The correlation between scientific argumentation with viruses learning outcomes of senior high school student
DOI:
https://doi.org/10.21009/biosferjpb.10998Keywords:
Scientific argumentation, Biology learning outcomes, VirusesAbstract
This study aims to determine the correlation between ability of scientific argumentation and learning outcomes of students on the virus topic with the research subjects were X IPA students in SMA Negeri 1 Indralaya Utara 2018/2019 (n = 47). This type of research is quantitative descriptive with the correlation method. This study used two data collection techniques is written test and observation. The result showed that students learning was 49% very good, 15% good, 17% sufficient, and 19% less. The results of writing scientific argumentation of students are 9% excellent, 11% good, 21% sufficient, 26% less, and 33% very poor. The average scientific argumentation of students based on Toulmin's Argument Pattern (TAP) is 100% of students able to submit a claim, 5% able to submit data, 77% able to convey a warrant, 6% able to convey backing, 7% able to convey rebuttal and 3% able to convey qualifer with the quality of scientific argumentation in general at level 2. The results of the correlation test of scientific argumentation include writing argumentation and TAP with learning outcomes is 0,311 it is means a low correlation. Based on the results showed a correlation between the ability of scientific argumentation with learning outcomes of class x students in SMA Negeri 1 Indralaya Utara
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Prasetyo, B., & Jannah, L.M. (2005). Quantitative Research Methods. Jakarta: Raja Grafindo Persada.
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Rustaman, N. Y. (2005). Biology Teaching and Learning Strategies. Malang: Malang State University.
Saleh, HI, Danial, M., & Junda, M. (2017). Relationship between Teacher Teaching Style and Student Learning Style with Interest and Biological Learning Outcomes of High School Students in the City of Bulukumba. Journal of Biology Education. 1(1), 81-88. https://ojs.unm.ac.id/UJBE/article/view/5764/0
Sampson, V., & Gerbino, F. (2010). Two Instructional Models That Teacher Can Use to Promote & Support Scientific Argumentation in The Biology Classroom. The American Biology Teacher, 72 (7), 427-431. http://doi.org/10.1525/abt.2010.72.7.7
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), 277-289. https://core.ac.uk/download/pdf/82315.pdf
Sudijono, A. (2013). Introduction to Educational Evaluation. Jakarta: Rajawali Pres.
Squire, K.D., & Mingfong, J. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computer. Jurnal of Science Education and Technology, 16 (1), 5-29. https://link.springer.com/article/10.1007/s10956-006-9037-z
Undang-Undang Republik Indonesia. Nomor 20 Tahun 2003 concerning National Education System BAB II Pasal 3.
Arikunto, S. (2013). Basics of educational evaluation. Jakarta: Bumi Akasara.
Bell, P., & Linn, M.C. (2000). Scientific Arguments as Learning Artifact: Designning for Learning from the web with KIE. International Journal of Science Education, 22 (8), 797-817. https://www.researchgate.net/publication/280780729_Scientific_arguments_as_learning_artifacts_Designing_for_learning_from_the_web_with_KIE
Chang, S.N. & Chiu, M.H. (2008). Lactos’s Scientific Research: Programmes as a Framework for Analysing Informal Argumentation about Sosio-scientific Issues. International Journal of Science Education, 30 (17) 1753-1773. https://doi.org/10.1080/09500690701534582
Cimer, A. (2012). What Make Biology Difficult and Effective Learning: Students ’Views. Educational Research and Reviews, 7 (3), 61-71. https://academicjournals.org/journal/ERR/article-full-text-pdf/6AD7EA84352#:~:text=The%20main%20reasons%20for%20learning,and%20a%20lack%20of%20resources.
Dani, D. (2011). Sustainability as a Framework for Analyzing Socioscientific Issue. International Electronic Journal of Environment Education, 1(2), 113-126. https://dergipark.org.tr/en/pub/iejeegreen/issue/7904/104031
Dawson, V. & Venville, G.J. (2009). High School Student’s Informal Reasoning and Argumentation about Biotechnology: An Indicator of Science Literacy?. International Journal of Science Education, 31 (11) pp.1421-1445. https://doi.org/10.1080/09500690801992870
Deng, Y., & Wang, H. (2017). Research on Evaluation of Chinese Students’ Competence in Written Scientific Argumentation in the Context of Chemistry. Chem. Educ. Res. Pract, 18(1): 127–150. https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00076b#!divAbstract
Fajar, D. M., Ramli, M., Ariyanto, J., Widoretno, S., Sajidan, S., & Prasetyanti, N. M. (2020). Enhancing students’ thinking skills through project-based learning in biology. Biosfer: Jurnal Pendidikan Biologi, 13(2), 230–249. https://doi.org/10.21009/biosferjpb.v13n2.230-249
Desta. (2011). Correlation of Communication Skills and Student Learning Outcomes in Learning Conditions Using the Co-op Co-op Type of Cooperative Learning Model for Biology Subjects at SMA 1 Indralaya (Unpublish Bachlor Thesis), Sriwijaya University, Indralaya. Unnes Journal of Mathematics Education, 10 (1). https://doi.org/10.15294/ujme.v10i1.46130
Devi, NDC, VH, ES, & Indriyanti, NY (2018). Analysis of the Argumentation Ability of High School Students on Buffer Solution Material. Journal of Chemistry and Chemistry Education, 3 (3): 152-159. https://jurnal.uns.ac.id/jkpk/article/view/23308
Erduran, S., & Maria, P. (2008). Argumentation in Science Education. London: Spinger Science.
