<p class="5abstrak">Lemahnya argumentasi ilmiah mahasiswa dalam pembelajaran telah banyak menjadi perhatian,  terutama   dalam hal mengevaluasi dan mengkonstrak permasalahan dan solusinya.   Penelitian ini bertujuan untuk mengetahui bagaimana profil keterampilan argumentasi ilmiah mahasiswa pada mata kuliah Anatomi Tumbuhan. Penelitian ini merupakan penelitian deskriptif untuk mendapatkan gambaran keterampilan argumentasi mahasiswa semester 3 di Prodi Pendidikan Biologi FKIP UNS melalui tugas tertulis yang diberikan.  Penilaian argumentasi mahasiswa mengacu pada Toulmin’s Argumentation Pattern (TAP) yang memuat komponen <em>claim, evidence, reasoning dan rebuttal</em>.  Hasil penelitian menunjukkan bahwa kemampuan argumentasi ilmiah mahasiswa Pendidikan Biologi FKIP UNS masih tergolong rendah, dibuktikan dengan skor rerata <em>claim</em> sebesar 52%, <em>evidence</em> sebesar 42%, <em>reasoning</em> sebesar 15% dan <em>rebuttal</em> sebesar 10%.  Temuan ini akan dijadikan dasar bagi penelitian lanjutan mengenai model dan strategi pembelajaran inovatif yang dapat meningkatkan kemampuan argumentasi dan penalaran ilmiah terutama bagi calon guru biologi.</p>

<p>The purpose of this study was to determine the profile of critical thinking skills of senior high school students. The paper-based essay questions and the questionnaires were used as the instruments to measure critical thinking skills in daily chemistry problems, which is based on Facione’s critical thinking aspects included interpretation, analysis, evaluation, inference, explanation, and self-regulation. The research was conducted in one of government senior high school in Central Java, Indonesia. The descriptive-qualitative method was used for the research method. The qualitative approach was used to analyze the data by using essay questions and questionnaires. The criteria for critical thinking skills were categorized as null, low, medium, and high. The result showed that most of the students have weak or low skill in critical thinking, especially in analysis, evaluation, explanation, and self-regulation whether their skill of interpretation and inference are medium. This finding can be used to develop a new strategy in teaching chemistry related to critical thinking skill.</p><p> </p>

Integrating low-carbon or environmentally friendly principles into the learning process is possible, especially in the Project-Based Learning-Science Technological Engineering and Mathematics (PjBL-STEM) model. This study aims to determine the difference in effectiveness between PjBL-Low Carbon STEM and discovery learning to develop the creative thinking abilities of class IX students at one of Surakarta's public junior high schools and educate them about electricity and to know the application of the low carbon concept. This research is a quasi-experimental research type. The research design used in this study is the Pretest-Posttest Control Group Design, where the experimental class applies PjBL-Low Carbon STEM, and the control class applies discovery learning. The population in this study were all grade IX students. The sample in this study was class IX A as the experimental class and class IX B as the control class. The sampling technique used random cluster sampling. The data collection technique used a test of creative thinking skills description and student response questionnaires. The hypothesis test used is the t-test (t-test). This study concludes that there are differences in the effectiveness of PjBL-Low Carbon STEM and discovery learning to improve the creative thinking skills of class IX students on electrical materials. Applying the low carbon concept in the learning process can improve students' understanding of common carbon principles, concepts, and attitudes.

Abstract. The purposes of this study were to investigate students' learning progression on reading activity, science concept comprehension and how they imply it in scientific communication in the classroom. Fifty-nine biology education students participated in this study. This classroom research was developed to portray students' reading activity, factors affecting reading comprehension, and the development of reading motivation. Qualitative analysis was used to describe the whole activities, involve the instruction, process and the product of reading activity. The result concluded that each student has their own way in interpreting the information from scientific text, but generally, they can filter and apply it in their argument as a part of reasoning and evidence. The findings can be used to direct reading activity to the goal of inquiry in order to support the nature of reading as evidence.

This study aims to design a Scientific Reading-based Inquiry (SRbI) model that supports argumentation skills development. The assessment of these skills refers to the Toulmin Argument Pattern (TAP), and the participants were Biology Education students in a state university. Furthermore, the Design-based Research (DBR) approach was adopted by combining exploratory studies, trials, and case studies as part of an iterative process. The intervention was formed based on design principles derived from literature review and findings from exploratory studies. Also, observations were made during the trial and intervention process. Data in assessments and observations of written and oral arguments were collected and descriptively analyzed. The study, in three iterations, produced a framework as the basis for the SRbI learning model, with five phases: Reading Orientation, Recapturing, Processing, Communicating, and Reviewing. Therefore, the application of this learning model had a significant impact on the development of students’ argumentation skills.