Promoting Students’ Mental Models and Problem-Solving Skills Through Argumentation-Based on Three Levels of Representation (AB3LR)

Authors

Hazrati Ashel , Ida Hamidah , Sjaeful Anwar , Muslim

DOI:

10.29303/jppipa.v11i3.10671

Published:

2025-03-25

Issue:

Vol. 11 No. 3 (2025): March

Keywords:

Argumentation, Learning model, Mental Model, Problem-solving skills, Three levels of representation

Research Articles

Downloads

How to Cite

Ashel, H., Hamidah, I., Anwar, S., & Muslim. (2025). Promoting Students’ Mental Models and Problem-Solving Skills Through Argumentation-Based on Three Levels of Representation (AB3LR) . Jurnal Penelitian Pendidikan IPA, 11(3), 1022–1032. https://doi.org/10.29303/jppipa.v11i3.10671
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Mental models and problem solving skills need to be developed in learning. However, previous study show that students’ mental model and problem-solving skills are not optimal. The solution is to develop an Argumentation Based on Three Levels of Representation (AB3LR) model. This research aims to determine the components, validity, and practicality of the AB3LR model. The method of this study is Design and Development Research (DDR). The instruments used consisted of validation sheets and student response questionnaires. The model was validated by five experts and applied to 19 students taking Statistical Physics courses. The data obtained was analyzed using the Content Validity Ratio (CVR) and Percentage Calculation Method (PCM). The AB3LR model consists of seven stages, namely identifying problems or phenomena, collecting data or information, assimilation and accommodation, presenting tentative arguments, implementing solutions, analyzing and synthesizing the results of discussions, and evaluation. The validation result is 0.99 with a valid category. The AB3LR model is also practical to use with the average percentage is 86.12%. 78.90% and 63.2% students strongly agree that AB3LR model can promote mental models and problem-solving skills. The conclusion of the study is the AB3LR model is valid and practical for use in learning.

References

Alfarraj, Y. F., Aldahmash, A. H., & Omar, S. H. (2023). Teachers’ perspectives on teaching science through an argumentation-driven inquiry model: A mixed-methods study. Heliyon, 9(9), 1–12. https://doi.org/10.1016/j.heliyon.2023.e19739

Almujaddid, S. A., Yuliati, L., & Wisodo, H. (2025). Experiential learning with STEM-Computational Thinking (STEM-CT) approach to develop students’ problem solving skills. Jurnal Penelitian Pendidikan IPA, 11(1), 1026–1032. https://doi.org/10.29303/jppipa.v11i1.9639

Amalia, R., Sari, I. M., & Sinaga, P. (2017). Students’ mental model on heat convection concept and its relation with students conception on heat and temperature. Journal of Physics: Conference Series, 812(1), 1–8. https://doi.org/10.1088/1742-6596/812/1/012092

Ashel, H., Hamidah, I., Anwar, S., & Muslim. (2024). The importance of developing Statistical Physics lecture models in improving mental models and problem solving skills. Journal of the East-Asian Association in Science Education, 3(1), 196–211. Retrieved from https://easeletters.org/jms/index.php/easeletters/article/view/129

Batlolona, J. R., Singerin, S., & Diantoro, M. (2020). Influence of problem based learning model on student mental models. Jurnal Pendidikan Fisika Indonesia, 16(1), 14–23. https://doi.org/10.15294/jpfi.v16i1.14253

Batlolona, J. R., & Souisa, H. F. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education (IJERE), 9(2), 269–277. https://doi.org/10.11591/ijere.v9i2.20468

Corpuz, E. D., & Rebello, N. S. (2011). Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development. Physical Review Special Topics - Physics Education Research, 7(2), 1–9. https://doi.org/10.1103/PhysRevSTPER.7.020102

Denny, DPJ N., Lengkana, D., & Abdurrahman. (2023). 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. Jurnal Penelitian Pendidikan IPA, 9(12), 10633–10640. https://doi.org/10.29303/jppipa.v9i12.4336

Franco, C., & Colinvaux, D. (2000). Grasping mental models. In J. K. Gilbert & C. J. Boulter (Eds.), Developing Models in Science Education (pp. 93–118). Netherlands: Kluwer Academic Publishers.