Faize, F., Husain, W., & Nisar., F. (2017). A Critical Review of Scientific Argumentation in Science Education. Eurasia Journal of Mathematics, Science and Technology Education, 14 (1): 475–483. https://www.ejmste.com/article/a-critical-review-of-scientific-argumentation-in-science-education-5274
Hamdani, M., Prayitno, B. A., & Karyanto, P. (2020). Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill. Biosfer: Jurnal Pendidikan Biologi, 13(1), 75–85. https://doi.org/10.21009/biosferjpb.v13n1.75-85
Handayani, P., & Sardianto, M. (2015). Argument Analysis of Class X Students of SMA Muhammadiyah 1 Palembang Using the Toulmin Argument Model. Journal of Innovation and Learning Physics, 2 (1), 60-68. https://doi.org/10.36706/jipf.v2i1.2355
Kemendikbud. (2016). Permendikbud on Competency Standards for Primary and Secondary Education Graduates. Jakarta: Kemendikbud.
Kurniasih, I., & Bani, B. (2014). Implementation of the 2013 Curriculum: Concepts & Applications. In Adi Pamungkas (Ed): Assessment Standards in the Curriculum, Concepts of Class Assessment and Assessment of Achievement of Competency Attitudes, Development of 2013 Curriculum and Development of Teaching Materials in the Context of Implementation of Curriculum 2013. Surabaya: Kata Pena.
Kristiani, E., Ristanto, R. H., & Lisanti, E. (2020). Exploring gender-based biological concepts: an analysis of bilingual secondary school students. Biosfer : Jurnal Pendidikan Biologi, 13(1), 1–13. https://doi.org/10.21009/biosferjpb.v13n1.1-13
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, 150-156. https://doi.org/10.1016/j.ijer.2016.07.008
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a Scientist: Ways of Helping Children to use Language to Learn Science. British Educational Research Journal, 30(3), 359-377. https://doi.org/10.1080/01411920410001689689
Osborne, J. (2005). The Role of argument in Science Education. K. Boesma, M. Goedhart, O. De Jong, & H. Eijkelhof [Eds]. Research and Quality of Science Education. Dordrecht, Nederlands: Spinger.
Prasetyo, B., & Jannah, L.M. (2005). Quantitative Research Methods. Jakarta: Raja Grafindo Persada.
Rahmawati, R. (2014). The Relationship between Argumentation Ability and Students' Level of Understanding in Class X MIA SMA Negeri 9 Bandung. (Unpublish Bachlor Thesis). UPI, Bandung. http://repository.upi.edu/12436/3/S_BIO_0908502_Abstract.pdf
Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: Developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
Rustaman, N. Y. (2005). Biology Teaching and Learning Strategies. Malang: Malang State University.
Saleh, HI, Danial, M., & Junda, M. (2017). Relationship between Teacher Teaching Style and Student Learning Style with Interest and Biological Learning Outcomes of High School Students in the City of Bulukumba. Journal of Biology Education. 1(1), 81-88. https://ojs.unm.ac.id/UJBE/article/view/5764/0
Sampson, V., & Gerbino, F. (2010). Two Instructional Models That Teacher Can Use to Promote & Support Scientific Argumentation in The Biology Classroom. The American Biology Teacher, 72 (7), 427-431. http://doi.org/10.1525/abt.2010.72.7.7
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), 277-289. https://core.ac.uk/download/pdf/82315.pdf
Sudijono, A. (2013). Introduction to Educational Evaluation. Jakarta: Rajawali Pres.
Squire, K.D., & Mingfong, J. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computer. Jurnal of Science Education and Technology, 16 (1), 5-29. https://link.springer.com/article/10.1007/s10956-006-9037-z
Undang-Undang Republik Indonesia. Nomor 20 Tahun 2003 concerning National Education System BAB II Pasal 3.
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2021-04-25
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Vera, V., Anwar, Y., & Ermayanti, E. (2021). The correlation between scientific argumentation with viruses learning outcomes of senior high school student . Biosfer: Jurnal Pendidikan Biologi, 14(1), 54–64. https://doi.org/10.21009/biosferjpb.10998
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