Performance Assessment of Arguing in the Guided Inquiry Learning

Viyanti Viyanti, Cari Cari, Widha Sunarno, Zuhdan Kun Prasetyo, Sri Widhoretno, Fatma Widyastut

Abstract

The structure of claim argument disputes with the quality in which both are ideal.
However that claim is not always associated with the structure arguments which is noble.
Performance assessment is argued the skills assessment which argues that requiring students
to have the skills to produce arguments. The object of research is to develop performance
assessment instruments which argue on guided inquiry learning. Performance assessment
instruments used to improve students' learning and understanding of the arguments.
Performance assessment instruments developed by the scheme argue argumentation of
Toulmin. This research using descriptive methods. The study population was high school
students of class XI of Bandar Lampung. The Samples are using random cluster sampling
technique for the fourth grade. The results showed that the production of the argument for
the claim using the instrument performance assessment to argue in guided inquiry learning is
18.17%. This result represents that the production of quality argument is "weak" and the
quality of the supported alternative claim and rebuttal backing tends not to be produced.

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