Improving argumentation through student blogs

Kathpalia, Sujata S.; See, Eng Kiat

doi:10.1016/j.system.2016.03.002

Cited by 24 publications

(15 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(Abi-El-Mona & Abd-El-Khalick, 2011). Kathpalia and See (2016) advocated that it is essential for students to learn argumentation skills. Rather, it should be one of the objectives of science education to develop the skills of scientific argumentation in students (Osborne, Erduran, & Simon, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Majeed

Kirmani

2021

GLR

View full text Add to dashboard Cite

Argumentation can be viewed as an important activity in science education aiming at a better understanding of science topics. This article is drawn from doctoral research aiming to assess the effect of an argumentative coursebased intervention on argumentation ability in complement with other variables. This section highlights how students with demographic variations differ in their argumentation ability and how do they respond to the intervention. The population of the study comprised of school students in their transition stage of cognitive development from concrete to abstract thinking; correspondingly, Grade 5 students were selected. An argumentative discourse framework was developed for the contents of the school Science subject adapting to the Toulmin model. 18 weeks of intervention was provided, including 4 weeks introductory training phase followed by a pretest of argumentation ability. Analysis revealed that demographics like gender, age order among siblings, family type, and achievement level play their innate role in determining argumentation ability, and students respond to the intervention correspondingly.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Majeed

Kirmani

2021

GLR

View full text Add to dashboard Cite

show abstract

“…Berbagai literatur mengidentfikasi berbagai keterampilan siswa yang dikategorikan berpikir tingkat tinggi. Berikut beberapa keterampilan HOTS, yaitu berpikir kritis, berpikir kreatif, pemecahan masalah, dan pengambilan keputusan (Rhashvinder, et al, 2018), pemikiran logis, reflektif, dan metakognisi (Flavel, 1979;Zohar & Barzilai, 2015), keterampilan proses sains (Akinbola & Afolabi, 2010), keterampilan berargumen (Khatphalia & See, 2016) serta keterampilan analisis, evaluasi, dan mencipta (Watson, 2019), literasi informasi. Pada tulisan ini HOTS dibatasi pada (1) Taksonomi Bloom menganalisis, mengevaluasi, dan mencipta, (2) keterampilan memecahkan masalah, (3) keterampilan berpikir kreatif, (4) keterampilan berpikir kritis, dan (5) keterampilan leterasi sains, dan (6) keterampilan berargumen.…”

Section: Kata Kunciunclassified

Asesmen Keterampilan Berpikir Tingkat Tinggi

Mahanal

2019

Jurnal. Penelitian. Pengkajian. Pendidikan. e-Saintika

View full text Add to dashboard Cite

[Title: Higher Order Thinking Skills Assessment]. At present, the scope of transformation seems endless, from cars that park themselves without drivers to the production of cars on location through 3D printing. The wearable technology is controlled by the human mind. The coming era of individuals who can face the complexities of life are individuals who have competencies that cannot be replaced by robots, such as empathy, inspiring skills, and higher-order thinking skills. Severe challenges for education to prepare students to become workers who can adapt to new tasks and processes can be overcome by practising higher-order thinking skills. Higher-order thinking skills (HOTS) can be trained in schools through the application of constructivist-based learning models. In education, interrelated models, goals, and assessments are called triangle education anchors. Thus, if you want to learn objectives to achieve higher-order thinking skills, then the implementation of learning (models) and their measurement (assessment) must be managed to achieve these goals.

show abstract

“…Penelitian lainnya juga dilakukan oleh Kathpalia pada tahun 2016. Pada penelitian tersebut, penggunaan blog siswa dapat digunakan untuk meningkatkan argumentasi yang mendukung kurikulum di perguruan tinggi (Sujata S. Kathpalia, 2016).…”

Section: Pendahuluanunclassified

Analisis Tingkat Penerimaan Sistem E-Learning menggunakan Blog Gratis sebagai Alternatif Media Pembelajaran pada Guru

