Profile of Concept Understanding and Scientific Argumentation Skills on Genetic Material of Grade XII MIPA Students of SMA Laboratorium UM
Abstract
Scientific argumentation skills as an intellectual practice can involve students in constructing and criticizing scientific ideas related to science literacy. The purpose of this study is to find out the scientific argumentation ability of high school students with different conceptual understandings. This study was designed as a survey involving students in grade XII of MIPA SMA Laboratorium UM. The results show that the highest average value of understanding the concept of genetic material was 87,22 and the lowest average value was 69,00. Indicator of scientific argumentation "claims and warrants" have an average value of 67.33; the "counterargument" indicator is 84.89; the "supportive arguments" indicator is 63.75; the "evidence" indicator is 83.19. The most appropriate solution to improve students' scientific argumentation skills is to apply an innovative learning model that involves argumentative dialogue in the classroom. Argumentation Driven Inquiry (ADI) is an argumentation and inquiry-based learning model that can be used as an alternative to empower students' scientific argumentation skills. On the other hand, students with low conceptual understanding scores managed to achieve the category of excellent scientific argumentation: good, enough, less, very little. This condition shows the importance of implementing innovative and argument-inquiry-based learning.
References
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Sandoval, W. A., & Millwood, K. A. (2005). The Quality of Students ’ Use of Evidence in Written Scientific Explanations. COGNITION AND INSTRUCTION, 23(1), 23–55.
Schlatter, E., Molenaar, I., & Lazonder, A. W. (2020). Individual Differences in Children ’ s Development of Scientific Reasoning Through Inquiry-Based Instruction : Who Needs Additional Guidance ? Front. Psychol., 11(904), 1–14. https://doi.org/10.3389/fpsyg.2020.00904
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to Teach Argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2–3), 235–260. https://doi.org/10.1080/09500690500336957
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry ( rADI ) in science classrooms in Thailand. Asia-Pacific Science Education, 5(7), 1–22.
Toulmin, S. (2003). The Uses of Argument.pdf (2nd ed.). California: Cambridge University Press.
Tsai, C., Lin, C., Shih, W., & Wu, P. (2015). Computers & Education The effect of online argumentation upon students ’ pseudoscienti fi c beliefs. Computers & Education, 80, 187–197. https://doi.org/10.1016/j.compedu.2014.08.018
Victor, S., Jonathan, G., & Joi, P. W. (2010). 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. https://doi.org/10.1002/sce.20421
Yi, A., Çetin, S., & Do, N. (2014). Effect of Content Knowledge on Scientific Argumentation Quality : Cloning Context. Journal of Science and Mathematics Education, 8(1), 1–30.
Chowning, J. T., Griswold, J. C., Kovarik, D. N., & Collins, L. J. (2012). Fostering Critical Thinking , Reasoning , and Argumentation Skills through Bioethics Education. PLoS ONE, 7(5), 1–8. https://doi.org/10.1371/journal.pone.0036791
Crowell, A., & Kuhn, D. (2014). Developing Dialogic Argumentation Skills : A 3-year Intervention Study Developing Dialogic Argumentation Skills : A 3-year Intervention Study. Journal of Cognition and Development, 15(2), 363–381. https://doi.org/10.1080/15248372.2012.725187
Dana L. Zeidler., B. H. N. (2009). Socioscientific Issues: Theory and Practice. Journal of Elementary Science Education, 21(2), 49–58.
Demircioglu, T., & Ucar, S. (2015). Investigating the Effect of Argument-Driven Inquiry in Laboratory Instruction. Educational Sciences: Theory & Practice, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
Erduran, S., & Jiménez-Aleixandre, M. P. (2007). Argumentation in Science Education: Perspectives from Classroom-Based Research. London: Springer.
Evagorou, M., & Osborne, J. (2013). Exploring Young Students ’ Collaborative Argumentation Within a Socioscientific Issue. 50(2), 209–237. https://doi.org/10.1002/tea.21076
Giri, V., & Paily, M. U. (2020). Effect of Scientific Argumentation on the Development of Critical Thinking. Science & Education.
Golanics, J. D., & Nussbaum, E. M. (2007). Enhancing online collaborative argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24, 167–180. https://doi.org/10.1111/j.1365-2729.2007.00251.x
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a Test of Scientific Literacy Skills ( TOSLS ): Measuring Undergraduates ’ Evaluation of Scientific Information and Arguments. 11, 364–377. https://doi.org/10.1187/cbe.12-03-0026
Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement q. Learning and Instruction, 32, 22–36. https://doi.org/10.1016/j.learninstruc.2014.01.003
Kong, Y. T., K. J. M. (2016). Case Study of Science Writing with Argumentation on Biological ethics. International Journal of Applied Engineering Research, 7(I), 7 4731-4735.
