Scientific Argumentation Skills Research Articles

Enhancing Scientific Argumentation Skills Through Electronic Worksheets Based on Research Oriented Collaborative Inquiry Learning

This study aimed to develop and determine the feasibility of an electronic worksheet based on Research Oriented Collaborative Inquiry Learning in a course on chemical equilibrium. The development model of this research was Research and Development. It follows the 4D model by Thiagarajan. The 4D development model consists of four research and development steps: define, design, develop and disseminate. The instruments in this study were questionnaires used to obtain input data for products and quantitative scores as the value of media feasibility. The results showed that the components of the e-worksheet on the aspects of the materials, learning, visual display, and software engineering were suitable for use by students. The percentage of assessment by chemistry teachers was 92.50%, peer reviewers were 90%, and students’ rating was 87%. Therefore, the electronic worksheet based on Research Oriented Collaborative Inquiry Learning (REORCILEA) is worthy of being used as a learning medium in the course on chemical equilibrium to improve scientific argumentation skills. The electronic worksheet has the advantage of being more practical and effective in learning.
 Keywords: electronic worksheet, collaborative inquiry learning, chemical equilibrium

Profile of The First Year Student’s Argumentation Skills on General Chemistry Courses at a Public University in West Sumatera: A Preliminary Study

Scientific argumentation is one of the key components of habits of mind, while habits of mind are one dimension of scientific literacy that should be developed in Indonesia. However, the student’s scientific argumentation ability in learning, which has been weak lately, has become a common problem that needs to be solved immediately. The solution can be related to how to evaluate the learning process, construct the problems found in learning, and design learning that can motivate students to argue. This is a descriptive study. It aimed to find out the profile of the early scientific argumentation skills of first-year students who took general chemistry courses at one of the public colleges in West Sumatra. Research instruments consist of four open and semi-closed essay questions. Those were given to 125 chemical education students involved in this study. Data was analyzed by evaluating the students’ written argumentation, which became the research samples by following the Toulmin Argumentation Pattern (TAP), consisting of claim, data, warrant, backing, and rebuttal. The study results show that most students (97.25%) have level 0–3 argumentations skills. While only 2.25% of students have level 4 argumentation skills and 0.5% are at level 5. This means that the early argumentation skills of chemistry students are still low, and only a few students are able to emerge with a rebuttal in the scientific arguments they build. These findings are further used as the basis for designing learning strategies that can improve students’ argumentation skills during the learning process, especially in general chemistry courses, so that their habits of mind and scientific literacy will also increase.

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.

Inquiry and Debate in Science Learning: Potential Strategy for Improving Students’ Scientific Argumentation Skills

Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be facilitated through inquiry activities. Meanwhile, refuting claims and evidence from opposing arguments can be facilitated through debate activities. Inquiry and debate can be a solution to improving students' scientific argumentation skills. This study aims to prove the truth of this statement through a systematic literature review by applying the PRISMA 2020 criteria which are expanded by bibliometric analysis with the help of the VOSviewer software. The results of the study show that research related to inquiry, debate, and their influence on students' scientific argumentation skills has a pretty good trend. In Indonesia the research climate is still quite good, research topics are still in great demand, and it is very possible to carry out research innovations on related topics. Another finding is that the integration of inquiry and debate in science learning can be a potential strategy to improve students' scientific argumentation skills.

PROFIL ARGUMENTASI ILMIAH PESERTA DIDIK BERBANTUAN PADLET DENGAN PENDEKATAN SOCIOSCIENTIFIC ISSUE GELOMBANG BUNYI

This study aims to analyze the scientific argumentation profile of students with the socio-scientific issue (SSI) approach in physics learning. This qualitative descriptive research uses the SSI approach. Data collection used interviews, observation, reflection, and Padlet-assisted learning techniques. The results showed that learning physics with the Padlet-assisted SSI approach could improve scientific argumentation skills. The results of the teacher's interviews, observations, and reflections show that the challenges of Padlet learning are the depth of the material and time constraints. Further, SSI research can be developed in other subjects with the principles of developing students' character and soft skills.

