Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students' Argumentation Skills

Authors

Rakhmatdi , Sri Widoretno , Joko Ariyanto , Bowo Sugiharto , Sri Dwiastuti , Chandra Adi Prabowo

DOI:

10.29303/jppipa.v9i8.3157

Published:

2023-08-25

Issue:

Vol. 9 No. 8 (2023): August

Keywords:

Argumentation skill, Concept map, Deciding stage, Instructional techniques, Project based learning

Research Articles

Downloads

How to Cite

Rakhmatdi, R., Widoretno, S., Ariyanto, J. ., Sugiharto, B. ., Dwiastuti, S. ., & Prabowo, C. A. . (2023). Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students’ Argumentation Skills. Jurnal Penelitian Pendidikan IPA, 9(8), 6359–6367. https://doi.org/10.29303/jppipa.v9i8.3157

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations

References

Acar, O., & Patton, B. R. (2012). Argumentation and Formal Reasoning Skillsin an Argumentation-Based Guided Inquiry Course. Procedia - Social and Behavioral Sciences, 6, 4756–4760. https://doi.org/10.1016/j.sbspro.2012.0.

Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3), 1–15. https://doi.org/10.1177/2158244020938702

Amiroh, F., & Admoko, S. (2020). Tinjauan Terhadap Model- Model Pembelajaran Argumentasi Berbasis TAP Dalam Meningkatkan Keterampilan Argumentasi dan Pemahaman Konsep Fisika Dengan Metode Library Research. Inovasi Pendidikan Fisika, 9(2), 207–214. Retrieved from https://ejournal.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/34545

Anita, Afandi, Tenriawaru, A. B., & Putra, D. A. (2021). Profile of Argumentation Skills using Toulmin’s Argumentation Pattern (TAP) in Senior High School Students in Biology Learning: Preliminary Research. Journal of Physics: Conference Series, 1842(1). https://doi.org/10.1088/1742-6596/1842/1/012065

Aydeniz, M., & Kaya, E. (2012). Argumentation and Students’ Conceptual Understanding of Properties and Behaviors of Gases. International Journal of Science and Mathematics Education, 10(6), 1303–1324. https://doi.org/10.1007/s10763-012-9336-1

Dack, H., van Hover, S., & Hicks, D. (2016). “Try Not to Giggle if You Can Help Itâ€: The implementation of experiential instructional techniques in social studies classrooms. The Journal of Social Studies Research, 40(1), 39–52. https://doi.org/10.1016/j.jssr.2015.04.002

Deane, P., & Song, Y. (2015). The Key Practice, Discuss and Debate Ideas: Conceptual Framework, Literature Review, and Provisional Learning Progressions for Argumentation. ETS Research Report Series, 2015(2), 1–21. https://doi.org/10.1002/ets2.12079

Erduran, S., Simon, S., & Osborne, J. (2018). TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012

Grà cia, M., Vega, F., Jarque, S., Adam, A. L., & Jarque, M. J. (2021). Teaching practices for developing oral language skills in Catalan schools. Cogent Education, 8(1), 1–20. https://doi.org/10.1080/2331186X.2021.1935647

Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental and Science Education, 10(1), 111–132. https://doi.org/10.12973/ijese.2015.234a

Handayani, E. P., & Ayub, S. (2021). Optimalisasi Kompetensi Guru dalam Penerapan PjBL Berbasis STEM melalui IHT. Jurnal Pendidikan, Sains, Geologi, Dan Geofisika (GeoScienceEd Journal), 2(2), 47–54. https://doi.org/10.29303/goescienceedu.v2i2.148

Handayani, P., & Sardianto, M. (2015). Analisis Argumentasi Peserta Didik Kelas X Sma Muhammadiyah 1 Palembang Dengan Menggunakan Model Argumentasi Toulmin. Jurnal Inovasi Dan Pembelajaran Fisika, 69(2), 34–37. Retrieved from https://ejournal.unsri.ac.id/index.php/jipf/article/view/2355

