Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning

DOI

10.2991/icmsed-16.2017.28How to use a DOI?

Keywords

Argumentation Skill; Science Learning; Academic Level

Abstract

Argumentation skills or the skills of making the argument on the process of learning science is required for the development of the concept and practicing how to think about a concept that is so that the students can find the fact, concept and other things related to whole science in students' long-term memory. But the result of argumentation every students are different. It is depend on academic level of students. There are higher acheiver and lower acheiver. The argumentation skills inboth of classes are not develop very well because several teachers who did not provide an opportunity to the students to give the opinion of the knowledge. Based on the issue, this research purposes is to investigate the argumentation skills improvement on both of classes with different academic level by applying learning model based on the argument that is Argument-Driven Inquiry (ADI) in science learning. The method of this research is used quasi experiment method with the matching-only pretest-posttest comparison group design. Research subject are junior high school students from State Junior High School inIndramayu grades VII. VII-B can be called unggulan class because all students are high achiever, while VII-H is regular class because the students in this class are come from middle-lower achiever. The result of this research shows thatthe argumentation skills in both of classes are developed to the positive ways. The average N-gain value for whole result written argumentation skills in unggulan class has high improvement criteria (0.73)and regular class has middleimprovement criteria (0.58). Aspect of written argumentation skills improvement in both of classes has different result. All the improvement criteria result for written argumentation skills aspect in unggulan class has outperformed than regular class, except warrant aspect both classes has the lowest value among other aspect with middle criteria. Dialogic argumentation skills result alsohas better development for unggulan class rather than regular class. Even though the result shows like that, it can be conclude by implementing learning model ADI, student's argumentation in written or dialogic can be developed to the positive ways

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Annisa Nurramadhani
AU  - Hernani Ms
AU  - Taufik Rahman
PY  - 2017/01
DA  - 2017/01
TI  - Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student's Argumentation Skills in Science Learning
BT  - Proceedings of the 2016 International Conference on Mathematics and Science Education
PB  - Atlantis Press
SP  - 128
EP  - 132
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmsed-16.2017.28
DO  - 10.2991/icmsed-16.2017.28
ID  - Nurramadhani2017/01
ER  -