Laboratory-Modified Argument Driven Inquiry (Lab-Madi) Module: Content Validity Process

doi:10.15294/jpii.v8i1.16867

Cited by 11 publications

(10 citation statements)

References 33 publications

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“…The conceptual framework of the research in relation to the MADI approach in which the MADI model was used and the process of determining the content validity of the LAB-MADI Module have been presented in a different paper (Ping & Osman, 2019). Meanwhile, the details of the LAB-MADI Module and the result of the pilot test study have been presented in another paper (Ping et al, 2019a).…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Ping

Halim

Osman

2020

JBSE

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Science educational standards are increasingly emphasising on argumentation skills. However, students' argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students' science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts' understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.

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Section: Instrument and Proceduresmentioning

confidence: 99%

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Ping

Halim

Osman

2020

JBSE

View full text Add to dashboard Cite

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“…Content Validity Index is the most often used index in quantitative evaluation and is a method of empirically determining the validity of the instruments used thorough analysis of the collected data. This method is simple to administer, low-cost, time-saving, and simple to implement (Ping & Osman, 2019). Other studies such as the development of the Geometrical Measurement Skills Instrument (Nasser & Lian, 2021) also used the same analysis to measure content validity.…”

Section: Discussionmentioning

confidence: 99%

Development of Higher-Order Thinking Skills test instrument on Quadratic Equation (HOTS-QE) for secondary school students

2023

pegegog

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The Higher-Order Thinking Skill Test Instrument on Quadratic Equations (HOTS-QE) was developed to measure the level of HOTS on the topic of quadratic equations among secondary school students. The HOTS-QE instrument consists of 17 structured subjective items divided into two smaller questions according to the three levels of HOTS, namely applying, analysing, and evaluating. This study proposes a design and development research (DDR) approach via a development research that was done through an organised and systematic process. The DDR-oriented development process comprised seven stages namely source analysis, theory, development, content validity, validation of the HOTS domain accuracy, language validity, and pilot study. The development of the HOTS-QE instrument comprised seven stages, namely source analysis, theory, development, content validity, validation of the HOTS domain accuracy, language validity, and pilot study. The content validity of the instrument was evaluated by five mathematics education experts. The results showed that the item content validity index (I-CVI) value of each item was above 0.70 while the content validation per scale (S-CVI) value was 0.98. Results from the interrater evaluation also showed that the HOTS level accuracy of the instrument items had achieved the Cohen's Kappa coefficient value of 0.63. In addition, findings from the pilot study also showed that the Cronbach's alpha coefficient value was 0.79, the discrimination index value of each item was between 31.11% to 66.67%, and the difficulty index values were between 40.74% to 70.00%. These results suggest that the HOTS-QE instrument has an acceptable level of validity. The development of this instrument provides a more varied learning assessment that can foster students' interests in learning, help them to improve HOTS, and provide opportunities for students to directly apply the knowledge of quadratic equations learned at school in their daily life.

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“…The Argument-Driven Inquiry (ADI) model is a learning model that aims to emphasize learning by facilitating students and investigating in order to understand the concept of learning Natural Sciences, especially physics (Rahayu et al, 2019). The involvement of students in arguing about a process and physics concept is very important and relevant, especially in the 21st century today, so that it can help them in learning after (Ping & Osman, 2019).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Argument-Driven Inquiry (ADI) Model in Physics Learning of 2012-2021: Bibliometric Analysis

Admoko

Artanti

Hariyono

et al. 2022

Int. J. Curr. Educ. Res.

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Argumentation is a core practice of scientific discourse. One of the problems in learning science is the low level of argumentation skills of students. Efforts to improve argumentation skills include implementing the Argument-Driven Inquiry (ADI) learning model. This study aims to identify the contribution and find out the trend of applying ADI in physics learning in 2012-2021. The method used in this research is a bibliometric analysis based on Scopus data with the help of MS Excel and VOSviewer to visualize the metadata obtained. The results of this study obtained 100 documents. The development of ADI every year does not have a significant increase in the number of publications produced. Research visualization using VOSviewer produces 14 clusters and is closely related to argumentative learning, guided inquiry, and so on. Based on the results of this study, it can be concluded that the ADI has several contributions to science learning, mostly done in Chemistry, and it is still rare in Physics, so it can be an opportunity for further research. It is hoped that further research can discuss more deeply the ADI learning model, which is applied to physics learning to improve students' argumentation skills.

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Laboratory-Modified Argument Driven Inquiry (Lab-Madi) Module: Content Validity Process

Cited by 11 publications

References 33 publications

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding

Development of Higher-Order Thinking Skills test instrument on Quadratic Equation (HOTS-QE) for secondary school students

Implementation of the Argument-Driven Inquiry (ADI) Model in Physics Learning of 2012-2021: Bibliometric Analysis

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