Hardiana, N., Widoretno, S., Dwiastuti, S., Sajidan, & Nurmiyati. (2019). Instructional technique question application in stage of deciding in project based learning to increase score concept map. Journal of Physics: Conference Series, 1241(1). https://doi.org/10.1088/1742-6596/1241/1/012030

Hasnunidah, N., Susilo, H., Irawati, M., & Suwono, H. (2019). The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models. Journal of University Teaching and Learning Practice, 17(1). https://doi.org/10.53761/1.17.1.6

Kalelioǧlu, F., & Gülbahar, Y. (2013). The effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion. Educational Technology and Society, 17(1), 248–258. Retrieved from https://www.jstor.org/stable/jeductechsoci.17.1.248

MacLeod, M., & van der Veen, J. T. (2020). Scaffolding interdisciplinary project-based learning: a case study. European Journal of Engineering Education, 45(3), 363–377. https://doi.org/10.1080/03043797.2019.1646210

Ng, S. E., Yeo, K. J., & Mohd, Kosnin, A. B. (2018). Item Analysis for the Adapted Motivation Scale Using Rasch Model. International Journal of Evaluation and Research in Education (IJERE), 7(4), 264. Retrieved from https://eric.ed.gov/?id=EJ1198607

Nouwens, F., Mark, J., Keleher, P., & Clark, K. (2007). Evaluating use of an online concept mapping tool to support collaborative project based learning. Proceedings of the 2007 AaeE Conference, January, 1–8. Retrieved from https://conference.eng.unimelb.edu.au/aaee2007/papers/paper-90.pdf

Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. New York, NY: Routledge.

Novak, J. D., & Cañas, a J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. IHMC CmapTools, 1–36. https://doi.org/Technical Report IHMC CmapTo.

Pandey, R. (2017). Understanding and use of Non-verbal communication in classroom by teacher educator of secondary teacher training institutions of Ranchi, Jharkhand. Research Journal of Social Sciences, 8(9).

Permana, N. N., Setiani, A., & Nurcahyono, N. A. (2020). Analysis of Students’ Adaptive Reasoning Ability in Solving Higher Order Thinking Skills (Hots) Problems. Jurnal Pengembangan Pembelajaran Matematika (JPPM SUKA), 2(2), 51–60. https://doi.org/10.14421/jppm.2020.22.51-60

Puspita, L., Suciati, & Maridi. (2014). Pengaruh Model Problem Based Learning Dengan Metode Eksperimen Disertai Teknik Concept Map Dan Mind Map Terhadap Prestasi Belajar Biologi Ditinjau Dari Motivasi Belajar Dan Aktivitas Belajar Siswa. Jurnal Inkuiri, 3(1), 85–95. Retrieved from https://jurnal.uns.ac.id/inkuiri/article/view/9676

Puspitasari, Y., Widoretno, S., Ariyanto, J., Sugiharto, B., Dwiastuti, S., & Adi, C. (2022). Profile of High School Students’ Arguments on Environmental Pollution Materials in the Covid-19 Era. 14(4), 6483–6492. https://doi.org/10.35445/alishlah.v14i4.1989

Rahman, D. F. (2018). Analisis Argumentasi dalam Isu Sosiosaintifik Siswa SMP. Thabiea: Journal of Natural Science Teaching, 1(1), 9–13. Retrieved from http://journal.iainkudus.ac.id/index.php/Thabiea/article/view/3868

Saenab, S., Yunus, S. R., & Virninda, A. N. (2017). PjBL untuk pengembangan keterampilan mahasiswa: sebuah kajian deskriptif tentang peran PjBL dalam melejitkan keterampilan komunikasi dan kolaborasi mahasiswa. Seminar Nasional Lembaga Penelitian UNM, 2(1), 45–50. Retrieved from http://eprints.unm.ac.id/31642/

Saracaloglu, A. S., Aktamis, H., & Delioglu, Y. (2011). The impact of the development of prospective teachers’ critical thinking skills on scientific argumentation training and on their ability to construct an argument. Journal of Baltic Science Education, 10(4), 243–260. Retrieved from http://www.scientiasocialis.lt/jbse/files/pdf/vol10/243-260.Saracaloglu_Vol.10.4.pdf

Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. Retrieved from https://doi.org/10.1016/j.tsc.2018.08.001

Setiono, P., Yuliantini, N., Wurjinem, W., & Anggraini, D. (2021). Kemampuan Argumentasi Ilmiah Mahasiswa Melalui Penerapan Model Pembelajaran Project Based Learning. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 5(1), 101. https://doi.org/10.30651/else.v5i1.7039

Si, J., Kong, H. H., & Lee, S. H. (2018). Developing clinical reasoning skills through argumentation with the concept map method in medical problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 13(1), 1–11. https://doi.org/10.7771/1541-5015.1776

Stede, M. (2020). (2020). Automatic argumentation mining and the role of stance and sentiment. Journal of Argumentation in Context, 9(1), 19–41. https://doi.org/10.1075/jaic.00006.ste

Su, K. D. (2020). An argumentation-based study with concept mapping approach in identifying students’ scientific performance skills. Interdisciplinary Journal of Environmental and Science Education, 16(4). https://doi.org/10.29333/ijese/8544

Sumarni, W., & Kadarwati, S. (2020). Ethno-stem project-based learning: Its impact to critical and creative thinking skills. Jurnal Pendidikan IPA Indonesia, 9(1), 11–21. https://doi.org/10.15294/jpii.v9i1.21754

Sumintono, B., & Widhiarso, W. (2015). Aplikasi Pemodelan RASCH Pada Assessment Pendidikan. Yogyakarta: Trim Komunikata.

Thomas, J. W. (2000). A Review of Research on Project Based Learning. Report Prepared for The Autodesk Foundation. Retrieved from http://www.bie.org/research/study/review_of_project_based_learning_2000

Toulmin, S. (2003). The Uses of Argument (2nd ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511840005.

Turgut, H. (2008). Prospective Science Teachers’ Conceptualizations About Project Based. International Journal of Instruction, 1(1), 62–79. Retrieved from https://eric.ed.gov/?id=ED524155

Ural, E., & Gençoğlan, D. M. (2019). The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills. Interdisciplinary Journal of Environmental and Science Education, 16(1), 1–15. https://doi.org/10.29333/ijese/6369

Watson, M. K., Barrella, E., Wall, T., Noyes, C., & Rodgers, M. (2020). Comparing measures of student sustainable design skills using a project-level rubric and surveys. Sustainability (Switzerland), 12(18), 1–14. https://doi.org/10.3390/SU12187308

Widoretno, S., Prabowo, C. A., & Hardiana, N. (2023). Teacher’ s questions in project-based learning: the impact on the quality of student’ s concept map components. Research and Practice in Technology Enhanced Learning, 18(31), 1–27. https://doi.org/10.58459/rptel.2023.18031

Yin, Y., Vanides, J., Ruiz-primo, M. A., Ayala, C. C., & Shavelson, R. J. (2005). Comparison of two conceptâ€mapping techniques: Implications for scoring, interpretation, and use. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 42(2), 166–184. Retrieved from https://files.eric.ed.gov/fulltext/ED483390.pdf

York, P., & Ertmer, P. A. (2016). Examining instructional design principles applied by experienced designers in practice 29(2), 169-192. Performance Improvement Quarterly, 29(2), 169–192. https://doi.org/10.1002/piq.21220

Author Biographies

Rakhmatdi, Pendidikan Biologi FKIP UNS

Sri Widoretno, Pendidikan Biologi FKIP UNS

Joko Ariyanto, Pendidikan Biologi FKIP UNS

Bowo Sugiharto, Sebelas Maret University

Sri Dwiastuti, Sebelas Maret University

Chandra Adi Prabowo, Sebelas Maret University

License

Copyright (c) 2023 Rakhmatdi, Sri Widoretno, Joko Ariyanto, Bowo Sugiharto, Sri Dwiastuti, Chandra Adi Prabowo

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).