The Effect of Argument Driven Inquiry Learning Models on Scientific Argumentation Skills and Higher Order Students on The Topics of Acid Base
DOI:
10.29303/jppipa.v10i5.6834Published:
2024-05-25Issue:
Vol. 10 No. 5 (2024): MayKeywords:
Acid Base, Argument Driven Inquiry, Higher Order Thinking Skills, Scientific Argumentation SkillsResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to determine the effect of the argument driven inquiry learning model on the simultaneous scientific argumentation skills and higher order thinking skills in students on the topic of acid base. The research uses a quasi-experimental method with a pretest-posttest control group design. This research was conducted on 137 students of class XI MIPA at a high school in Palembang. Sampling was done by the simple random sampling technique. The results of the study showed that there was a significant effect of the argument driven inquiry learning model on the scientific argumentation skills and higher order thinking skills of the students on the topic of acid base. There is an effective contribution of the application of the learning model of argument driven inquiry on the topics of acid base to enhance the scientific arguments skills and the higher order thinking skills of students at the same time of 18.90%. In general, the students gave a positive response to the application of the argument driven inquiry learning model to enhance the scientific argumentation skills and higher order thinking skills.
References
Barlia, L. (2011). Konstruktivisme dalam pembelajaran sains di SD: tinjauan epistemologi, ontologi, dan keraguan dalam praksisnya. Cakrawala Pendidikan, 3, 343–358. https://doi.org/10.21831/cp.v3i3.4200
Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical thinking : a classroom study. Educational Psychology, 32(2), 201–2011. https://doi.org/10.1080/01443410.2011.638619
Basar, Z. M., Mansor, A. N., Jamaludin, K. A., & Alias, B. S. (2021). The effectiveness and challenges of online learning for secondary school students – a case study. Asian Journal of University Education, 17(3), 119–129. https://doi.org/10.24191/ajue.v17i3.14514
Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes the use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology, 23, 82–97. https://doi.org/10.1007/s10956-013-9452-x
Cohen, L., Manion, L., & Marrison, K. (2018). Research Methods in Education 8th Edition. New York: Routledge Taylor and Francis Group.
Dani, A. U. (2021). Pengaruh model pembelajaran argument driven inquiry terhadap kemampuan berpikir tingkat tinggi peserta didik. Edudeena: Journal of Islamic Religious Education, 10(2), 257–264. https://doi.org/10.24252/ip.v10i2.26684
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
Devi, N. D. C., Susanti V.H., E., & Indriyanti, N. Y. (2018). Analysis of high school students’ argumentation ability in the topic of buffer solution. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 3(3), 152–159. https://doi.org/10.20961/jkpk.v3i3.23308
Dewi, S. A., Susilaningsih, E., & Sulistyaningsih, T. (2018). Conceptual understanding analysis through two-tier model diagnostic tests on acid-base materials. Jurnal Kimia Dan Pendidikan Kimia, 3(3), 160–170. https://doi.org/10.20961/jkpk.v3i3.21904
Fadilah, S. M., Jatmiko, B., & Prastowo, T. (2020). Validity and Effectiveness of Argument-Driven Inquiry Model With Contextual Approaches to Improve Critical Thinking Skills in Science Learning. Studies in Learning and Teaching, 1(2), 66–75. https://doi.org/10.46627/silet.v1i2.32
Fakhriyah, F., Rusilowati, A., Wiyanto, & Susilaningsih, E. (2021). Argument-driven inquiry learning model: a systematic review. International Journal of Research in Education and Science, 7(3), 767–784. https://doi.org/10.46328/ijres.2001%0AThe
Fathurrohman, M., & Sulistyorini. (2012). Belajar dan Pembelajaran : Meningkatkan Mutu Pembelajaran Sesuai Standar Nasional. Yogyakarta: Teras.