THE IMPACT OF INQUIRY-BASED ONLINE LEARNING WITH VIRTUAL LABORATORIES ON STUDENTS’ SCIENTIFIC ARGUMENTATION SKILLS

Scientific argumentation is a higher-order thinking skill that is a major focus in education in the 21st century. This is a skill that plays an important role in knowledge construction which in reality is rarely implemented in science learning. The facts show that most students have low scientific argumentation skills and still need to be improved. In improving scientific argumentation skills, the learning design used must give students more opportunities to build and criticize arguments, make claims, and use evidence in the process of reasoning based on inquiry activities. Based on the results of previous research, it is known that inquiry-based learning has extraordinary potential in developing students’ scientific argumentation skills. Interestingly, no research has been found that reveals the effect of inquiry-based online learning on students’ scientific argumentation skills. Therefore, this study aims to determine the impact of inquiry-based online learning with a virtual laboratory on students’ scientific argumentation skills. This study uses a onegroup pretest-posttest design with n-gain analysis. The results of this study indicate that the application of inquiry-based online learning with a virtual laboratory can improve students’ scientific argumentation skills. Uniquely, this only significantly impacts the claim, evidence, and reasoning components, but not the counterclaim and rebuttal components.

Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid

The inquiry learning model is a model that facilitates the construction of students' scientific knowledge which can also improve students' argumentation skills. According to several research results, inquiry-based learning has proven to be effective in improving scientific argumentation skills because in the learning process students are directed in investigative activities to find scientific evidence as a basis for scientific argumentation. By considering the student learning process, the aim of this research is to describe whether the use of three types of inquiry learning models can teach fluid material and influence the student learning process, one of which is students' argumentation abilities. This research method uses mixed method triangulation. The instruments used were interview questionnaires and argumentation tests. The data obtained was then analyzed using simple statistical tests and N-gain scores. Interview data was analyzed to find out clarification of students' answers. The research results of the inquiry learning model were successful in developing argumentation skills, namely the n-gain score resulted in the use of the structured inquiry learning model gaining 0.88, the guided inquiry learning model 0.84 and the open inquiry learning model 0.74.

Implementation Of The Science Learning Model To Improving Students’ Scientific Argumentation Skills: A Review

Argumentation ability is one of the main goals of learning science because students who study science must know scientific explanations about natural phenomena, use them to solve problems and be able to understand other findings they get. This study is a Literature Review article which aims to identify the most effective learning models to improve students' scientific argumentation skills in science learning. A search of the literature study articles obtained twenty-five articles that met the inclusion criteria and were relevant for review. The results of the literature study show that one of the most effective learning models in improving students' scientific argumentation skills in science isArgument Driven Inquiry with approachsocio scientif issues. The highest score range is 80-90 based on the research results contained in the 10 articles that have been analyzed. While the lowest range is in the 40-50 range found in 1 article that has been analyzed.

When Science Is Taught This Way, Students Become Critical Friends: Setting the Stage for Student Teachers

Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in which students accept the teacher’s authority over any content to be justified a priori, argumentation teaching allows students to focus on the importance of high-quality evidence for epistemic knowledge, reasoning, and justification. Using a quasi-experimental design, two study groups of undergraduate student teachers were exposed to two different learning conditions, the Exp-group with dialogic argumentation instruction (DAI) and the Ctrl-group with expository instruction. Each group received the same science content twice a week for 12 weeks (2 h per lesson). Pre- and posttests were administered to collect data. One-way MANCOVA with the pretest results as covariates showed that the instructional approaches (Wilk’s Λ = 0.765, p < 0.001) had a significant effect on the tested variables after the intervention. A pairwise comparison of performance indices between the two study groups revealed that the exp-group was better able to evaluate alternative solutions and defend arguments for collaborative consensus on unstructured scientific problems. This suggests that dialogic argumentation instruction can be used to help students improve their scientific reasoning, thinking, and argumentation skills, which are required to solve problems involving scientific phenomena.

Assistance in Making Dynamic Electricity KITs Based on Scientific Argumentation Skills for Physics Teachers in Sidoarjo Senior High School

Physics learning cannot be separated from studying abstract concepts and practical activities to help students understand concepts in real terms. In the learning process, practical tools are needed to made easily and used in learning. The limited equipment in the laboratory is one of the obstacles to the lack of optimal learning activities, especially in practical activities. Therefore, teachers are required to be more creative and innovative in utilizing the tools around them so they can be used as practical tools. Dynamic electricity is also seen as an abstract concept requiring a practicum so that students can understand the concept real and meaningfully. Then, the other obstacle is scientific argumentation skills that still need to be better trained or not contained in the learning materials. It makes students' skills in scientific argumentation still lacking. The solution is: Synergize with the Physics Senior High School Teachers in Sidoarjo. They are trained through training to make physics practicum tools. Thus, the training participants can make these practical tools, can arrange student worksheets according to these tools and based on scientific argumentation skills. They can apply them in learning at their school. The result of this training is that the response of the Physics Senior high school teachers to the materials and demonstrations is very enthusiastic and interesting. This is evidenced by the average response questionnaire results of 3.44 with the maximum value of the questionnaire being 4. The maximum value obtained based on the response questionnaire is 3.66 and the lowest is 3.28.

