudantes, a mobilização de vários aspectos do conteúdo. Contudo, notamos ainda argumentos de baixa complexidade e imprecisão nos conteúdos mobilizados. Nesse sentido, uma vez que o uso de QSC tem se mostrado promissor para o desenvolvimento de habilidades argumentativas e de mobilização de conteúdos científicos, em um ensino contextualizado e interdisciplinar, mas que ainda existem dificuldades para esse método efetivar-se na educação científica, ressaltamos a importância e a necessidade da realização de mais estudos sobre argumentação com QSC no ensino de ciências, bem como de maiores investimentos em discussões que abordem aspectos históricos e filosóficos da ciência e relações entre CTSA.

Efektivitas Bahan Ajar IPA Berbasis Inkuiri Terbimbing (BAIPABIT) untuk Meningkatkan Kemampuan Berargumen Peserta Didik

Abstrak: This study aims to determine the effectiveness of guided inquiry-based science teaching materials (BAIPABIT) on the ability to argue junior high school students. This research was conducted in class VII of Suralaga 1 Public Middle School in the odd semester 2018/2019 academic year. The sample of 43 students was divided into two research classes, the control class and the experimental class. The type of research used is an experimental study with pre testpost test group design. Data analysis on the effectiveness of BAIPABIT on students 'ability to argue by using normalized gain indexes and students' classical completeness. The results showed that the N-Gain score in the control class was 30.77% and the experimental class was 57.57% and the classical completeness analysis showed that the classical completeness of the control class was 33.33% and the experimental class was 72.73%. This proves that guided inquiry based science material (BAIPABIT) is more effective in improving the ability to argue junior high school students than teaching materials commonly used by teachers. Kata Kunci : Science Teaching Materials, Guided Inquiry, Argument ability

Science Teachers’ Views of Argument in Scientific Inquiry and Argument-Based Science Instruction

This study is aimed at examining science teachers’ views of argument in scientific inquiry and argument-based science instruction. Questionnaires were collected from 53 middle and high school science teachers in the metropolitan area of the Republic of Korea. More than half of these respondents seemed to have a clear understanding of argument in scientific inquiry defining argument as the “discussion of scientific facts and data.” Although most teachers seemed to understand the relationship between argument and scientific inquiry, a relatively small number of teachers identified laboratory experiments for a topic of argument-based science instruction. While more than half of these teachers simply viewed “deriving and coordinating various ideas” as a role of argument in science class, some teachers perceived “promoting student learning” as a role of argument including “expanding student thinking,” “experiencing of scientific knowledge construction,” and “learning scientific knowledge.” Of the 13 teachers who had implemented argument-based science classes, nine stated benefits of argument in science class such as “student solving problems on their own,” “student sharing ideas and considering various perspectives,” ”student thinking improvement,” “high class participation,” and “high student interest.” Most of these respondents commented on the difficulties and challenges in implementing argument-based science instruction such as a lack of time and student argument ability. Teachers who did not implement argument-based science instruction gave reasons related to teachers themselves (lack of experience, understanding, and teaching skills), students (lack of experience, knowledge, and willingness to participation), and the learning environment (lack of class time, entrance exam–oriented class, and number of students).

PISA-LIKE MATHEMATICS PROBLEMS: USING TAEKWONDO CONTEXT OF ASIAN GAMES

This research aims to produce a valid, practical, and having potential effects PISA-like mathematics problems using taekwondo context in Asian Games. The subjects were MIA 3 student of SMA 10 Palembang. This study was design research of development study in which had two stages: the preliminary and formative evaluation. The formative evaluation includes self-evaluation, one-to-one and expert review, small group, and field test. The context is used to have the students estimate maximum numbers of exercising athletes in a hall with a specific size. The result of the analysis shows that the problems which were reviewed by three expert reviews are valid qualitatively based on the PISA framework; it is also practical and easy to understand the problem. Based on the analysis of students’ answer, the developed problems display potential effects on student’s diverse basic mathematical abilities on the various process of answering the problems. The basic mathematics abilities emerging among which are reasoning and argument ability. It appears that students can develop and solve the problem by modeling using their assumptions. Also, the other ability is designing strategies to solve problems in which students use various procedures in solving problems leading the conclusion.

Writing Ability of Paragraph Arguments of Students Who Have High Reading Interest in the Group Using the Quantum Writing Method

This study discusses about writing ability of paragraph arguments of students whose have high reading interest in the group using quantum writing method. The location of this study is MAS of Academic School of Islamic Education 2017/2018. The result shows that the ability to write paragraph arguments for students who are taught using higher quantum writing. The ability to write paragraphs in arguments for students with high reading interest is more suitable to be taught using the quantum writing method

Evaluation of Pre-service Science Teachers’ Argumentation Skills, Knowledge Levels and Attitudes Regarding Organ Transplantation and Donation

<p style="text-align:justify">The purpose of this study was to evaluate pre-service science teachers’ argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students’ future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.</p>