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Year 2017, Volume: 3 Issue: 9, 566 - 572, 27.12.2017

Mentari Darma Putri , Dadi Rusdiana

https://doi.org/10.18768/ijaedu.370424

Abstract

References

  • Bricker, L., & Bell, P. (2009). Conceptualizations of Argumentation from Science Studies and the Learning Sciences and their Implications for the Practices of Science Education. Science education, 92(3), 473-498. Christenson, N., Rundgren, S.N.C., & Hoglund, H.O. (2012). Using the See-Sep Model to Analyze Upper Secondary Students’ Use of Supporting Reason in Arguing Socioscientific Issues. Journal Science Education Technology, 21. p. 342-352. Defianti, Aprina. (2016). Penerapan Model Pembelajaran Pembangkit Argumen menggunakan Multiple External Representations untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Siswa SMP. (Thesis). School of Postgraduate, Indonesia University of Education, Bandung. Driver, R., Newton, P., & Osborne, J. (2000). Establishing The Norms Of Scientific Argumentation In Classrooms. Science Education, 84(3), 287–312. Duschl, R. A., & Osborne, J. (2002). Supporting And Promoting Argumentation Discourse In Science Education. Studies In Science Education, 38(1), 39–72. Erduran, S., Simon, S., & Osborne, J. (2004). Enhancing The Quality Of Argumentation In School Science. Journal of Research in Science Teaching, 41(10), 994–1020. Golanics & Nussbaum, E. M. (2008). Collaborative Discourse, Argumentation, And Learning: Preface And Literature Review. Contemporary Educational Psychology, 33(3), 345-359. Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing The Lesson” Or “Doing Science”: Argument In High School Genetics. Science Education,84(6), 757e792. Kelly, G. J., & Chen, C. (1999). The Sound Of Music: Constructing Science As A Sociocultural Practices Through Oral And Written Discourse. Journal Of Research In Science Teaching, 36(8), 883 – 915. Kulatunga, U., Moog, R. S. & Lewis, J.E. (2013). Argumentation and Participation Patterns in General Chemistry Peer-Led Sessions. Vol. 50. No. 10,pp. 1207-1231. United States of America: Journal of Research in Science Teaching. Newton, P. Driver, R. & Osborne, J. (1999). The Place Of Argumentation In The Pedagogy Of School Science. International Journal Of Science Education, 21(5), 553-576. Osman, Chuo Hiong, & Vebrianto. (2013). 21st Century Biology: An Interdisciplinary Approach of Biology, Technology, Engineering and Mathematics Education. Procedia-Social and Behavioral Sciences 102 (2013) 188-194. Putri, Rahmah Evita. (2016). Meningkatkan Penguasaan Konsep dan Kemampuan Argumentasi Ilmiah Siswa SMP Kelas VII Melalui Bahan Ajar IPA Terpadu dengan Tema Halo pada Topik Kalor. (Thesis). School of Postgraduate, Indonesia University of Education, Bandung. Rustaman, N. (1996). Peranan Praktikum dalam Pembelajaran Biologi. Training and Technician Training Papers FPMIPA IKIP Bandung. Sampson & Gerbino. (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, page 217-257. Simon, S. (2008). Using Toulmin's Argument Pattern In The Evaluation Of Argumentation In School Science. International Journal of Research & Method in Education, 31(3), 277e289. http://dx.doi.org/10.1080/17437270802417176. Venville, G.J., & Dawson, V.M. (2010a). The Impact of Classroom Intervention on Grade 10 Students’ Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science. Journal of Research in Science Teaching, 47. (8), p. 952-977. Venville, G.J., & Dawson, V.M. (2010b). Teaching Strategies for Developing Student’s Argumentation Skills About Sosio-Scientific Issues in High School Genetics. Research in Science Education, vol.42, p. 133-148. Yamin, Martinis. (2008). Desain Pembelajaran Berbasis Tingkat Satuan Pendidikan. Jakarta: Gaung Persada Press.

IDENTIFYING STUDENTS’ SCIENTIFIC ARGUMENTATION SKILL AT JUNIOR HIGH SCHOOL 1 ARGAMAKMUR, NORTH BENGKULU

Year 2017, Volume: 3 Issue: 9, 566 - 572, 27.12.2017

Mentari Darma Putri , Dadi Rusdiana

https://doi.org/10.18768/ijaedu.370424

Abstract

This is a preliminary study aimed to identify students’ scientific
argumentation skill at Junior High School 1, Argamakmur, North Bengkulu. The
data were gathered by online survey to 8 science teachers in Bengkulu and test
to 32 students of grade eight in Junior High School 1, Argamakmur, North
Bengkulu. Online survey consisted of 4 questions focused on science
learning issues. The essay test to obtain
scientific argumentation skill consisted of 4 questions, where each question was
covering four indicators of scientific argumentation: claim, data, warrant and
backing. A valid scientific argumentation test was adopted from Putri (2016).
Data were analyzed using descriptive statistics by calculating the percentage
of average score of teacher answers and students’ scientific argumentation
skill as a whole. The data analysis revealed that the teachers argue that students’
scientific argumentation skill was still very low compared to others skill like
the science process skill, critical thinking skill, creative thinking
skill, scientific literacy skill and student independence and this statement supported
by test result where the score of students’ argumentation skill achieved low
category. This phenomenon might be caused by
the lack of educational learning process that facilitates students in
expressing their opinions according to scientific evidence both orally and in
writing. This paper also offers an idea helping teachers to
improve students’ scientific argumentation skill by implementing
phenomenon-based learning with video assistance through a modified "flipped classroom" approach.