Amalia

Brata

2018

JTIIK

View full text Add to dashboard Cite

Blog merupakan sebuah media yang digunakan untuk mem-posting berita, informasi, video berbasis website. Jenis blog yang ada saat ini yaitu yang berbayar atau yang bebas biaya seperti Blogspot, wordpress dan lain-lain. Saat ini, pengguna blog berjumlah banyak. Hal ini dikarenakan fungsi dari blog tidak hanya untuk posting berita atau informasi tetapi pembaca bisa memberikan saran terkait konten ataupun bertanya kepada blogger tersebut. Dalam dunia pendidikan, blog bisa digunakan sebagai media pembelajaran yang dapat membantu posting materi pelajaran, pengumuman ulangan harian, ataupun diskusi terkait materi pelajaran. Namun penggunaan dari blog sebagai media pembelajaran kurang terlihat. Tujuan penelitian ini diantaranya untuk mengetahui persentase guru dalam menggunakan blog gratis sebagai media pembelajaran alternatif pada SMK, dan mengimplementasikan UTAUT sebagai model dasar dalam penilaian penerimaan teknologi blog sebagai media pembelajaran alternatif pada SMK. Metode UTAUT (Unified Theory of Acceptance and Use of Technology) ini digunakan untuk menguji penerimaan teknologi oleh user terhadap penggunaan blog sebagai media pembelajaran di sekolah. Populasi dari penelitian ini adalah semua guru SMK yang ada di Kota Malang. Dengan teknik random sampling pada 61 guru SMK. Instrumen yang digunakan pada penelitian ini adalah kuesioner yang menggunakan indikator dari metode UTAUT. Hasil yang didapatkan berupa blog gratis yang paling banyak digunakan oleh guru SMK sebagai media pembelajaran alternative adalah (1) blogspot sebesar 63%, wordpress sebesar 18.5%, Edmodo sebesar 17.4% dan lainnya sebesar 1.1%; (2) hasil dari implementasi kuesioner yang menggunakan metode UTAUT menghasilkan effort expectancy sebesar 94.02%, performance expectancy sebesar 89.50%, social influence sebesar 88.04%, supporting facilities sebesar 86.04%, use behavior sebesar 85.71% dan behavioral intention sebesar 84.39%. AbstractBlog is a medium used to post news, information, video-based websites. The types of blogs that exist today are paid or free of charges such as Blogspot, WordPress, and others. Currently, blog users are numerous. This is because the function of the blog not only for posting news or information but the reader can provide advice related to the content or ask the blogger. In the world of education, blogs can be used as a medium of learning that can help post the subject matter, daily repetition announcements, or discussion related subject matter. But the use of the blog as a learning medium is less visible. This research has some intentions are: discovering the percentage of teachers which is used a free blog as an alternative learning media, implementing the UTAUT method to evaluate in accepting technology in free blog as an alternative learning media. The method of UTAUT (Unified Theory of Acceptance and Use of Technology) is used to test the acceptance of technology by the user against the use of blog as a medium of learning in school. The Vocational Teachers of Malang are being used in this research as a population. From this population, we should use the sampling method. And the sampling method is used random sampling which is 61 samples from all of the teacher in Vocational School in Malang. The result from this research are: (1) Blogspot is the most used by teacher in vocational school as learning media is about 63%, then wordpress is about 18.5%, Edmodo is about 17.4% and other is about 1.1%; (2) and at about 94.02% in effort expectancy, 89.50% in performance expectancy, 88.04% in social influence, 86.04% in supporting facilities, 85.71% in use behavior, and 84.39% in behavioral intention.

show abstract

Improving argumentation through student blogs

Cited by 24 publications

References 38 publications

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Asesmen Keterampilan Berpikir Tingkat Tinggi

Analisis Tingkat Penerimaan Sistem E-Learning menggunakan Blog Gratis sebagai Alternatif Media Pembelajaran pada Guru

Contact Info

Product

Resources

About