Febriyanti, R., & Widjajanti, E. (2023). Chemistry Teacher’s Perception About Higher Order Thinking Skills Assessment. Jurnal Penelitian Pendidikan IPA, 9(8), 5921–5926. https://doi.org/10.29303/jppipa.v9i8.3040
Ginanjar, W. S., Utari, S., & Muslim, D. (2015). Penarapan model argument driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 32. https://doi.org/10.18269/jpmipa.v20i1.559
Grooms, J., Sampson, V., & Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264–1286. https://doi.org/10.1002/tea.21451
Hasnunidah, N., Susilo, H., Irawati, M. H., & Sutomo, H. (2015). Improved the discourse pattern in students argumentation through the use of scaffolding on strategy argument-driven inquiry. Proceeding Biology Education Conference, 12(1), 645–651. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/7034
Hewi, L., & Shaleh, M. (2020). Refleksi hasil PISA (the programme for international student assesment): upaya perbaikan bertumpu pada pendidikan anak usia dini). Jurnal Golden Age, 4(1), 30–41. Retrieved from https://e-journal.hamzanwadi.ac.id/index.php /jga/article/view/2018
Hosbein, K. N., Lower, M. A., & Walker, J. P. (2021). Tracking student argumentation skills across general chemistry through argument-driven inquiry using the assessment of scientific argumentation in the classroom observation protocol. Journal of Chemical Education, 98(6), 1875–1887. https://doi.org/10.1021/acs.jchemed.0c01225
Ihsani, N., Idrus, A. Al, & Jamaludin, J. (2020). Perangkat Pembelajaran Biologi Berbasis Masalah Terintegrasi Nilai-Nilai Islami Untuk Meningkatkan Penguasaan Konsep Peserta Didik. Jurnal Pijar Mipa, 15(2), 103–109. https://doi.org/10.29303/jpm.v15i2.1326
Istiyono, E., Mardapi, D., & Suparno. (2014). Pengembangan tes kemampuan berpikir tingkat tinggi fisika (pysthots) peserta didik SMA. Jurnal Penelitian Dan Evaluasi Pendidikan, 8(1), 1–12. Retrieved from https://journal.uny.ac.id/index.php/jpep/article/view/2120/0
Jihannita, Prasetyo, Z. K., & Wilujeng, I. (2023). How to Prepare HOTS to Face the 21st Century? Jurnal Penelitian Pendidikan IPA, 9(8), 486–492. https://doi.org/10.29303/jppipa.v9i8.2847
Kadayifci, H., Atasoy, B., & Akkus, H. (2012). The Correlation between the flaws students define in an argument and their creative and critical thinking abilities. Procedia - Social and Behavioral Sciences, 47, 802–806. https://doi.org/10.1016/j.sbspro.2012.06.738
Kadayifci, H., & Celik, A. Y. (2016). Implementation of argument-driven inquiry as an instructional model in a general chemistry laboratory course. Science Education International, 27(3), 369–390.
Khoirussaadah, K. S., & Hakim, F. (2019). Keterampilan berpikir tingkat tinggi peserta didik kelas xi dengan model (experiential learning) pada materi titrasi asam basa. Journal of Educational Chemistry (JEC), 1(2), 62–68. https://doi.org/10.21580/jec.2019.1.2.4260
Khuluqo, I. El. (2017). Belajar dan Pembelajaran: Konsep Dasar, Metode, dan Aplikasi Nilai-Nilai Spritualitas dalam Proses Pembelajaran. Yogyakarta: Pustaka Pelajar.
Kuki, A. D., Agustini, R., & Azizah, U. (2023). Analysis of effectiveness argument-driven inquiry to improve students’ argumentation skill and conceptual understanding. IJORER : International Journal of Recent Educational Research, 4(3), 329–342. https://doi.org/10.46245/ijorer.v4i3.316
Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan model argument-driven inquiry (adi) dalam meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA eegeri 1 Ciawigebang. Quagga: Jurnal Pendidikan Dan Biologi, 9(2), 39–45. https://doi.org/10.25134/quagga.v9i02.747
Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: a case of indonesia and thailand. Journal of Turkish Science Education, 15(Special Issue), 51–58. https://doi.org/10.12973/tused.10256a
Ozdem, Y., Ertepinar, H., Cakiroglu, J., & Erduran, S. (2013). The nature of pre-service science teachers’ argumentation in inquiry- oriented laboratory context the nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context. International Journal of Science Education, 35(15), 2559–2586. https://doi.org/10.1080/09500693.2011.611835
Prayoga, A., Hasnunidah, N., & Romli, S. (2020). Meningkatkan HOTS siswa kelas VIIA SMP IT ar raihan Bandar Lampung melalui penerapan LKS berbasis argument driven inquiry (ADI). Seminar Nasional Pendidikan Ke-3 FKIP Universitas Lampung 2020, 1–19. Retrieved from https://www.researchgate.net/publication/343987951
Rahmawati, T. (2023). Science Learning Management Based on Higher Order Thinking Skills (HOTS). Jurnal Penelitian Pendidikan IPA, 9(1), 533–541. https://doi.org/10.29303/jppipa.v9i1.3152
Ramos, J. L. S., Dolipas, B. B., & Villamor, B. B. (2018). Higher order thinking skillss and academic performance in physics of college students: a regression analysis. International Journal of Innovative Interdisciplinary Research, Issue 4, p: 48-60., 4, 48–60. Retrieved from https://www.researchgate.net/publication/333507142
Salay, R. (2019). Perbedaan motivasi belajar siswa yang mendapatkan teacher centered learning (TCL) dengan student centered learning (SCL). Education, 1(1), 1–12. https://doi.org/10.1039/c6rp00093b
Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148. https://doi.org/10.1002/tea.21037
Sampson, V., Carafano, P., Enderle, P., Fannin, S., Grooms, J., Southerland, S. A., Stallworth, C., & Williams, K. (2015). Argument-Driven Inquiry in Chemistry Lab Investigations for Grades 9-12. USA: NSTA Press.
Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643–670. https://doi.org/10.1002/sce.21069
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. Retrieved from http://www.bioone.org/doi/full/10.1662/005.071.0805
Sampson, V., Walker, J. P., Grooms, J., Anderson, B., Zimmerman, C. O., & Adi, A. I. (2012). Argument-driven inquiry in undergraduate chemistry labs: the impact on students’ conceptual understanding, argument skills, and attitudes toward science. Journal of College Science Teaching, 41(4), 74–81. Retrieved from https://www.researchgate.net/publication/259041844
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://oaji.net/articles/2014/987-1410547733.pdf
Schleicher, A. (2018). PISA: Insights and Interpretations. OECD. https://www.oecd.org/pisa/
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
Setyosari, P. (2014). Menciptakan pembelajaran yang efektif dan berkualitas. Jurnal Inovasi Dan Teknologi Pembelajaran, 1(1), 20–30. Retieved from https://journal2.um.ac.id/index.php/jinotep/article/view/2103
Sheppard, K. (2006). High school students’ understanding of titrations and related acid-base phenomena. Chemistry Education Research and Practice, 7(1), 32–45. https://doi.org/10.1039/B5RP90014J
Siahaan, A. T. (2019). Pembelajaran ADI Tentang Hasil Kali Kelarutan untuk Meningkatkan Keterampilan Generik Sains dan Berpikir Kritits Siswa SMA. Doctoral dissertation, Universitas Pendidikan Indonesia. Retrieved from https://repository.upi.edu/49829/
Siregar, N., & Pakpahan, R. A. (2020). Kemampuan argumentasi ipa siswa melalui pembelajaran argumentasi driven inquiry (ADI). LENSA (Lentera Sains): Jurnal Pendidikan IPA, 10(2), 94–103. https://doi.org/10.24929/lensa.v10i2.113
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(7), 1–22. https://doi.org/10.1186/s41029-019-0035-x
Susilawati, Syuzita, A., & Sukarso, A. A. (2023). Practicality of Science E-Module with the Argument-Driven Inquiry Model to Improve the 21 st Century Abilities Students. Jurnal Penelitian Dan Pmebelajaran Matematika, 9(11), 10259–10263. https://doi.org/10.29303/jppipa.v9i11.5682
Syuzita, A., Susilawati, S., & Sukarso, A. (2023). Validation of E-Module Based on Argument-Driven Inquiry using 3D Page Flip Professional to Improve Students’ Generic Science, Critical Thinking and Scientific Argumentation Abilities. Jurnal Penelitian Pendidikan IPA, 9(8), 6272–6277. https://doi.org/10.29303/jppipa.v9i8.4947
Toledo, S., & Dubas, J. M. (2016). Encouraging higher-order thinking in general chemistry by scaffolding student learning using marzano’s taxonomy. Journal of Chemical Education, 93(1), 64–69. https://doi.org/10.1021/acs.jchemed.5b00184
Utami, F. V., Saputro, S., & VH, E. S. (2020). Analisis jenis dan tingkat kesulitan belajar siswa kelas XI SMAN 2 Surakarta tahun pelajaran 2018 / 2019 dalam memahami materi asam basa menggunakan two tier multiple choice. Jurnal Pendidikan Kimia, 9(1), 54–60. Retrieved from https://digilib.uns.ac.id/dokumen/detail/71199/
Utami, S. S., Aisyah, R. S. S., & Affifah, I. (2022). Application of the argument-driven inquiry learning model in stimulating students’ scientific argumentation skills on acid-base material. Jurnal Pendidikan Kimia Indonesia, 6(1), 38–45. https://doi.org/10.23887/jpk.v6i
Walker, J. P., Sampson, V., Southerland, S., & Enderle, P. J. (2016). Using the laboratory to engage all students in science practices. Chemistry Education Research and Practice, 17(4), 1098–1113. https://doi.org/10.1039/c6rp00093b
Widiastiningsih, R., & Effendi-hasibuan, M. H. (2022). Pengembangan e-modul berbasis pola argumentasi toulmin untuk meningkatkan argumentasi siswa pada materi asam basa. Journal of Science Education, 6(2), 410–414. https://doi.org/10.33369/pendipa.6.2.410-414
Wulandari, D., Liliasari, S., & Widhiyanti, T. (2020). The effect of argument-driven inquiry on chemistry reaction-rates to enhance pre-service chemistry teachers critical thinking skills. Journal of Physics: Conference Series. International Conference on Mathematics and Science Education (ICMScE), 2–7. https://doi.org/10.1088/1742-6596/1806/1/ 012204
Yahmin, Amelia, R., & Budiasih, E. (2020). Promoting the scientific argumentation skills of students using adi-s and adi models in chemical kinetics teaching. AIP Conference Proceedings, 2215. https://doi.org/10.1063/5.0000753
Yayuk, E., Deviana, T., & Sulistyani, N. (2019). Kemampuan guru implementasi pembelajaran dan penilaian hots pada siswa kelas 4 sekolah Indonesia bangkok Thailand. Jurnal Inovasi Pembelajaran (JINoP), 5(2), 107–122. https://doi.org/10.22219/jinop.v5i2.7106
Zuhdi, A., Firman, F., & Ahmad, R. (2021). The importance of education for humans. SCHOULID: Indonesian Journal of School Counseling, 6(1), 22–34. https://doi.org/10.23916/08742011
Author Biographies
M. Agung Satriya, Universitas Negeri Yogyakarta
Sri Atun, Universitas Negeri Yogyakarta
License
Copyright (c) 2024 M. Agung Satriya, Sri Atun
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).
