This study aimed to determine differences in students' argumentation abilities on the subject matter of cell structure and function through a scientific approach in high schools with different ...accreditation ratings. The research design used is ex post facto. The sampling technique used was purposive sampling, with a total sample of 111 students consisting of high school students accredited A, namely Seputih State High School 1 Surabaya, high school students accredited B, namely Senior High School Bangun Cipta and high school students accredited C, namely Senior High School Miftahul Ulum. Research data in the form of test results describing argumentation skills were analyzed using the Anova and LSD tests at a significant level of 5%, student questionnaire data were analyzed descriptively in the form of percentages, data from teacher interviews and documentation studies were analyzed descriptively qualitatively using Miles and Huberman's model. The results showed that there was a significant difference in the ability to argue between high school students accredited A and B and C (sig. p<0.05). The argumentative abilities of senior high school students accredited B were not significantly different from senior high school students accredited C (sig. p> 0.05). The average argumentation ability of students from senior high school accredited A is higher than school accredited B and C, but most of the student scores from the senior high schools are still in the "very poor" category. Senior high school students accredited A, B and C are already able to make claims, but the grounds, warrants and backings given are not relevant to the claim. This is due to the application of learning that does not direct students to argue, the application of a scientific approach that is not optimal, and the characteristics of students’.
This study aimed to develop a Moodle-based e-learning platform with a valid, practical, and effective STEM approach to enhance Higher-Order Thinking Skills (HOTS). The research methodology employed ...for development purposes was the ADDIE model, consisting of five distinct phases: Analysis, Design, Development, Implementation, and Evaluation. The selection of research subjects for the field trial was conducted through cluster random sampling, wherein experimental and control classes were chosen. The experimental class utilized a Moodle-based e-learning solution for instructional purposes, while the control class adhered to traditional learning methods. Data were collected using validated questionnaires and written tests. The findings indicated that the Moodle-based e-learning products with a STEM approach are effective in enhancing students’ higher-order thinking skills. This was evident from the average n-Gain gain falling in the "medium" category at 0.62 and an effect size also in the "medium" category at 0.43. Student responses to the Moodle-based e-learning were very positive. Based on the research findings, the researcher offers some recommendations. Teachers aiming to utilize this product could enhance its effectiveness by incorporating additional platforms into their learning activities and resources. Additionally, other researchers interested in advancing further studies can introduce problem-solving activities to stimulate higher-order thinking skills (HOTS) in everyday situations. In conclusion, the Moodle-based STEM e-learning product is effective in enhancing students' HOTS.
This study aims to describe the effect of implementing interactive e-LKPD on biotechnology materials with the Argument-Driven Inquiry in improving argumentation skills. This study involved 60 grade ...IX students in a public junior high school in South Lampung, Lampung Province. Quantitative method with non-equivalence pretest-posttest control group has been applied with 30 students in the experimental class and 30 students in the control class. Students in the experimental class get learning assisted by interactive biotechnology e-LKPD with the Argument-Driven Inquiry, while students in the control class are taught using Discovery Learning. The results showed that students who were taught using the Argument Driven Inquiry had N-Gain (g= 0.63) than students in the Discovery Learning (g= 0.28). Furthermore, the effectiveness of biotechnology learning using the Argument-Driven Inquiry shows a high category (ES = 0.90). This shows that the interactive e-LKPD with the Argument-Driven Inquiry effective for improving argumentation skills.
Argumentation is considered by science teachers as a major component of science education. Middle school students need to be empowered in their argumentation skills to answer challenges to global ...competition. This study aimed to compare the argumentation skills between male and female students in science through the Argument-Driven Inquiry (ADI) model and guided inquiry model. There were 317 participants (150 male and 167 female) eighth-grade students of several schools in Bandar Lampung. The Pretest-posttest Non-equivalent Control Group Design was used as a part of a quasi-experimental design. The experiment class applied the ADI model and the control class applied the guided inquiry model. The data were collected by argumentation test, questionnaire of implementation learning syntax, and participant’s response. The data were analyzed by ANCOVA test and qualitative techniques. The results indicated that the ADI model led to a significant increased in argumentation skills in the science context. Moreover, there is no difference in the achievement of females and males. When students were encouraged to state claims and support their claims with data, warrants, and backing, it was observed that their argumentative discourse increased in terms of both the structure and the complexity of the argumentation. In light of the findings, it is suggested that the argumentation activities should be developed to promote students' science content knowledge and argumentation skills of both male and female students.
