Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Anisa, A.; Widodo, Ari; Riandi, R

doi:10.1088/1742-6596/895/1/012160

Cited by 6 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The lack of integration of each biology concept, such as when the teacher teaches there is no apperception (which connects the previous subject to the next subject) and the initial knowledge possessed by students. These things are very likely to be the cause of the lack of systematic arguments given by students in discussions (Anisa et al, 2017;Devi et al, 2018;Herawati et al, 2019).…”

Section: "I Don't Agree With All Of Your Opinions Because We Shouldn'...mentioning

confidence: 99%

Student argumentation skills’ analysis on the discussion of socio-scientific issues in the concept of viruses

2023

View full text Add to dashboard Cite

<span>This study aimed to analyze the argumentation skills of students in learning through discussion of socio-scientific issues with the concept of viruses. This research is descriptive which describes the quality of oral and written arguments. The research was conducted in class of X MIPA at SMAN Jakarta. There were 34 students involved in this study. The method of analysis to determine the pattern of arguments used is the Toulmin Analysis. The analysis of collaborative oral arguments in class used Erduran's analysis framework. Meanwhile, the quality of individual written argumentation was Dawson and Venville's analysis. The results showed that the quality of students' oral arguments reached level 5. This means that students have been able to make a claim accompanied by a warrant and rebuttal quite well. The quality of the students' written arguments reaches levels 2 and 3. This means that students' arguments consist of arguments in the form of claims (claims) accompanied by guarantors of claims (warrants) and evidence (data) and rebuttals that are still weak.. The augmentation process verbally and collaboratively in class has reached the highest level, but individually and in writing it is still at a moderate level.</span>

show abstract

Section: "I Don't Agree With All Of Your Opinions Because We Shouldn'...mentioning

confidence: 99%

Student argumentation skills’ analysis on the discussion of socio-scientific issues in the concept of viruses

2023

View full text Add to dashboard Cite

show abstract

“…It is undeniable that the socio-scientific issue can practice argumentation skills. There have been several previous studies, and it is recommended to be discussed or debated on social scientific issues to improve students' scientific argumentation skills (Anisa, Widodo, & Riandi, 2017;Herlanti et al, 2012;Sandoval, Enyedy, Redman, & Xiao, 2019;Yacoubian & Khishfe, 2018). Then, the issue of cloning of sacrifice animals, endangered animals, and humans has also led to a pro-contra debate among students using reasons from various aspects such as religion, health, social economy, and science .…”

Section: The Issue Of Cloning In Islamic Organization-based Schools O...mentioning

confidence: 99%

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

Alindra¹,

Widodo²,

Rahman³

et al. 2022

jupe

View full text Add to dashboard Cite

One of the exciting topics in the socio-scientific issue is cloning. This issue is seen as a debatable issue in religion and science. In the practice of science learning in class, Biology teachers are required to be able to present this topic proportionally. This research aims to study how the arguments of Biology teachers in Islamic organization-based senior high schools in Indonesia face the cloning issue of sacrificed animals. This research was conducted in three Islamic organization-based senior high schools. This research uses the qualitative method by observation process on the learning of cloning topic in the class, questionnaire, and an in-depth interview with Biology teachers of XII grade from the three different schools in Banten Province, Indonesia. Results of the research show that related to the cloning issue of sacrifice (Qurban) animals is not only related to the religious aspect; there is the existence of specific argumentation patterns in the mind of the teachers. The designs are presented in the frameworks of economic (Organization A), social humanity (Organization B), and knowledge (Organization C). These three frameworks of organization give the primary colors for each teacher's argumentation. Thus, further studies must explore the effects of Islamic organizations on the arguments and the practice of cloning topic teaching at Islamic organization-based senior high schools.

show abstract

“…Specifically regarding rebuttal, is part of the argument (Anisa, Widodo, & Riandi, 2017), even rebuttal is the argument itself which arises when students defend their opinions from the attacks of opponents. Personal decisions are taken in producing claims to respond to an argumentative matter that certainly goes through various stages of consideration.…”

Section: Introductionmentioning

confidence: 99%

The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation

et al. 2019

View full text Add to dashboard Cite

The research aims to build and measure students' abilities in rebuttal using the Scientific Writing Heuristic (SWH) approach. This mixed-method research method was carried out for 5 months on 38 students, at a high school in West Java, Indonesia. The issue of socioscientific genetics is given the theme of Genetic Modified Organisms with rebuttal measurements using the updated Toulmin argumentation framework. Qualitative and quantitative data are taken in this article in the form of argumentation before, during, and after treatment; coupled with deep interviews and questionnaires as well as observation of discussions. The results showed there were changes and improvements in rebuttal ability by 27.15% (30 students). The distribution of the strength of evidence is at most level 2 at 48.7% with a weak category, at level 3 at 30.8% with a strong enough category, at level 4 at 20.5% with a strong category.

show abstract

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

Cited by 6 publications

References 14 publications

Student argumentation skills’ analysis on the discussion of socio-scientific issues in the concept of viruses

Student argumentation skills’ analysis on the discussion of socio-scientific issues in the concept of viruses

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation

Contact Info

Product

Resources

About