Using an Observation Protocol To Evaluate Student Argumentation Skills in Introductory Biology Laboratories.

Argumentation is vital in the development of scientific knowledge, and students who can argue from evidence and support their claims develop a deeper understanding of science. In this study, the Argument-Driven Inquiry instruction model was implemented in a two-semester sequence of introductory biology laboratories. Student's scientific argumentation sessions were video recorded and analyzed using the Assessment of Scientific Argumentation in the Classroom observation protocol. This protocol separates argumentation into three subcategories: cognitive (how the group develops understanding), epistemic (how consistent the group's process is with the culture of science), and social (how the group members interact with each other). We asked whether students are equally skilled in all subcategories of argumentation and how students' argumentation skills differ based on lab exercise and course. Students scored significantly higher on the social than the cognitive and epistemic subcategories of argumentation. Total argumentation scores were significantly different between the two focal investigations in Biology Laboratory I but not between the two focal investigations in Biology Laboratory II. Therefore, student argumentation skills were not consistent across content; the design of the lab exercises and their implementation impacted the level of argumentation that occurred. These results will ultimately aid in the development and expansion of Argument-Driven Inquiry instructional models, with the goal of further enhancing students' scientific argumentation skills and understanding of science.

Measuring Students' Scientific Argumentation Skills in Explaining Phenomena Related to Acid-Base Concepts

Scientific argumentation is one of the main competencies of students in communicating chemical phenomena through the application of conceptual mastery that they have understood. The development of this ability has been postulated in the 2013 curriculum through constructivist-based learning approaches and scientific inquiry, either in the classroom or the laboratory. However, there is relatively little information on how students' scientific argumentation skills develop. This study aims to measure students' scientific argumentation skills in explaining five science phenomena related to the acid-base concept, namely: acid rain, salt crystal making, the use of antacids as ulcer medicine, the use of CaMgCO3 dolomite fertilizer, and the difference in the acidity level of HCl and H2SO4, using Rasch modeling. Each phenomenon was measured by three multiple-choice test items, which were developed to test students' ability to make claims (Q1), evidence (Q2), and justification (Q3). The data were analyzed using Rasch modeling, allowing researchers to measure the item and individual respondent levels. Respondents were 100 chemistry students in Gorontalo, who were differentiated in gender and adversity quotient. The results showed that the measurement instrument has good validity and reliability. In addition, it was found that students' abilities differed; some items responded differently regarding gender and adversity quotient. Most students tended to be weak in explaining the phenomenon of acid rain, the use of antacids for ulcer disease, the use of dolomite fertilizer, and the difference in the acidity level of HCl and H2SO4

Development of Teaching Material Supplements Based on Socio Scientific Issues to Improve Students' Scientific Argumentation Ability

The impact of the Covid-19 pandemic has touched every aspect of people's lives, including health and education. Because there is a lot of ignorance about prevention of Covid-19, it is necessary to have learning media that is easily accepted. E-Books are one of the solutions to provide education about the SARS CoV-2 virus which is given to students as a supplement to teaching materials on viruses. The purpose of this study was to test the validity of teaching steel supplements as learning media on viruses and students' scientific argumentation skills. This research uses the Thiagarajan 4-D model development method (Define, Design, Develop, Disseminate). The data analysis technique used is descriptive data analysis including the validity of responses from users and the effectiveness of the products tested on class X MIPA 1 student of SMAN 1 Bandar Lampung. The results showed that the developed e-book had valid criteria by material experts with a score of 75.00% and very valid by media experts with a score of 95.83%. Students and teachers responded to the e-book used in learning, respectively 92.17% and 94.38% with very valid criteria. Analysis of students' scientific argumentation abilities showed moderate criteria with an average N-gain value of 0.52. Thus, the teaching material supplement in the form of an e-book that is being developed can be used as a biology learning medium to improve students' scientific argumentation skills.

