Exploring Students’ Scientific Explanation Skills on the Circulatory System Topic: A Preliminary Study

Abstract

Scientific explanation skills are a key competency in science education that supports students’ ability to construct evidence-based scientific explanations. However, various studies indicate that these skills have not yet developed optimally in biology education. This study aims to explore the preliminary profile of high school students’ scientific explanation skills regarding the circulatory system. The study employed a descriptive quantitative approach involving 73 twelfth-grade students in two classes at a high school in Tasikmalaya. The research instrument consisted of a scientific explanation skills essay test developed based on the components of claim, evidence, reasoning, and rebuttal. Data were analyzed using quantitative descriptive analysis by calculating the percentage of achievement for each component. The results showed that students’ scientific explanation skills were still in the “insufficient” category, with an average achievement score of 58.64 in the first class and 55.26 in the second class. The “evidence” and “claim” components showed relatively higher achievement levels than “reasoning” and “rebuttal.” The low achievement levels in the “reasoning” and “rebuttal” components indicate that students still struggle to connect empirical evidence with scientific concepts logically and to evaluate alternative explanations critically. This study makes an initial contribution to describing the characteristics of students’ scientific explanation skills in high school biology lessons on the circulatory system. It provides a foundation for developing learning strategies based on scientific activities and scientific argumentation. Further research is recommended to test the effectiveness of various inquiry-based, scientific argumentation, and technology-integrated learning approaches in improving students’ scientific explanation skills.