St. Mutia Alfiyanti Muhiddin, Agussalim Agussalim

PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY UNTUK MENINGKATKAN KEMAMPUAN BERARGUMENTASI ILMIAH MAHASISWA PADA TOPIK KALOR

Introduction

Penerapan model argument-driven inquiry untuk meningkatkan kemampuan berargumentasi ilmiah mahasiswa pada topik kalor. Studi ini menunjukkan Argument-Driven Inquiry (ADI) efektif meningkatkan kemampuan argumentasi ilmiah mahasiswa calon guru pada topik Kalor. Hasil signifikan dibanding pembelajaran tradisional.

Abstract

Abstract:  Argument-Driven Inquiry (ADI) is a learning model that can train scientific argumentation skills. The ADI model is applied to the topic “Heat” in the Matter and Energy course. The aim of this study is to determine the development of pre-service teachers’ scientific argumentation skills after implementing the ADI model. This research is a quasi-experimental with The Pretest-Posttest Nonequivalent Group Design. Data was collected through essay test of scientific argumentation skills. Findings indicated a significantly higher mean normalized gain of students’ scientific argumentation skills in Experimental Group who were instructed using ADI compared to students in Control Group who received traditional instruction. The mean normalized gain of scientific argumentation skills of students in Experimental Group is 0,69 (medium-level) and in Control Group is 0,38 (medium-level). Based on hypothesis testing, it shows that the increase in scientific argumentation skills of students who have learned using the ADI model is significantly higher than who have learned using guided inquiry model. Thus, it can be concluded that learning using the ADI model can further enchance students' scientific argumentation abilities.

Review

This study rigorously investigates the application of the Argument-Driven Inquiry (ADI) model to improve pre-service teachers' scientific argumentation skills on the topic of "Heat." Utilizing a quasi-experimental design with a pretest-posttest nonequivalent group, the research effectively demonstrates that students taught with the ADI model achieved a significantly higher mean normalized gain in their argumentation abilities compared to a control group. The reported normalized gains of 0.69 for the experimental group and 0.38 for the control group, both categorized as medium-level, provide clear quantitative evidence supporting ADI's efficacy in fostering a critical scientific competency. The study offers valuable insights into pedagogical strategies for enhancing argumentation skills in science education. A key strength of this paper lies in its focus on a highly relevant learning model (ADI) for developing a crucial skill (scientific argumentation) among a vital audience (pre-service teachers). The choice of topic, "Heat," within a "Matter and Energy" course, provides a concrete context for the intervention. The use of a quasi-experimental design with normalized gain scores is appropriate for measuring the effectiveness of the intervention. However, a minor point for clarification arises in the abstract: it initially states the control group received "traditional instruction" but later compares the experimental group's gain to a control group that learned using a "guided inquiry model." This inconsistency regarding the nature of the control group's instruction should be clarified for precise interpretation of the findings. Despite the minor ambiguity concerning the control group's specific instructional model, the overall findings strongly support the conclusion that the ADI model significantly enhances students' scientific argumentation abilities. The substantial difference in normalized gain scores, even if both groups achieved a "medium-level" gain, underscores the superior effectiveness of ADI. This research provides a compelling argument for integrating ADI into teacher preparation programs and science curricula to cultivate stronger argumentation skills. The study is a valuable contribution to science education research, offering practical implications for educators aiming to implement more effective inquiry-based learning environments.

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