Analisis Keterampilan Argumentasi Ilmiah Peserta Didik Pada Model Pembelajaran Berbasis Toulmin’s Argumentation Pattern (TAP) Dalam Memahami Konsep Fisika Dengan Metode Library Research

Abstract

Analysis of Students' Scientific Argumentation Skills in the Toulmin's Argumentation Pattern (TAP)-Based Learning Model in Understanding Physics Concepts with the Library Research Method]The aims of this study was to describe the application of Toulmin's Argumentation Pattern (TAP) learning model in Physics. Observations focused on the impact of increasing students' conceptual understanding and argumentation skills in the field of physics. This research uses the library research method. The research was carried out by collecting journal data and scientific articles published online and indexed by the Google Scholar page, downloading, and then organizing the articles in the Mendeley application. In reviewing scientific journals, this research is carried out following the following steps: (1) Organize, which is to select the types of journals that are in line with the type of research; (2) Synthesize, namely reading and summarizing each journal into a coherent and structured research essence; and (3) Identify, namely drawing conclusions from each journal and making a summary evaluation of the entire journal. Based of the results from the study, was found that the application of Toulmin's Argument Pattern (TAP)-based learning can improve argumentation skills and understanding of concepts, especially in the field of physics. The results of a review of previous research by researchers can be concluded that learning based on Toulmin's Argumentation Pattern has advantages: it affects argumentation skills, increases the strengthening and acceleration of understanding concepts, builds better argumentation patterns, improves the quality of argumentation, and creates creative and innovative students in development. the material in the learning. As for the shortcomings of this argumentation learning model, there is the initial obligation of students to have a good literacy foundation.

Response of training participants in preparation of argumentative questions to train HOTS in Davao Indonesian school teachers

“…Teachers' skills to promote constructive and active learning can affect meaningful learning for their students (Apriono, 2013). This is in line with the results of research on argumentative that every researcher can use the argumentation model well as a tool to analyze a form of argumentation (Widhi et al, 2021).…”

“…The components in this instrument can be used as an aspect to assess the opinions of workshop participants, it is hope that in accordance with the purpose of the argumentation strategy is clarify and improve ideas, so that can make decisions appropriately and good. Technique to assess, classify, and show the quality or level or argumentation from students (Widhi et al, 2021). The participants were also given a questionnaire at the end of the activity to see the response of the workshop activities which can be seen in Table 1.…”

“…Collaborative learning activities with argumentative models show that participants' responses to argumentative material are good so that good understanding of material concepts can be measured and can be analyzed through Tolmins' argumentation model (Widhi et al, 2021).…”

Pengembangan e-Modul Berbasis Inquiry Science Issues Tema Tanahku Tercemar untuk Melatih Kemampuan Berpikir Kritis Siswa SMP Kelas VII

“…Siswa dapat menjawab pertanyaan dengan memberikan argumentasi melalui gambar ataupun video yang disajikan sehingga dapat melatih kemampuan berpikir kritis siswa. Menurut Widhi et al, (2021) menyatakan bahwa argumentasi sangat penting bagi siswa untuk memperoleh pemahaman yang lebih baik dari cara berpikir.…”

Pembelajaran Fisika Dengan Model PBL-Online Untuk Meningkatkan Argumentasi Ilmiah Peserta Didik Sma

“…Pemahaman konseptual peserta didik dapat ditingkatkan melalui argumentasi ilmiah yang dapat membantu peserta didik menemukan alasan ilmiah dalam menyampaikan suatu pendapat (Eliana & Admoko, 2020). Pemahaman konsep dapat dijembatani oleh komponen Toulmin guna menunjang kualitas argumentasi sehingga dapat dimengerti oleh peserta didik lain menggunakan komponen-komponen tersebut (Wahyunan Widhi et al, 2021). Argumentasi Toulmin terdiri atas 6 komponen diantaranya adalah claim, support, dan warrant sebagai komponen utama.…”