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Abstract
Improving scientific argumentation skills through the application of the ADI learning model is the main goal of this research. Classroom action research through cycle 1 and cycle 2 was applied to achieve the research objectives. The procedure in this study consisted of five stages, namely: planning, implementing actions, observing, and reflecting. A total of 50 students were involved as subjects in this classroom action research. The subjects are physical education students in the fifth semester who are taking research methodology lectures. Data collection was carried out in 2 cycles, the first cycle was carried out in August- October 2022. Data collection techniques and instruments in this classroom action research were used techniques such as observation, argumentation ability test, and interviews. From the results of the analysis of observational data, it is known that in cycle 1 there is an average value of 70.67% and in cycle 2 it increases to 84%. Scientific argumentation skills in cycle 1 are 68.4% and in cycle 2 are 82%. In cycle 1, it is known that student learning completeness is 72%, while in cycle 2, student learning completeness is 82%. So it can be concluded that applying the ADI learning model can improve the scientific argumentation skills of physical education students.
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Copyright (c) 2023 Dian Pujianto, Yahya Eko Nopiyanto, Syafrial, Bayu Insanistyo
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References
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- Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module. Journal of Education and Learning (EduLearn), 12(3), 464–471. https://doi.org/10.11591/edulearn.v12i3.8042
- Amin, & Corebima. (2016). Analisis Persepsi Dosen terhadap Strategi Pembelajaran Reading Questioning and Answering (RQA) dan Argument-Driven Inquiry (ADI) pada Program Studi The effect of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) Learning Strategy In The Different Aca. Researchgate.Net, March.
- Bestiantono, D. S. (2020). Students' Responses Toward Scientific Argumentation with ADI Learning Model to Physics Literacy: a Case of Indonesian Senior High School Students. Studies in Learning and Teaching, 1(1), 3-11. https://doi.org/10.46627/silet.v1i1.18
- Çetin, P. S., & Eymur, G. (2017). Developing students’ scientific writing and presentation skills through argument driven inquiry: an exploratory study. Journal of Chemical Education, 94(7), 837-843. https://doi.org/10.1021/acs.jchemed.6b00915
- Cohen, L., Manion, L., & Morrison, K. (2017). Action research. In Research methods in education (pp. 440-456). Routledge.
- Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
- Effendi, E. (2017). Pemberian Reward Pengaruhnya terhadap Aktivitas Belajar Mahasiswa pada Mata Kuliah Fisika Dasar. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 1(1), 9-13. https://doi.org/10.30599/jipfri.v1i1.35
- Eskin, H., & Ogan-Bekiroglu, F. (2013). Argumentation as a strategy for conceptual learning of dynamics. Research in Science Education, 43(5), 1939-1956. https://doi.org/10.1007/s11165-012-9339-5
- Ginanjar, W. S., Utari, S., & Muslim, M. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran MIPA, 20(1), 32-37. https://doi.org/10.18269/jpmipa.v20i1.36195.g15573
- Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. In The Action Research Planner: Doing Critical Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
- Kuhn, D. (2010). Teaching and learning science as an argument. Science Education, 94(5), 810–824. https://doi.org/10.1002/sce.20395
- Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan Model Argument-Driven Inquiry (Adi) Dalam Meningkatkan Kemampuan Berargumentasi Siswa Pada Konsep Pencemaran Lingkungan Di Kelas X Sma Negeri 1 Ciawigebang. Quagga : Jurnal Pendidikan Dan Biologi, 9(02), 45. https://doi.org/10.25134/quagga.v9i02.747
- Minarti, E. D., & Nurfauziah, P. (2016). Pendekatan Konstruktivisme dengan Model Pembelajaran Generatif Guna Meningkatkan Kemampuan Komunikasi dan Koneksi Matematis serta Self Efficacy Mahasiswa Calon Guru di Kota Cimahi. Jurnal Ilmiah P2M STKIP Siliwangi, 3(2), 68-83. https://doi.org/10.22460/p2m.v3i2p68-83.629
- Nasution, E. S. (2019). Peningkatan Keterampilan Berargumentasi Ilmiah Pada Siswa Melalui Model Pembelajaran Argument- Driven Inquiry (ADI). Jurnal Eksakta Pendidikan (Jep), 3(2), 100. https://doi.org/10.24036/jep/vol3-iss2/375
- Probosari, R. M., Ramli, M., Harlita, H., Indrowati, M., & Sajidan, S. (2016). Profil keterampilan argumentasi ilmiah mahasiswa pendidikan biologi fkip uns pada mata kuliah anatomi tumbuhan. Bioedukasi: Jurnal Pendidikan Biologi, 9(1), 29-33. https://doi.org/10.20961/bioedukasi-uns.v9i1.3880
- Putri, P. A. W., Rahayu, S., & Fajaroh, F. (2020). Efektivitas Argument-Driven Inquiry untuk Meningkatkan Keterampilan Berargumentasi Ilmiah pada Materi Laju Reaksi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(1), 57-64. http://dx.doi.org/10.17977/jptpp.v5i1.13132
- Samsinar, S. (2020). Urgensi learning resources (sumber belajar) dalam meningkatkan kualitas pembelajaran. Didaktika: Jurnal Kependidikan, 13(2), 194-205. 10.30863/didaktika.v13i2.959
- Tamelab, P., Ngongo, M. H. L., & Oetpah, D. (2021). Meningkatkan Kepercayaan Diri Mahasiswa Dalam Kemampuan Public Speaking Di Sekolah Tinggi Pastoral Keuskupan Agung Kupang. Selidik (Jurnal Seputar Penelitian Pendidikan Keagamaan), 2(1), 54-63. Retrieved from http://www.ejurnal.org/index.php/selidik/article/view/38
- Tuysuz, C., Demirel, O. E., & Yildirim, B. (2013). Investigating the Effects of Argumentation, Problem and Laboratory Based Instruction Approaches on pre-service Teachers’ Achievement Concerning the Concept of “acid and Base.” Procedia - Social and Behavioral Sciences, 93, 1376–1381. https://doi.org/10.1016/j.sbspro.2013.10.047
References
Alawiyah, S. (2020). Pembelajaran Online dan Hasil Menulis Karangan Argumentasi di Era Big Data. Justek: Jurnal Sains dan Teknologi, 3(1), 32-41. https://doi.org/10.31764/justek.v3i1.3697
Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing Students’ Argumentation Skill Using an Argument Driven Inquiry-Based Module. Journal of Education and Learning (EduLearn), 12(3), 464–471. https://doi.org/10.11591/edulearn.v12i3.8042
Amin, & Corebima. (2016). Analisis Persepsi Dosen terhadap Strategi Pembelajaran Reading Questioning and Answering (RQA) dan Argument-Driven Inquiry (ADI) pada Program Studi The effect of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) Learning Strategy In The Different Aca. Researchgate.Net, March.