Improving the Scientific Argumentation Skills of Physical Education Students Through the Argument Driven Inquiry Learning Model

Improving scientific argumentation skills through the application of the ADI learning model is the main goal of this research. Classroom action research through cycle 1 and cycle 2 was applied to achieve the research objectives. The procedure in this study consisted of five stages, namely: planning, implementing actions, observing, and reflecting. A total of 50 students were involved as subjects in this classroom action research. The subjects are physical education students in the fifth semester who are taking research methodology lectures. Data collection was carried out in 2 cycles, the first cycle was carried out in August- October 2022. Data collection techniques and instruments in this classroom action research were used techniques such as observation, argumentation ability test, and interviews. From the results of the analysis of observational data, it is known that in cycle 1 there is an average value of 70.67% and in cycle 2 it increases to 84%. Scientific argumentation skills in cycle 1 are 68.4% and in cycle 2 are 82%. In cycle 1, it is known that student learning completeness is 72%, while in cycle 2, student learning completeness is 82%. So it can be concluded that applying the ADI learning model can improve the scientific argumentation skills of physical education students.

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

The Effect of Whatsapp-Based Blended Problem-Based Learning on Students' Scientific Argument Ability in the Concept of Viruses

This study aims to determine the effect of Whats App-based blended problem-based learning on students' scientific argumentation skills on the concept of a virus in class X MIPA Madrasah Aliyah Negeri Tasikmalaya Indonesia. The research method used is a quasi-experimental method using a posttest only control design. The population in this study was class X MIPA as many as 202 people. Samples were taken by non-probability sampling in the form of purposive sampling. The sample used is MIPA 5 and X MIPA 6 classes at Madrasah Aliyah Negeri Tasikmalaya Indonesia as many as 61 students. With MIPA 6 class as many as 30 students as the experimental class and X MIPA 5 as many as 31 students as the control class. Data collection was done by giving 7 questions of scientific argumentation. The data analysis technique used was t independent with a significance value (0.0001). The results showed that there was an effect of WhatsApp-based blended problem-based learning on the ability to argue scientifically. Other findings show that the average scientific argumentation ability of students is based on its components, namely claim (2,224), evidence (1,825) and reasoning (0,378).

Quality of Student Scientific Argumentation Through the Application of Problem-Based Learning With Flipped Classroom Approach

This research is quantitative research with a descriptive method that aims to analyze and compare the quality of students' scientific arguments in experimental class 1 which is applied by the PBL model through Flipped Classroom approach with experimental class 2 which applies the PBL model only. Instruments to measure students' scientific argumentation skills are essay questions. The quality of the students' arguments was analyzed based on the completeness of the components and the strength of the arguments. Analysis of the completeness of students' argumentation components aims to determine the level of students' argumentation which consists of 5 levels. The strength of the students' arguments was analyzed and categorized into three categories, namely weak, moderately strong, and strong. The results showed that students' scientific argumentation skills based on the completeness of the argument components in both classes experienced a significant increase. Most of the students in both classes have level 3 argumentation skills, meaning that students can make claims accompanied by complete supporting grounds. Based on the analysis of students' argument strength, experimental class 1 showed better argument quality than experimental class 2 where the percentage of students with strong argument strength in experimental class 1 was higher. Therefore, it can be concluded that the application of PBL with Flipped Classroom approach can improve the quality of students' scientific arguments

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.

Argumentation Writing Skills of Preservice Teacher in Higher Education: Mapping for Development

Argumentation skills are an important domain to be provided to students in higher education. This study aims to identify the level and category of scientific argumentation skills among students. The method used in this research is content analysis. Twenty-three students’ written scientific arguments about environmental issues were analyzed to be mapped. The mapping analysis of students’ written arguments is divided into two parts. Mapping analysis of students’ written arguments is grouped into two parts. First, the analysis focuses on the completeness of the argumentation components without considering their scientificity. Second, the analysis is more emphasized on the argumentation component and the scientific level of the argument. The research findings illustrate that the argumentation component without a scientific level is dominated by grade 2 (ie Data, Claims and/or Warrants). Meanwhile, the research results on the argumentation component and the scientific level of argumentation are dominated by the Unacceptable-Incorrect Scientific Knowledge (SU-2) category. Thus, written argumentation skills must be taught to students comprehensively. This study is important for lecturers because it provides an overview of the ability of scientific argumentation among students, which then helps lecturers in determining the next step in the learning process by adopting appropriate teaching strategies.