Fratiwi, N. J., Samsudin, A., Ramalis, T. R., Saregar, A., Diani, R., Irwandani, Rasmitadila, & Ravanis, K. (2020). Developing MeMoRi on Newton’s laws: For identifying students’ mental models. European Journal of Educational Research, 9(2), 699–708. https://doi.org/10.12973/eu-jer.9.2.699

Gustina, Mansyur, J., Laratu, W. N., & Tule, R. (2024). Mental models based on students thinking style about objects in static fluid. Jurnal Penelitian Pendidikan IPA, 10(11), 9770–9779. https://doi.org/10.29303/jppipa.v10i11.7980

Hakim, A. R., Widodo, W., & Sunarti, T. (2023). Development of discovery learning and Toulmin Argument Pattern (TAP) based learning devices to trains studentsâ€TM critical thinking skills on global warming materials. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 1102–1111. https://doi.org/10.29303/jppipa.v9iSpecialIssue.4862

Hamdiyati, Y., Soesilawaty, S. A., & Habibah, S. N. (2022). Analysis of high school student’s mental model on virus: Representation of students’ conceptions. Jurnal Penelitian Pendidikan IPA, 8(4), 1790–1797. https://doi.org/10.29303/jppipa.v8i4.1879

Hani’ah, M., & Aznam, N. (2022). Argumentation practices to increase knowledge and competence of acid-base materials for prospective chemistry teacher students. Jurnal Penelitian Pendidikan IPA, 8(4), 1894–1899. https://doi.org/10.29303/jppipa.v8i4.1754

Hasnunidah, N., Dwiyanti, E., Yolida, B., Meriza, N., & Maulina, D. (2024). Optimizing discovery learning to enhance HOTS: Why use argumentative worksheets? Jurnal Penelitian Pendidikan IPA, 10(12), 10348–10358. https://doi.org/10.29303/jppipa.v10i12.9412

Heller, K., & Heller, P. (2010). Cooperative Problem Solving in Physics: A User’s Manual. US: University of Minnesota.

Hochberg, K., Becker, S., Louis, M., Klein, P., & Kuhn, J. (2020). Using smartphones as experimental tools—a follow-up: Cognitive effects by video analysis and reduction of cognitive load by multiple representations. Journal of Science Education and Technology, 29(2), 303–317. https://doi.org/10.1007/s10956-020-09816-w

Inch, E. (2006). Critical Thinking and Communication. USA: Pearson.

Iwuanyanwu, P. N. (2020). Effects of dialogical argumentation instructional model on pre-service teachers’ ability to solve conceptual mathematical problems in Physics. African Journal of Research in Mathematics, Science and Technology Education, 24(1), 129–141. https://doi.org/10.1080/18117295.2020.1748325

Joyce, B. R., Weil, M., & Calhoun, E. (2015). Models of Teaching, 9th Edition. USA: Pearson.

Kurnaz, M. A., & Eksi, C. (2015). An analysis of high school students’ mental models of solid friction in physics. Kuram ve Uygulamada Egitim Bilimleri, 15(3), 787–795. https://doi.org/10.12738/estp.2015.3.2526

Kurniawan, W., Darmaji, D., Astalini, A., Kurniawan, D. A., Hidayat, M., Kurniawan, N., & Farida, L. Z. N. (2019). Multimedia physics practicum reflective material based on problem solving for science process skills. International Journal of Evaluation and Research in Education, 8(4), 590–595. https://doi.org/10.11591/ijere.v8i4.20258

Lah, N. H. C., Senu, M. S. Z. M., Jumaat, N. F., Phon, D. N. E., Hashim, S., & Zulkifli, N. N. (2024). Mobile augmented reality in learning chemistry subject: an evaluation of science exploration. International Journal of Evaluation and Research in Education, 13(2), 1007–1020. https://doi.org/10.11591/ijere.v13i2.25198

Mufit, F., Asrizal, Puspitasari, R., & Annisa. (2022). Cognitive conflict-based e-book with real experiment video analysis integration to enhance conceptual understanding of motion kinematics. Jurnal Pendidikan IPA Indonesia, 11(4), 626–639. https://doi.org/10.15294/jpii.v11i4.39333

