Development of Student Worksheets Based on Argument-Driven Inquiry to Improve The Scientific Argumentation Ability

Dewannia Fariska Herman, Ulin Nuha, Zainur Rasyid Ridlo

Abstract

Scientific argumentation plays a crucial role in science learning, yet many students face difficulties in constructing and justifying arguments based on evidence. Conventional teaching approaches often do not provide adequate opportunities for structured argumentation. Student Worksheets Based on Argument-Driven Inquiry (ADI) integrate argumentation into experimental activities, yet their use in topics such as vibrations, waves, and light remains underexplored. This study focuses on developing student worksheets based on ADI to enhance the scientific argumentation ability of eighth-grade students at MTsN 1 Jember. The research follows the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The worksheets underwent validation by three experts and were tested using observation sheets, student questionnaires, and pretest-posttest assessment. Findings indicate that the worksheets are highly valid, practical, and effective, with an N-gain score of 0.7, classified as high. These results suggest that integrating ADI-based worksheets into science instruction can foster students’ scientific argumentation ability

Keywords

Student worksheet, Argument-Driven Inquiry, Scientific Argumentation Ability

Full Text:

PDF

References

Akbar, S. (2016). Instrumen Perangkat Pembelajaran. Remaja Rosdakarya.

Apsari, D. Y. dan Ismono. (2014). Pengembangan Lembar Kegiatan Siswa Berorientasi Sets Pada Materi Pokok Zat Aditif Makanan. Journal of Chemical Education. 3(2):1–6.

Branch, R.M. (2009). Instructional Design: The ADDIE Approach. Springer, Boston.

Farida, L. A., Rosidin, U., Herlina, K. & Hasnunidah, N. (2018). Pengaruh Penerapan Model Pembelajaran Argument-Driven Inquiry (ADI) Terhadap Keterampilan Argumentasi Siswa Smp Berdasarkan Perbedaan Jenis Kelamin. Journal of Physics and Science Learning. 2(2):25–36.

Hake, R. R. (1998). Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics. 66(1): 64–74

Karlina, G. & Heffi, A. (2021). Kemampuan Argumentasi Pada Pembelajaran Biologi. Jurnal Imiah Pendidikan Dan Pembelajaran. 5(1):1–7.

Lismawati, Neni. H., & Abdurrahman. (2021). Design And Validation Of Science Student Worksheet Based On Argument-Driven Inquiry To Improve Argumentation Skills For Junior High School Students. Jurnal IPA & Pembelajaran IPA. 5(3):250–258.

Ndia, F. X., Mago, O. Y. T., & Bare, Y. (2021). Pengembangan Lembar Kerja Peserta Didik (LKPD) Koopertif Tipe Jigsaw Materi Klasifikasi Makhluk Hidup Kelas VII SMP. Quagga: Jurnal Pendidikan Dan Biologi. 13(2):24–30.

Nesri, F. D. P., & Kristanto Y. D. (2020). Pengembangan Modul Ajar Berbantuan Teknologi Untuk Mengembangkan Kecakapan Abad 21 Siswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika. 9(3):480–492

Novitasari, N., & Admoko, S. (2022). Pengembangan LKPD Pembelajaran Argument-Driven Inquiry Untuk Meningkatkan Ketrampilan Literasi Sains Pada Materi Hukum Newton. Jurnal Penelitian Pembelajaran Fisika. 13(1):19–30.

Noviyani, M., Kusairi S., & Amin, M. (2017). Penguasan Konsep Dan Kemampuan Berargumentasi Siswa SMP Pada Pembelajaran IPA Dengan Inkuiri Berbasis Argumen. Jurnal Pendidikan. 2(7): 974–978.

Nuha, U., Scisnayani, Y., Supeno, Wahyuni, D., & Rusdianto. (2023). Development of Collaborative-Based Worksheets to Improve Science Process Skills in Science Learning. Jurnal Penelitian Pendidikan IPA, 9(7): 5390–5397.

Putri, R. (2017). Meningkatkan Kemampuan Argumentasi Ilmiah Siswa SMP Kelas VII Melalui Bahan Ajar IPA Terpadu Dengan Tema HALO Pada Topik Kalor. Jurnal SEMESTA Pendidikan. 1(1): 34–46.

Putri, R. & Admoko, S. (2022). Development Of Student Worksheets Based on Argument-Driven Inquiry Learning Model To Improvestudents’ Critical Thinking Skills. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram. 10(3):510–521.

Rahayu, Y., Suhendar, S. & Ratnasari, J. (2020). Keterampilan Argumentasi Siswa Pada Materi Sistem Gerak SMA Negeri Kabupaten Sukabumi-Indonesia. BIODIK: Jurnal Ilmiah Pendidikan Biologi. 6(3):312–318.

Ridlo, Z. R., Sari, F. D., & Supeno. (2023). Pengembangan LKPD Berbasis Question Prompt Scaffolding untuk Meningkatkan Scientific Writing Skill Peserta Didik pada Pembelajaran IPA SMP. Cetta: Jurnal Ilmu Pendidikan, 6(3), 500–515. https://doi.org/10.37329/cetta.v6i3.2536

Risnita, Rahayu, & Effendi, M. H. (2020). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berpola Claim, Data, Warrant (CDW) Untuk Meningkatkan Kemampuan Argumentasi Siswa. BIOEDUSAINS:Jurnal Pendidikan Biologi Dan Sains. 3(2):163–175.

Safira, C. A., Hasnunidah, N. & Sikumbang, D. (2018). Pengaruh Model Pembelajaran Argument-Driven Inquiry (ADI) Terhadap Keterampilan Argumentasi Siswa Berkemampuan Akademik Berbeda. Assimilation: Indonesian Journal of Biology Education. 1(2):46–51.

Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as A Way To Help Students Learn How To Participate In Scientific Argumentation And Craft Written Arguments: An Exploratory Study. Science Education. 95(2):217–257.

Toulmin, S. (2003). The Uses of Argument:Updated Edition. New York: Cambridge University Press.

Walker, J. P., Van Duzor, A. G., & Lower, M. A. (2019). Facilitating Argumentation in the Laboratory: The Challenges of Claim Change and Justification by Theory. Journal of Chemical Education. 96(3): 435-444. http://dx.doi.org/10.1021/acs.jchemed.8b00745

Zahara, I. K., Rosidin, U., Helina, K., & Hasnunidah, N. (2018). Pengaruh Penerapan Model Argument-Driven Inquiry (ADI) Pada Pembelajaran IPA Terhadap Keterampilan Argumentasi Siswa SMP Berdasarkan Perbedaan Kemampuan Akademik. Jurnal Ilmu Fisika Dan Pembelajarannya (JIFP). 2(2):53–61.

Zairina, S., & Hidayati, S. N. (2022). Analisis Keterampilan Argumentasi Siswa SMP Berbantuan Socio-Scientific Issue Pemanasan Global. Pensa E-Jurnal: Pendidikan Sains. 10(1):37–43.

DOI: https://doi.org/10.20961/paedagogia.v28i1.97940

Refbacks

  • There are currently no refbacks.