This study aimed to find out the influence of the 5E Learning Cycle on the critical thinking skills of SMPN 1 Talangpadang VII graders. This study also aimed to determine the significance level of ...the two methods in improving critical thinking skills. One of the efforts is implementing the 5E learning cycle (Engagement, Exploration, Explanation, Elaboration, Evaluation). This study used a quasi-experimental with the matching-only pretest-posttest control group design. The population was all VII graders, while the samples were VII3 and VII4 students, where VII3 was the experimental class, and VII4 was the control class. The instrument used in this study was an essay test on critical thinking skills. The data underwent normality test using Kolmogorov Smirnov and homogeneity test using homogeneity of variances. Based on the t-test using the Independent Sample Test with SPSS statistics 21.0, the significance was 0.00 or less than 0.05, showing the influence of the 5E Learning Cycle on students' critical thinking skills.
This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical ...thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasi-experimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students’ critical thinking skill, but there is no difference in critical thinking skills between female and male students.
Background: Argumentation skill is a crucial ability to be possessed by students. Argumentation skills can be trained by applying a scientific approach during learning. The implementation of the ...scientific approach in schools can vary; it is suspected that one of the causes is the accreditation rating. The study aimed to determine the differences in the argumentation skill of high school students based on their accreditation rating. Methods: The research design used is the Ex-post Facto design. The sample in this study was sampled using the purposive sampling technique. Results: There are differences in students' argumentation abilities between accreditation ratings of A, B, and C. Conclusions: Students' argumentation skill differs between high school students with accreditation ratings of A, B, and C. The difference in students' argumentation skills is caused by differences in the application of the scientific approach applied by teachers in each school.
This study is aimed at comparing the quality of students’ argumentation based on conceptual and epistemic aspects between learnings that implement argument-driven inquiry (ADI) and argument-driven ...inquiry with scaffolding (ADIS) models. The data were collected through dialogic argumentation observation sheets for the students and audio-visual recordings and were analyzed qualitatively. The study invoved 67 participants in the ADI group and 81 participants in the ADIS group. The quality of student argument with the ADI model differed significantly from the ADIS model. Results show that the students in the ADIS class were are better at providing sufficient data to support claims and coherent causal explanations to explain a certain phenomenon, and at organizing accurate rhetorical references when expressing data.
ADI learning model supports syntax of learning process through investigative activities of environmental pollution problems and their impact on the ecosystem. The model implements practicum to ...challenge students' creativity in presenting the results of practicum through students' arguments. The purpose of this study was to analyze the influence of ADI learning model and evaluate the students' creative thinking skills. This was a quasi-experiment study with a pretest-posttest non-equivalent control group design. Sample was taken with cluster random sampling technique, 42 students were divided into 2 classes in 7th junior high school at Global Madani School, Bandar Lampung. Results were analyzed using covariance analysis and the effect size was measured by the partial eta-squared value. Aspects of creative thinking skills that were measured: fluency, flexibility, originality, elaboration, and metaphorical thinking. The result shows application of ADI learning model had significant effect in improving students' creative thinking skills with a significance value of 0.013 (sig.<0.05). The effect of implementing the ADI learning model had high effectiveness in improving the students' creative thinking skills with partial eta squared value of 0.147 which was categorized as large (sig ≥ 0.14). Therefore, ADI learning model has an effect on improving students 'creative thinking and had an impact on high effectiveness in improving students' creative thinking. Finally, the learning model is recommended for Biology teachers to increase students' creative thinking skills effectively.
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