Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

Abstract

Argumentation skills have an important role in 21st-century learning because it can facilitate constructing the relationship between theory and understanding the concept of science. The development of textbooks based on argumentation skills can bridge science theories and ideas, especially with the Covid-19 pandemic, limiting social contact between communities and students so that they have to work and study from home. Textbooks can be a solution to assist students to learn independently. This study aims to determine the characteristics, practicality, and effectiveness of the developed argument-driven inquiry textbook (ADI). The research was conducted at MTsN 6 Ponorogo using the Research and Development (RD) method. Testing the practicality and effectiveness of textbooks was carried out using a randomized control group pretest-posttest design. The number of research samples consisted of 124 students taken through random sampling techniques divided into experimental and control classes. Data were obtained from questionnaires, and argumentation skills tests were analyzed using quantitative descriptive and qualitative descriptive to determine practicality, and inferential statistics (t-test) to evaluate the effectiveness of the textbooks being developed. The results showed that ADI-based textbooks: 1) have the characteristics of being able to encourage students to argue critically and be able to construct students' logic and creativity in relating environmental problems, scientific concepts, and scientific paradigms through multi-disciplinary integration; 2) has a practicality level of 84%, which means that the contents of the book are very good at motivating students to learn, relevant to the material, and easy to understand from the material and language aspects; 3) effective in improving students' argumentative skills is better than classes that are not based on ADI (α = 0.05) with an increase in the moderate category (N-Gain = 47.17%).

Argument Patterns in Redox Reaction and Electrochemistry Topics in a High School Textbook

“…The argument will be stronger if the elements of Toulmin's argument are more complete [40]. There are also other studies that reveal that backing is also classified as the main element, so it is only when there are four elements (claim, ground, warrant, and backing) that the argument can be said to be of high quality [30,35,53]. Toulmin also admits that the supporting elements are not much to be found in written arguments [35].…”

“…One of the science lessons is chemistry, so chemistry also requires argumentation in its learning. Books used by students can affect students' ICMScE critical thinking skills [29,30]. These books are claimed to have good and systematic supporting evidence that are written in a directed and orderly way.…”

Penerapan Model Pembelajaran Argument Driven Inquiry terhadap Kemampuan Argumentasi Ilmiah

“…Sejalan dengan (Hasnunidah & Wiono, 2019) menyatakan bahwa model ADI lebih efektif meningkatkan kemampuan argumentasi dibandingkan dengan inkuiri terbimbing. Melalui model ADI siswa dibelajarkan menuliskan argumentasi dalam kegiatan laboratorium dengan menggunakan berpikir formalnya dan mendorong siswa berpikir kritis dan logis dalam mengemukakan argumen sehingga dapat menghubungkan rangkaian fakta menjadi suatu konsep yang berkaitan dengan materi pembelajaran (Fadly & Miaturrohmah, 2021). (Walker et al, 2011)mengemukakan Argument Driven Inquiry efektif bagi pembelajaran kimia laboratorium untuk meneliti pemahaman konseptual siswa, sikap terhadap kimia dan kemampuan menyusun argumen.…”

Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding

“…Students learn to acquire knowledge by observing, collecting data, evaluating, and making decisions as a scientific process, like what scientists do (Christenson et al, 2014;Faize & Dabar, 2018). It aligns with Fadly & Miaturrohmah (2021) and Walker & Sampson (2013). Learning by building arguments trains students to identify several opinions and analyze the truth of opinions rationally and critically (Felton et al, 2015).…”