Bestiantono, D. S. (2020). Students' Responses Toward Scientific Argumentation with ADI Learning Model to Physics Literacy: a Case of Indonesian Senior High School Students. Studies in Learning and Teaching, 1(1), 3-11. https://doi.org/10.46627/silet.v1i1.18
Çetin, P. S., & Eymur, G. (2017). Developing students’ scientific writing and presentation skills through argument driven inquiry: an exploratory study. Journal of Chemical Education, 94(7), 837-843. https://doi.org/10.1021/acs.jchemed.6b00915
Cohen, L., Manion, L., & Morrison, K. (2017). Action research. In Research methods in education (pp. 440-456). Routledge.
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
Effendi, E. (2017). Pemberian Reward Pengaruhnya terhadap Aktivitas Belajar Mahasiswa pada Mata Kuliah Fisika Dasar. JIPFRI (Jurnal Inovasi Pendidikan Fisika Dan Riset Ilmiah), 1(1), 9-13. https://doi.org/10.30599/jipfri.v1i1.35
Eskin, H., & Ogan-Bekiroglu, F. (2013). Argumentation as a strategy for conceptual learning of dynamics. Research in Science Education, 43(5), 1939-1956. https://doi.org/10.1007/s11165-012-9339-5
Ginanjar, W. S., Utari, S., & Muslim, M. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran MIPA, 20(1), 32-37. https://doi.org/10.18269/jpmipa.v20i1.36195.g15573
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. In The Action Research Planner: Doing Critical Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
Kuhn, D. (2010). Teaching and learning science as an argument. Science Education, 94(5), 810–824. https://doi.org/10.1002/sce.20395
Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan Model Argument-Driven Inquiry (Adi) Dalam Meningkatkan Kemampuan Berargumentasi Siswa Pada Konsep Pencemaran Lingkungan Di Kelas X Sma Negeri 1 Ciawigebang. Quagga : Jurnal Pendidikan Dan Biologi, 9(02), 45. https://doi.org/10.25134/quagga.v9i02.747
Minarti, E. D., & Nurfauziah, P. (2016). Pendekatan Konstruktivisme dengan Model Pembelajaran Generatif Guna Meningkatkan Kemampuan Komunikasi dan Koneksi Matematis serta Self Efficacy Mahasiswa Calon Guru di Kota Cimahi. Jurnal Ilmiah P2M STKIP Siliwangi, 3(2), 68-83. https://doi.org/10.22460/p2m.v3i2p68-83.629
Nasution, E. S. (2019). Peningkatan Keterampilan Berargumentasi Ilmiah Pada Siswa Melalui Model Pembelajaran Argument- Driven Inquiry (ADI). Jurnal Eksakta Pendidikan (Jep), 3(2), 100. https://doi.org/10.24036/jep/vol3-iss2/375
Probosari, R. M., Ramli, M., Harlita, H., Indrowati, M., & Sajidan, S. (2016). Profil keterampilan argumentasi ilmiah mahasiswa pendidikan biologi fkip uns pada mata kuliah anatomi tumbuhan. Bioedukasi: Jurnal Pendidikan Biologi, 9(1), 29-33. https://doi.org/10.20961/bioedukasi-uns.v9i1.3880
Putri, P. A. W., Rahayu, S., & Fajaroh, F. (2020). Efektivitas Argument-Driven Inquiry untuk Meningkatkan Keterampilan Berargumentasi Ilmiah pada Materi Laju Reaksi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(1), 57-64. http://dx.doi.org/10.17977/jptpp.v5i1.13132
Samsinar, S. (2020). Urgensi learning resources (sumber belajar) dalam meningkatkan kualitas pembelajaran. Didaktika: Jurnal Kependidikan, 13(2), 194-205. 10.30863/didaktika.v13i2.959
Tamelab, P., Ngongo, M. H. L., & Oetpah, D. (2021). Meningkatkan Kepercayaan Diri Mahasiswa Dalam Kemampuan Public Speaking Di Sekolah Tinggi Pastoral Keuskupan Agung Kupang. Selidik (Jurnal Seputar Penelitian Pendidikan Keagamaan), 2(1), 54-63. Retrieved from http://www.ejurnal.org/index.php/selidik/article/view/38
Tuysuz, C., Demirel, O. E., & Yildirim, B. (2013). Investigating the Effects of Argumentation, Problem and Laboratory Based Instruction Approaches on pre-service Teachers’ Achievement Concerning the Concept of “acid and Base.” Procedia - Social and Behavioral Sciences, 93, 1376–1381. https://doi.org/10.1016/j.sbspro.2013.10.047