Analysis of The Students’ Argumentative Skills of Senior High School in Covid-19 Pandemic using Problem Based Learning in Static Fluid

Authors

Wahdania Eka Putri , Widha Sunarno , Ahmad Marzuki

DOI:

10.29303/jppipa.v7i3.735

Published:

2021-05-29

Issue:

Vol. 7 No. 3 (2021): July

Keywords:

Argumentative Skills, Problem Based Learning, Static Fluid

Research Articles

Downloads

How to Cite

Putri, W. E., Sunarno, W., & Marzuki, A. (2021). Analysis of The Students’ Argumentative Skills of Senior High School in Covid-19 Pandemic using Problem Based Learning in Static Fluid. Jurnal Penelitian Pendidikan IPA, 7(3), 335–343. https://doi.org/10.29303/jppipa.v7i3.735

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to describe and analyze the students' argumentative skills in the subject of static fluid using the PBL model with the experimental method, after the lesson is given to students. This type of research is descriptive research.The subjects of this study are 34 students of XI MIPA 2 class of SMAN 1 Tanggul. The sampling technique used in this study was simple random sampling. The data was collected by using an essay question consisting of 8 questions which have been adjusted to the indicators of argumentation ability which include; argument evidence, counter argument evidence, refutation evidence, argument justification, counter argument justification, and rebuttal justification. The data analysis of this research used a descriptive approach by calculating the score. The results showed that the average argument evidence indicator is 1.5 with the high category, the counter argument evidence is 1.5 with the high category, the refutable evidence is 1,4 with the high category, the argument justification is 2.1 with the high category, the justification the counter argument is 2.1 with the high category, and the rebuttal justification is 2.1 with the high category. Based on the research that has been done, it can be concluded that the students' argumentative skills on each measured indicator are high

References

Afisha, H., Jalmo, T., & Maulina, D. (2015). Pengaruh Model Problem Based Learning Terhadap Kemampuan Berargumentasi Dan Hasil Belajar Siswa. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah, 3(5). Retrieved from http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/8975 [Indonesian]

Arends, R. (2012). Learning to Teach (9 ed). New York: Mc Graw Hill.

De Simone, C. (2008). Problem-Based Learning: A framework for prospective teachers’ pedagogical problem solving. Teacher Development, 12(3), 179–191. doi: https://doi.org/10.1080/13664530802259206

Dewi, S., Harjono, A., & Gunawan, G. (2017). Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Simulasi Virtual Terhadap Penguasaan Konsep dan Kreativitas Fisika Siswa SMAN 2 Mataram. Jurnal Pendidikan Fisika dan Teknologi, 2(3), 123-128. doi:http://dx.doi.org/10.29303/jpft.v2i3.302 [Indonesian]

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. doi: https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A

Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268–291. doi: https://doi.org/10.3102/0091732X07309371

Ferretti, R. P., C. A. MacArthur, & N. S. Dowdy. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology: 694-702. Retrieved from: https://eric.ed.gov/?id=EJ621009

Kendler, B. S., and Grove, P. A. (2004). Problem Based Learning in the Biology Curriculum. The American Biology Teacher, 66(5). Retrieved from: https://www.researchgate.net/publication/313373872_Evaluation_of_teaching_and_learning_situations_in_biology_currciculum_according_to_teacher_opinions

Mahardika., A. I. Fitriah, F. Zainuddin, & Zainuddin. (2015). Keterampilan berargumentasi ilmiah pada pembelajaran fisika melalui model pembelajaran inkuiri terbimbing. Jurnal Vidya Karya. 27(7): 755. [Indonesian]

Maloney, J., & Simon, S. (2006). Mapping children’s discussions of evidence in science to assess collaboration and argumentation. International Journal of Science Education, 28(15), 1817–1841. doi: https://doi.org/10.1080/09500690600855419

Marhamah, O. S., I. Nurlaelah, & I. Setiawati. (2017). Penerapan Model Argument-Driven Inquiry (ADI) dalam Meningkatkan Kemampuan Berargumentasi Siswa Pada Konsep Pencemaran Lingkungan Di Kelas X SMA Negeri 1 Ciawigebang. Quagga: Jurnal Pendidikan dan Biologi. 9(2). 39-45. retrieved from: https://journal.uniku.ac.id/index.php/quagga [Indonesian]

