Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton's Law Material
DOI:
10.29303/jppipa.v9i9.4589Published:
2023-09-25Downloads
Abstract
The ability of argumentation and scientific reasoning is part of scientific literacy which is a requirement for learning science. Students get knowledge according to the understanding of scientists, which is important for students to have, especially in Newton's law material, but learning in the classroom currently has not developed argumentation and scientific reasoning skills properly. This study used a mixed method design with an embedded experimental design carried out offline. This research design was used in order to obtain an in-depth picture of students' argumentation and scientific reasoning abilities. The results showed that students' argumentation and scientific reasoning abilities increased significantly after being given the phenomenon-based Argument-Driven Inquiry (ADI) learning model. This learning has a moderate effect on argumentation skills and a very large one on students' scientific reasoning. Even though students' argumentation abilities have increased significantly, on average students still have difficulty in associating a phenomenon with the appropriate Newton's Laws. Scientific reasoning students also experience positive changes. This is evidenced by the increase in post-test scores and effect sizes which are in the very large category
Keywords:
Argument-Driven Inquiry based on phenomena Newton's Laws Scientific reasoningReferences
Ain, T. N., Wibowo, H. A. C., Rohman, A., & Deta, U. A. (2018). The scientific argumentation profile of physics teacher candidate in Surabaya. Journal of Physics: Conference Series, 997(1), 12025. https://doi.org/10.1088/1742-6596/997/1/012025
Aviani, I., Erceg, N., & Mešić, V. (2015). Drawing and using free body diagrams: Why it may be better not to decompose forces. Physical Review Special Topics-Physics Education Research, 11(2), 20137. https://doi.org/10.1103/PhysRevSTPER.11.020137
Coletta, V. P., Bernardin, J., Pascoe, D., & Hoemke, A. (2019). Feeling Newton’s second law. The Physics Teacher, 57(2), 88–90. https://doi.org/10.1119/1.5088467
Demirbag, M., & Gunel, M. (2014). Integrating Argument-Based Science Inquiry with Modal Representations: Impact on Science Achievement, Argumentation, and Writing Skills. Educational Sciences: Theory and Practice, 14(1), 386–391. https://doi.org/10.12738/estp.2014.1.1632
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1). https://doi.org/10.12738/estp.2015.1.2324
Demircioğlu, T., & Ucar, S. (2012). The Effect of Argument-driven Inquiry on pre-service science teachers’ attitudes and argumentation skills. Procedia-Social and Behavioral Sciences, 46, 5035–5039. https://doi.org/10.1016/j.sbspro.2012.06.382
Deng, Y., & Wang, H. (2017). Research on evaluation of Chinese students’ competence in written scientific argumentation in the context of chemistry. Chemistry Education Research and Practice, 18(1), 127–150. https://pubs.rsc.org/en/content/articlehtml/2017/rp/c6rp00076b
Effendy, S., Hartono, Y., & Ian, M. (2018). The Ability of Scientific Reasoning and Mastery of Physics Concept of State Senior High School Students in Palembang City. International Conference on Science and Education and Technology 2018 (ISET 2018), 504–509. https://doi.org/10.2991/iset-18.2018.102
Erduran, S., Ozdem, Y., & Park, J.-Y. (2015). Research trends on argumentation in science education: A journal content analysis from 1998--2014. International Journal of STEM Education, 2(1), 1–12. https://doi.org/10.1186/s40594-015-0020-1
Erlina, N., Susantini, E., & others. (2018). Common false of student’s scientific reasoning in physics problems. Journal of Physics: Conference Series, 1108(1), 12016. https://doi.org/10.1088/1742-6596/1108/1/012016
Fadhilaturrahmi, F. (2017). Penerapan pendekatan saintifik untuk meningkatkan kemampuan komunikasi matematik peserta didik di Sekolah Dasar. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 9(2), 109–118. https://doi.org/10.17509/eh.v9i2.7078
Faize, F. A., Husain, W., & Nisar, F. (2017). A critical review of scientific argumentation in science education. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 475–483. https://doi.org/10.12973/ejmste/80353
Giancoli, D. . (2014). Physics: principles with applications. Pearson.