Muzana, S. R., Jumadi, Wilujeng, I., Yanto, B. E., & Mustamin, A. A. (2021). E-STEM project-based learning in teaching science to increase ICT literacy and problem solving. International Journal of Evaluation and Research in Education, 10(4), 1386–1394. https://doi.org/10.11591/IJERE.V10I4.21942

Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, 53(1), 1–43. https://doi.org/10.1080/03057267.2017.1248627

Ping, I. L. L. (2020). Explicit teaching of scientific argumentation as an approach in developing argumentation skills, science process skills and biology understanding. Journal of Baltic Science Education, 19(2), 276–288. https://doi.org/10.33225/jbse/20.19.276

Praisri, A., & Faikhamta, C. (2020). Enhancing students’ mental models of chemical equilibrium through argumentation within model-based learning. International Journal of Learning, Teaching and Educational Research, 19(7), 121–142. https://doi.org/10.26803/ijlter.19.7.7

Rahma, A., Wibowo, F. C., & Budi, E. (2024). Student argumentation skill in physics learning: bibliometric analysis. AIP Conference Proceedings, 3116(1), 1–8. https://doi.org/10.1063/5.0215718

Richey, R. C., & Klein, J. D. (2007). Design and Developntent Research. New York: Routledge.

Sa-ngiemjit, M., Vázquez-Alonso, Á., & Mas, M. A. M. (2024). Problem-solving skills of high school students in chemistry. International Journal of Evaluation and Research in Education (IJERE), 13(3), 1825–1831. https://doi.org/10.11591/ijere.v13i3.27421

Sağlam-Arslan, A., Karal, I. S., & Akbulut, H. İ. (2020). Prospective physics and science teachers’ mental models about the concept of work. Journal of Science Learning, 3(3), 124–131. https://doi.org/10.17509/jsl.v3i3.21660

Sampson, V., & Gerbino, F. (2010). Two instructional models that teachers can use to promote & support scientific argumentation in the biology classroom. American Biology Teacher, 72(7), 427–431. https://doi.org/10.1525/abt.2010.72.7.7

Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257. https://doi.org/10.1002/sce.20421

Sari, I. M., Fauzi, D., Malik, A., Saepuzaman, D., Ramalis, T. R., & Rusdiana, D. (2019). Excavating the quality of vocational students’ mental models and prediction on heat conduction. Journal of Physics: Conference Series, 1204(1), 1–7. https://doi.org/10.1088/1742-6596/1204/1/012042

Setiawan, A., & Jumadi, J. (2023). Analysis of the implementation of Argument Driven Inquiry (ADI) in students’ argumentation skills. Jurnal Penelitian Pendidikan IPA, 9(6), 127–133. https://doi.org/10.29303/jppipa.v9i6.2725

Songsil, W. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(1), 1–22. https://doi.org/10.1186/s41029-019-0035-x

Syarqiy, D., Yuliati, L., & Taufiq, A. (2023). Exploration of argumentation and scientific reasoning ability in phenomenon-based Argument-Driven Inquiry learning in Newton’s Law material. Jurnal Penelitian Pendidikan IPA, 9(9), 7264–7272. https://doi.org/10.29303/jppipa.v9i9.4589

Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45(3), 197–210. https://doi.org/10.1177/0748175612440286

Wu, C. J., & Liu, C. Y. (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17(1), 1–16. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125

Zhafransyah, A. A., Suyanta, & Sari, D. N. (2024). Analysis of the guided discovery learning model based on video learning on the students problem-solving abilities. Jurnal Penelitian Pendidikan IPA, 10(12), 11137–11143. https://doi.org/10.29303/jppipa.v10i12.7743

Author Biographies

Hazrati Ashel, Universitas Pendidikan Indonesia

Ida Hamidah, Universitas Pendidikan Indonesia

Sjaeful Anwar, Universitas Pendidikan Indonesia

Muslim, Universitas Pendidikan Indonesia

License

Copyright (c) 2025 Hazrati Ashel, Ida Hamidah, Sjaeful Anwar, Muslim

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).