Looking at a Portrait of Student Argumentation Skills on the Concept of Inheritance (21st Century Skills Study)

Abstract

<jats:p>This research was conducted to obtain a picture of the level of argumentation skills of students in science learning. This research is a starting point to find out the level of 21st century skills that are very important students have, one of which is argumentation skills. The method used is a qualitative study with a survey design and unstructured interviews with a sample of class IX A students in one of the Ponorogo District Junior High Schools selected by cross sectional random sampling. The results showed that the average of students 'argumentation skills was 71.528, which meant the level of students' argumentation skills in learning science was still relatively low. The results of this study become a reference for further research to improve students' argumentation skills in learning science especially1 Tadris IPA, IAIN Ponorogo, Indonesia</jats:p>

Profile of Students Analytical Thinking Skills in Learning Style for Completing Substance Pressure Problems

“…It will be easier if they are used to solving problems that are directly faced with the phenomenon in everyday life. Through this experience students will find it easier to formulate the problems they face, experiences will be created from several supporting factors, such as the media and learning models used, the independence of students for example (curiosity, critical and creative), and the family environment, such as parents teaching their children to be independent in doing things at home such as (pumping bicycle tires, help attach clothesline and so on), this will be an experience for the participants (Miaturrohmah & Fadly, 2020;Spektor-Levy et al, 2013;Zulfa & Rosyidah, 2020).…”

Arguing Skillfully with Argument-Driven Inquiry Science Textbooks

“…Investigation activity refers to a problem that is being studied. The implementation of these activities can be through object observation, gathering and analyzing information, and making conclusions (Fadly, 2017a;Miaturrohmah & Fadly, 2020;Nursamsu, et al, 2020;Osborne, et al, 2004).This feature also invites students to think critically by investigating and finding everything related to scientific phenomena.…”

“…This statement indicates that the presentation of the report, reason, and support must accurately refer to the concept of science. The use of scientific concepts can be done with learning habits that pay attention to concepts' suitability (Fadly, 2017a;Miaturrohmah & Fadly, 2020;Wiyarsi & Çalik, 2019;Wu & Tsai, 2011). ADI-based textbooks are effective in improving argumentation skills with activities that train students to argue.…”

“…In each of the argumentation-oriented learning activities, students can develop argumentation skills through exploring the core concepts of science, studying theories, applying laws and their models. Content and scientific concepts are used to verify and construct valid arguments (Hofer, 2015;Miaturrohmah & Fadly, 2020;Passmore & Svoboda, 2012;Sampson & Walker, 2012). Argumentation skills are part of the scientific process and a foundation for logical, critical, reasoning thinking skills.…”

“…In learning, teachers must focus on providing facilities to support the development of a culture of argumentation in students. This development can include the transfer of teacher knowledge in the learning process and creating interactions that support good communication between teachers and students by prioritizing argumentation (Amielia, et al, 2018;Diniya & Rusdiana, 2018;Fadly, 2017bFadly, , 2020. In this case, the teacher has not entirely carried out learning according to student characteristics and teaching techniques as expected to develop learning priorities that lead to argumentation skills (Jönsson, 2016;Osborne, et al, 2004).…”