Mubarok, O. S., Muslim, M., & Danawan, A. (2016). Pengaruh model pembelajaran berbasis masalah dengan pendekatan saintifik terhadap kemampuan argumentasi ilmiah siswa SMA pada materi pengukuran. Prosiding SNPS (Seminar Nasional Pendidikan Sains). 3(0). 381–388. Retrieved from http://jurnal.fkip.uns.ac.id/index.php/snps/article/view/9862 [Indonesian]

Muliardi, M. W. R., Supeno, S., & Bektiarso, S. (2018). Lembar kerja siswa scientific explanation untuk melatihkan kemampuan penjelasan ilmiah siswa SMA dalam pembelajaran fisika. In Prosiding Seminar Nasional Pendidikan Fisika (Vol. 3, pp. 33–38). Retrieved from https://jurnal.unej.ac.id/index.php/fkipepro/article/view/7366 [Indonesian]

Mustofa, M. H., & Rusdiana, D. (2016). Profil Kemampuan Pemecahan Masalah Siswa pada Pembelajaran Gerak Lurus. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 2(2), 15 - 22. doi: https://doi.org/10.21009/1.02203 [Indonesian]

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153–191. doi: https://doi.org/10.1207/s15327809jls1502_1

Nur, M., & Susantini, E. (2015). Pengembangan Lembar Kerja Siswa Untuk Memfasilitasi Siswa Dalam Belajar Fisika Dan Berargumentasi Ilmiah. 36–40. [Indonesian]

Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020. doi: https://doi.org/10.1002/tea.20035

Osborne, J. (2005). The role of argument in science education. Research and the Quality of Science Education: 367-380. Retrieved from: https://link.springer.com/chapter/10.1007/1-4020-3673-6_29

Pritasari, A. C., Dwiastuti, S.,& Probasari, R. M. 2016a. Peningkatan Kemampuan Argumentasi melalui Penerapan Model Problem Based Learning pada Siswa Kelas X MIA 1 SMA Batik 2 Surakarta TahunPelajaran 2014/2015. Jurnal Pendidikan Biologi, 8(1), 1-7. [Indonesian]

Putri, R.E. (2018). Meningkatkan kemampuan argumentasi ilmiah siswa SMP Kelas VII melalui bahan ajar IPA terpadu dengan tema HALO pada topik kalor. SEMESTA: Journal of Science Education and Teaching, 1(1), 34. doi: https://doi.org/10.24036/semesta/vol1-iss1/10 [Indonesian]

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. doi: https://doi.org/10.1002/sce.20421

Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. doi: https://doi.org/10.1002/sce.10130

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.

Sarira, P., Priyayi, D., & Astuti, S. (2019). Hubungan Argumentasi Ilmiah dan Hasil Belajar Kognitif Pada Penerapan Model Problem Based Learning (PBL). Edu Sains: Jurnal Pendidikan Sains dan Matematika, 7(2), 1-10. doi:https://doi.org/10.23971/eds.v7i2.1258. [Indonesian]

Sudarmo, N. A., Lesmono, A. D., & Harijanto, A. (2018). Analisis kemampuan berargumentasi ilmiah siswa SMA pada konsep termodinamika. Jurnal Pembelajaran Fisika. 7(2). 196–201. doi: https://doi.org/10.19184/jpf.v7i2.7928 [Indonesian]

Tipler, Paul A. (1998). Fisika Untuk Teknik dan Sains. Jakarta: Erlangga. [Indonesian]

Toulmin, S. E. (2003). The uses of argument: Updated edition. In The Uses of Argument: Updated Edition. doi:https://doi.org/10.1017/CBO9780511840005

Trilling, B., & Fadel, C. (2009). Learning Past and Future. In 21st century skills : learning for life in our times.

Wulansari, N. T., Sutrisna, I. P. G., & Dharmapatni, N. W. K. (2018). Effectiveness of Problem Based Learning Model toward Biology Learning Outcomes. SHS Web of Conferences, 42(11).

Author Biographies

Wahdania Eka Putri, Physics Education of Post Graduate Program, Universitas Sebelas Maret, Surakarta

Widha Sunarno, Physics Education of Post Graduate Program, Universitas Sebelas Maret, Surakarta

Ahmad Marzuki, Physics Education of Post Graduate Program, Universitas Sebelas Maret, Surakarta

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).