Ginanjar, W. S., Utari, S., & Muslim, M. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran MIPA, 20(1), 32–37. https://doi.org/10.18269/jpmipa.v20i1.559
Hasnunidah, N., Susilo, H., Henie Irawati, M., & Sutomo, H. (2015). Argument-driven inquiry with scaffolding as the development strategies of argumentation and critical thinking skills of students in Lampung, Indonesia. American Journal of Educational Research, 3(9). http://repository.lppm.unila.ac.id/50709/1/Argument-Driven_Inquiry_with_Scaffolding.pdf.pdf
Hidayat, W., & Prabawanto, S. (2018). Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning. Journal of Physics: Conference Series, 948(1), 12005. https://doi.org/10.1088/1742-6596/948/1/012005
Hsu, C.-C., Chiu, C.-H., Lin, C.-H., & Wang, T.-I. (2015). Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry. Computers & Education, 91, 46–59. https://doi.org/10.1016/j.compedu.2015.09.009
Khoirina, M., Cari, C., & Sukarmin, S. (2018). Identify students’ scientific reasoning ability at senior high school. Journal of Physics: Conference Series, 1097(1), 12024. https://doi.org/10.1088/1742-6596/1097/1/012024
Lazonder, A. W., Janssen, N., Gijlers, H., & Walraven, A. (2021). Patterns of development in children’s scientific reasoning: Results from a three-year longitudinal study. Journal of Cognition and Development, 22(1), 108–124. https://doi.org/10.1080/15248372.2020.1814293
Mao, L., Liu, O. L., Roohr, K., Belur, V., Mulholland, M., Lee, H.-S., & Pallant, A. (2018). Validation of automated scoring for a formative assessment that employs scientific argumentation. Educational Assessment, 23(2), 121–138. https://doi.org/10.1080/10627197.2018.1427570
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation. Psychology Press.
Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., Reigh, E., & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American Educational Research Journal, 56(4), 1067–1112. https://doi.org/10.3102/0002831218812059
Pebriani, Y., Ade Susanti, M., & Bangko, P. M. S. Y. P. M. (2020). Eksperimentasi Pendekatan Saintifik Terhadap Kemampuan Komunikasi Matematis Ditinjau Dari Self-Efficacy Siswa. Jurnal Pendidikan Matematika, 5(1).
Rahman, A., Diantoro, M., & Yuliati, L. (2018). Kemampuan argumentasi ilmiah siswa pada hukum Newton di sekolah menengah atas. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(7), 903–911. https://doi.org/10.17977/jptpp.v3i7.11337
Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts & practices in biology. The American Biology Teacher, 71(8), 465–472. https://doi.org/10.1662/005.071.0805
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
Schlatter, E., Lazonder, A. W., Molenaar, I., & Janssen, N. (2021). Individual differences in children’s scientific reasoning. Education Sciences, 11(9), 471. https://doi.org/10.3390/educsci11090471
Serway, R. A., & Jewett, J. W. (2004). Physics for Scientists and Engineers 6th Editions. In Physics for Scientists and Engineers.
Smith, T. I., & Wittmann, M. C. (2008). Applying a resources framework to analysis of the Force and Motion Conceptual Evaluation. Physical Review Special Topics-Physics Education Research, 4(2), 20101. https://doi.org/10.1103/PhysRevSTPER.4.020101
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (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://brill.com/view/journals/apse/5/1/article-p1_7.xml
Srisawasdi, N., & Sornkhatha, P. (2014). The effect of simulation-based inquiry on students’ conceptual learning and its potential applications in mobile learning. International Journal of Mobile Learning and Organisation 1, 8(1), 28–49. https://doi.org/10.1504/IJMLO.2014.059996
Syerliana, L., Setiawan, W., & others. (2018). Argumentation skill profile using “Toulmin Argumentation Pattern†analysis of high school student at Subang on topic hydrostatic pressure. Journal of Physics: Conference Series, 1013(1), 12031. https://doi.org/10.1088/1742-6596/1013/1/012031
Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology: The recent curriculum reform in Finland. Forum Oświatowe, 28(2 (56)), 31–47.
Wardani, A. D., Yuliati, L., & Taufiq, A. (2018). Kualitas argumentasi ilmiah siswa pada materi hukum Newton. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(10), 1364–1372. https://doi.org/10.17977/jptpp.v3i10.11734
Wijaya, H. (2016). Peningkatan Kemampuan Penalaran dan Representasi Siswa melalui Pembelajaran Pendekatan Open Ended. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 2(1), 12–29. https://doi.org/10.36989/didaktik.v2i1.35
Zhai, X., Haudek, K. C., & Ma, W. (2023). Assessing argumentation using machine learning and cognitive diagnostic modeling. Research in Science Education, 53(2), 405–424. https://doi.org/10.1007/s11165-022-10062-w
Zimmerman, C. (2005). The development of scientific reasoning skills: What psychologists contribute to an understanding of elementary science learning. Final Draft of a Report to the National Research Council Committee on Science Learning Kindergarten through Eight Grade. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_080105.pdf
License
Copyright (c) 2023 Dibyaratna Syarqiy, Lia Yuliati, Ahmad Taufiq
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:
- 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.
- 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.
- 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).