Lazarou, D., Sutherland, R., & Erduran, S. (2016). Argumentation in science education as a systemic activity : An activity-theoretical perspective. International Journal of Educational Research, 79, 150–166. https://doi.org/10.1016/j.ijer.2016.07.008
Lin, S.-S., & Mintzes, J. J. (2010). Learning argumentation skills through instruction in socioscientific issues: the effect of ability level. International Journal of Science and Mathematics Education, 8, 993–1017.
Mahanal, S. (2019). PEMBELAJARAN DETEKSI KUALITAS AIR SEDERHANA DENGAN INDIKATOR BENTOS MAKROINVERTEBRATA. Malang.
McNeill, K. L., & Krajcik, J. (2007). Scientific Explanations: Characterizing and Evaluating the Effects of Teachers’ Instructional Practices on Student Learning. Journal of Research in Science Teaching, 44(9), 1269–1291. https://doi.org/10.1002/tea
Mei-Chun Lai. (2012). Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students. Ohio University.
Myers, C. P. (2015). THE EFFECT OF ARGUMENT DRIVEN INQUIRY. MONTANA STATE UNIVERSITY.
Nurramadhani, Annisa., H. (2017). Argument-Driven Inquiry ( ADI ): The Way to Develop Junior High School Student ’ s Argumentation Skills in Science Learning. Advances in Social Science, Education and Humanities Research, 57(ICMSEd 2016), 128–132.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the Quality of Argumentation in School Science. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 41(10), 994–1020. https://doi.org/10.1002/tea.20035
Sadler, T. D. (2004). Informal Reasoning Regarding Socioscientific Issues : A Critical Review of Research. Journal of Research in Science Teaching, 41(5), 513–536. https://doi.org/10.1002/tea.20009
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific Argumentation : The effects of content knowledge and morality Socioscientific Argumentation : International Journal of Science Education, 28(12), 1463–1488. https://doi.org/10.1080/09500690600708717
Sadler, T. D., & Fowler, S. R. (2006). A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation. https://doi.org/10.1002/sce.20165
Sampson, V., & Blanchard, M. R. (2012). Science Teachers and Scientific Argumentation : Trends in Views and Practice. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 1–27. https://doi.org/10.1002/tea.21037
Sandoval, W. A., & Millwood, K. A. (2005). The Quality of Students ’ Use of Evidence in Written Scientific Explanations. COGNITION AND INSTRUCTION, 23(1), 23–55.
Schlatter, E., Molenaar, I., & Lazonder, A. W. (2020). Individual Differences in Children ’ s Development of Scientific Reasoning Through Inquiry-Based Instruction : Who Needs Additional Guidance ? Front. Psychol., 11(904), 1–14. https://doi.org/10.3389/fpsyg.2020.00904
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to Teach Argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2–3), 235–260. https://doi.org/10.1080/09500690500336957
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry ( rADI ) in science classrooms in Thailand. Asia-Pacific Science Education, 5(7), 1–22.
Toulmin, S. (2003). The Uses of Argument.pdf (2nd ed.). California: Cambridge University Press.
Tsai, C., Lin, C., Shih, W., & Wu, P. (2015). Computers & Education The effect of online argumentation upon students ’ pseudoscienti fi c beliefs. Computers & Education, 80, 187–197. https://doi.org/10.1016/j.compedu.2014.08.018
Victor, S., Jonathan, G., & Joi, P. W. (2010). 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. https://doi.org/10.1002/sce.20421
Yi, A., Çetin, S., & Do, N. (2014). Effect of Content Knowledge on Scientific Argumentation Quality : Cloning Context. Journal of Science and Mathematics Education, 8(1), 1–30.
Published
2024-10-12
How to Cite
BIRUNI, Iqbal Bilgrami; SUWONO, Hadi; MUNTHOLIB, Muntholib.
Profile of Concept Understanding and Scientific Argumentation Skills on Genetic Material of Grade XII MIPA Students of SMA Laboratorium UM.
BIOEDUKASI, [S.l.], p. 502-509, oct. 2024.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/52064>. Date accessed: 14 nov. 2024.
doi: https://doi.org/10.19184/bioedu.v22i3.52064.
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https://orcid.org/0000-0003-1920-0515
