The Effect of Scientific Reading Based Inquiry-STEM to Stimulate Scientific Argumentation Skills

DOI

10.2991/978-2-38476-114-2_74How to use a DOI?

Keywords

Scientific Argumentation Skills; Scientific Reading Based Inquiry; Science Technology Engineering; and Mathematics

Abstract

Scientific argumentation is one of the 21st-century skills that must be mastered, but there are still many facts that most teachers do not know and have been unable to stimulate learning. This study aims to determine the effect of the integrated Scientific Reading Based Inquiry (SRbI) learning model in Science, Technology, Engineering, and Mathematics (STEM) on improving the scientific argumentation skills of junior high school students. The method used in this research is quasi-experimental. The design used is the Noneequivalent Control Group Design. This research was conducted on 63 students as a sample of all eighth-grade students in one of the public junior high schools in Surakarta as a population. The essay test instrument is used to measure argument individually, and a performance-based assessment instrument is used to measure argumentation skills in groups. The data analysis technique used is the t-test and the Mann-Whitney test. SRbI-STEM model improves students' scientific argumentation skills more effectively than conventional models. The average N-gain score of scientific argumentation skills in the experimental class is 0.24 and in the control class is 0.07. While the average value of N-gain scientific argumentation skills individually in the experimental class is 0.32, and the control class is 0.13. The t-test and Mann-Whitney test results showed differences in the ability of scientific argumentation, both individually and in groups, between the experimental and control classes. The results of this study then become the basis for developing argumentation skills through STEM-based multi-model learning using innovative media.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Laili Khairun Nisa
AU  - Riezky Maya Probosari
AU  - Daru Wahyuningsih
AU  - Isma Aziz Fakhrudin
PY  - 2023
DA  - 2023/12/04
TI  - The Effect of Scientific Reading Based Inquiry-STEM to Stimulate Scientific Argumentation Skills
BT  - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022)
PB  - Atlantis Press
SP  - 787
EP  - 798
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-114-2_74
DO  - 10.2991/978-2-38476-114-2_74
ID  - Nisa2023
ER  -