Pola Argumentasi Pada Genre Teks Eksposisi  Karangan Siswa Sma

Abduh, Nurul Khairani; Sastromiharjo, Andoyo; Anshori, Dadang S.

doi:10.26858/retorika.v12i1.7372

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…Indikator yang dipilih digunakan untuk mengukur kemampuan berargumentasi yaitu diadaptasi dari aspek instrumen tes model Toulmin's Argument Pattern (TAP) (Handayani, 2015). Aspek instrumen tes model TAP yang digunakan yaitu klaim, data, bukti, dan dukungan yang berada pada penyelesaian tiap butir soal (Abduh, Sastromiharjo, & Anshori, 2019;Sunarno & Prasetyo, 2016…”

Section: Tahap Designunclassified

Pengembangan Instrumen Tes Kemampuan Berargumentasi Pada Materi Impuls Dan Momentum

Putri¹

2020

JKP

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The ability to argue is an ability that needs to be mastered by students to pass ontheir knowledge to others. This study aims to develop a test instrument for theability to argue on impulse and momentum material. The test instrument wasadapted from the Toulmin's Argument Pattern (TAP) model. This researchincludes research and development by taking a 3-D model that is define, design,and develop. A total of five items of description are made based on indicators ofargumentation ability. In the results of expert validation it is obtained that thetest instrument is feasible to be developed by considering the improvement of theitems by expert advice. The results of the development of the whole item is valid,and has a high reliable value of 0.78.Keywords: development of instruments, the ability to argue, impulses andmomentum.

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Section: Tahap Designunclassified

Pengembangan Instrumen Tes Kemampuan Berargumentasi Pada Materi Impuls Dan Momentum

Putri¹

2020

JKP

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“…Claims and ground are connected to the warrant, which has been attached by backing. To confirm this argument or show the availability of evidence and support that has been shown, the writer states with certain words or phrases called modals qualifier (Abduh et al, 2019). The modal qualifier is a marker of the degree of strength of an argument from strong to weak (Hewison & Kuras, 2015).…”

Section: The Category Of Subject Who Gave An Argument In More Than Three Sentencesmentioning

confidence: 99%

How Do Prospective Teachers Argue in Focus Group Discussion? Toulmin's Argumentation Study

Maulyda

Fauzi

Supriadi

et al. 2021

Tadris

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Students’ argumentation ability is necessary for education today, which emphasizes the student-centered learning process. One way to see students’ argumentation ability is by having a discussion. Therefore, this study aimed to describe the Toulmin argumentation process for students during focus group discussions (FGD). This research is qualitative. The data collection instrument used was an open-ended questionnaire assisted by Google Form that contained common problems of the distance learning process during a pandemic. The subjects of this study consisted of fifty students from the University of Mataram. The results showed that the argumentation process was divided into three categories. The first category was the one-sentence argument. There were 58 %, or 29 students, who belonged in this category. The second category was the two sentences argument. There are 30 %, or 15 students belonged in this category. Lastly, 12 % or six students belonged to the more than three sentence argument category. The results of this study indicated that many students could not provide complete arguments. Thus, the role of lecturers is significant to improve students’ ability in providing complete argumentations. Therefore, the researchers suggest that lecturers should apply learning models that invite students to argue and discuss.

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“…Argumentation is an attempt to convince or prove the truth of a statement, opinion, attitude or belief, by being proven by facts, so as to be able to convince and prove that the opinion can be said to be true or not (Rahayu et al, 2020). Through his famous book entitled The Uses of Argument, Stephen Toulmin has made a definition of Tolmin's argument known as Toulmin's Argument Pattern (TAP) consists of claim, data, warrant, backing, qualifier, and rebuttal (Abduh et al, 2019).…”

Section: Research Backgroundmentioning

confidence: 99%

Development of Argumentation Skills Assessment Instruments on Buffer Solution Material

Ula,

Suyono

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to produce a qualified argumentation skill assessment according the criteria of validity and reliability. This research is a development research with the ADDIE model whose implementation is limited to the pilot implementation and the evaluation formative evaluation. The subject of this research was an argumentation skills assesment in buffer solutions implemented in 18 students grade XI of SMA Trensains Tebuireng. The research instruments are review sheets, validation sheets, and argumentation skill test sheets. The results of content validity gain a mode with scores of 4 and 5 with valid and very valid criteria. In the construct aspect, gain a mode with a score of 5 with very valid criteria. The empirical validity result of the five questions in order is 0.791; 0.876; 0.961; 0.927; and 0.871. The calculated value appropriate with the criteria of rcalculate > rtable so that it can be declared valid. The value of reliability obtained 0.922 is greater than the rtable which is 0.468. With such results, the instrument can be declared reliable. Based on the results of the analysis, the argumentation skill assessment instrument is qualified to be used to measure students' argumentation skills on buffer solution material.

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Pola Argumentasi Pada Genre Teks Eksposisi Karangan Siswa Sma

Cited by 6 publications

References 2 publications

Pengembangan Instrumen Tes Kemampuan Berargumentasi Pada Materi Impuls Dan Momentum

Pengembangan Instrumen Tes Kemampuan Berargumentasi Pada Materi Impuls Dan Momentum

How Do Prospective Teachers Argue in Focus Group Discussion? Toulmin's Argumentation Study

Development of Argumentation Skills Assessment Instruments on Buffer Solution Material

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