Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

Abstract

Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

“…It indicates that PBL model helped in increasing the level of students' scientific argumentation skills. This is similar with Nurinda, et al [28], problem-based learning can be used to improve students' scientific argumentation skills. According to Ponimin, et al [29], the scientific argumentation skill in the experimental class (using the PBL model) were better than the control class (non-PBL).…”

Scientific Argumentation The Level of Scientific Argumentation Skills in Chemistry Subject among Grade 11th Students: The Role of Logical Thinking

“…Some studies also showed a decline in scientific argumentation skills in general (Nurinda et al, 2018;Sekerci and Canpolat, 2017). Several studies have found students' weakness in thinking skills in general and logical thinking in particular (Fah, 2009;Powell, 2000;Al-Hadrami, 2012;Al-Afifi and Ambusaidi, 2014).…”

Kemampuan argumentasi siswa: Perbandingan model pembelajaran inkuiri terbimbing dan inkuiri terbimbing dipadu dialog Socrates

“…Interaksi yang terjadi pada tahap conceptualization mendorong siswa pada tingkat perkembangan aktual untuk dapat mencapai tingkat perkembangan potensial, sehingga dapat memfasilitasi siswa untuk mengembangkan kemampuan argumentasi ilmiah aspek claim. Hal ini didukung oleh pernyataan Nurinda et al, (2018a) bahwa komponen argumentasi claim diperoleh siswa setelah mereka dihadapkan dengan permasalahan atau konflik.…”

“…Pemahaman konsep siswa menjadi lebih baik ketika siswa menemukan sendiri konsepnya, pemahaman konsep yang baik dapat meningkatkan kemampuan argumentasi ilmiah aspek reasoning. Hal ini didukung oleh pernyataan Nurinda et al, (2018a) bahwa komponen argumentasi reasoning dapat dilatihkan melalui kegiatan analisis hasil pengamatan atau penyelidikan dan kegiatan diskusi.…”