Keywords

Scientific Argumentation Students’ Scientific Argumentation Skill

References

  • Bricker, L., & Bell, P. (2009). Conceptualizations of Argumentation from Science Studies and the Learning Sciences and their Implications for the Practices of Science Education. Science education, 92(3), 473-498. Christenson, N., Rundgren, S.N.C., & Hoglund, H.O. (2012). Using the See-Sep Model to Analyze Upper Secondary Students’ Use of Supporting Reason in Arguing Socioscientific Issues. Journal Science Education Technology, 21. p. 342-352. Defianti, Aprina. (2016). Penerapan Model Pembelajaran Pembangkit Argumen menggunakan Multiple External Representations untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Siswa SMP. (Thesis). School of Postgraduate, Indonesia University of Education, Bandung. Driver, R., Newton, P., & Osborne, J. (2000). Establishing The Norms Of Scientific Argumentation In Classrooms. Science Education, 84(3), 287–312. Duschl, R. A., & Osborne, J. (2002). Supporting And Promoting Argumentation Discourse In Science Education. Studies In Science Education, 38(1), 39–72. Erduran, S., Simon, S., & Osborne, J. (2004). Enhancing The Quality Of Argumentation In School Science. Journal of Research in Science Teaching, 41(10), 994–1020. Golanics & Nussbaum, E. M. (2008). Collaborative Discourse, Argumentation, And Learning: Preface And Literature Review. Contemporary Educational Psychology, 33(3), 345-359. Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing The Lesson” Or “Doing Science”: Argument In High School Genetics. Science Education,84(6), 757e792. Kelly, G. J., & Chen, C. (1999). The Sound Of Music: Constructing Science As A Sociocultural Practices Through Oral And Written Discourse. Journal Of Research In Science Teaching, 36(8), 883 – 915. Kulatunga, U., Moog, R. S. & Lewis, J.E. (2013). Argumentation and Participation Patterns in General Chemistry Peer-Led Sessions. Vol. 50. No. 10,pp. 1207-1231. United States of America: Journal of Research in Science Teaching. Newton, P. Driver, R. & Osborne, J. (1999). The Place Of Argumentation In The Pedagogy Of School Science. International Journal Of Science Education, 21(5), 553-576. Osman, Chuo Hiong, & Vebrianto. (2013). 21st Century Biology: An Interdisciplinary Approach of Biology, Technology, Engineering and Mathematics Education. Procedia-Social and Behavioral Sciences 102 (2013) 188-194. Putri, Rahmah Evita. (2016). Meningkatkan Penguasaan Konsep dan Kemampuan Argumentasi Ilmiah Siswa SMP Kelas VII Melalui Bahan Ajar IPA Terpadu dengan Tema Halo pada Topik Kalor. (Thesis). School of Postgraduate, Indonesia University of Education, Bandung. Rustaman, N. (1996). Peranan Praktikum dalam Pembelajaran Biologi. Training and Technician Training Papers FPMIPA IKIP Bandung. Sampson & Gerbino. (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, page 217-257. Simon, S. (2008). Using Toulmin's Argument Pattern In The Evaluation Of Argumentation In School Science. International Journal of Research & Method in Education, 31(3), 277e289. http://dx.doi.org/10.1080/17437270802417176. Venville, G.J., & Dawson, V.M. (2010a). The Impact of Classroom Intervention on Grade 10 Students’ Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science. Journal of Research in Science Teaching, 47. (8), p. 952-977. Venville, G.J., & Dawson, V.M. (2010b). Teaching Strategies for Developing Student’s Argumentation Skills About Sosio-Scientific Issues in High School Genetics. Research in Science Education, vol.42, p. 133-148. Yamin, Martinis. (2008). Desain Pembelajaran Berbasis Tingkat Satuan Pendidikan. Jakarta: Gaung Persada Press.
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Journal Section Articles
Authors

Mentari Darma Putri

Dadi Rusdiana

Publication Date December 27, 2017
Submission Date September 29, 2017
Published in Issue Year 2017 Volume: 3 Issue: 9

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EndNote Putri MD, Rusdiana D (December 1, 2017) IDENTIFYING STUDENTS’ SCIENTIFIC ARGUMENTATION SKILL AT JUNIOR HIGH SCHOOL 1 ARGAMAKMUR, NORTH BENGKULU. IJAEDU- International E-Journal of Advances in Education 3 9 566–572.
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