Biodiversity with problem-based learning: impact on quality of students’ scientific argumentation
DOI:
https://doi.org/10.21009/biosferjpb.14133Keywords:
Argumentation pattern, PBL, Scientific argumentationAbstract
This study aims to determine the effect of problem-based learning (PBL) on the scientific argumentation of class X students at Senior High School in Indralaya, Indonesia, on biodiversity education. The research method was quasi-experimental with a non-equivalent control group research design. This research was conducted in class X-science-3 (n=33) as an experiment and X-science 4 (n=33) as a control at Senior High School in Indralaya, Indonesia. The data collection instrument was a test question that included scientific argumentation skills in essay questions and recorded class discussions. Data on writing scientific arguments are analyzed using cohesion and coherence, sentence effectiveness, concept correctness, critical analysis of problems and problem-solving. Data on the ability of scientific argumentation in writing and oral are also analyzed based on Toulmin's claim, data, warrant, backing, rebuttal, and qualifier. Furthermore, based on the Toulmin aspect, the students' quality level of scientific argumentation is determined. The result showed that the level of argumentation quality of students who applied the PBL model was mainly at level 3, while the control class was mainly at level 1. The effect being studied is significant. The PBL can significantly influence the ability of scientific argumentation in class X students at senior high school in Indralaya, Indonesia.
References
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Dastgeer, G., & Afzal, M. T. (2015). Improving English writing skill: A case of problem-based learning. American Journal of Educational Research, 3(10), 1315-1319.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
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Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915-933. https://doi.org/10.1002/sce.20012
Fraenkel, J. L., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education eighth edition. New York: Mc Graw Hill.
Gaston, K.J., & Spicer, J.I. (2004). Biodiversity. Blackwell Oxford.
Handayani, S. (2017). Pengaruh penerapan model pembalajaran CIRC dipadukan advance organizer terhadap pemahaman konsep dan keterampilan menulis argumentasi peserta didik kelas X di MAN 2 Palembang pada materi ekosistem. Skripsi. Palembang: Universitas Sriwijaya.
Haris, C. J., Phillips, R. S., & Penuel, W.R. (2012). Examining teachers instructional moves aimed at developing students ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education. 23: 769-788. https://doi.org/10.1007/s10972-011-9237-0
Howard, M. G., & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English‐learning students' engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553. https://doi.org/10.1002/tea.21310
Izzaty, R.E. (2006). Problem based learning dalam pembelajaran di perguruan tinggi. Paradigma, 1(1), 77-83.
Johnson, P. (1992). Cohesion and coherence in compositions in Malay and English. RELC journal, 23(2), 1-17. https://doi.org/10.1177/003368829202300201
Jumariati., & Sulistyo, G.H. (2017) Problem-Based Writing Instructiom: its Effect on Students’ Skills in Argumentative Writing. Arab World English Journal. 8(2), 87 – 100.
Karadeniz, A. (2017). Cohesion and coherence in written texts of students of faculty of education. Journal of Education and Training Studies, 5(2), 93-99. https://doi.org/10.11114/jets.v5i2.1998
Khusnayain, A., Abdurrahman., & Suyatna, A. (2013). Pengaruh skill argumentasi menggunakan model pembelajaran problem-based learning (PBL) terhadap literasi sains siswa. Jurnal Pembelajaran Fisika Universitas Lampung. 1(4): 69 – 76.
Lohman, M. C., & Finkelstein, M. (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science, 28(4), 291-307. https://doi.org/10.1023/A:1003927228005
Mahardika, A. I., Fitriah, & Zainuddin. (2015). Keterampilan berargumentasi ilmiah pada pembelajaran fisika melalui model pembelajaran inkuiri terbimbing. Jurnal vidya karya, 27(7), 755-762.
Mcghee, M. (2015) The effects of argumentation scaffolding in a problem-based learning course on problem-solving outcomes and learner motivation. Disertation. Florida: Florida State University
McNeill, K.L., & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. Journal of the learning sciences, 18(3), 416-460. https://doi.org/10.1080/10508400903013488
McNeill, K.L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15 (2), 153-191. https://doi.org/10.1207/s15327809jls1502_1
Mubarok, S. O., Muslim., & Danawan, A. (2016). Pengaruh model pembelajaran berbasis masalah dengan pendekatan saintifik terhadap kemampuan argumentasi ilmiah siswa SMA pada materi pengukuran. Disajikan dalam Seminar Nasional Pendidikan Sains, 22 Oktober 2016, Universitas Sebelas Maret Surakarta.
Nabilah, S., Anwar, Y., & Riyanto, R. (2019). Motoric mechanism with problem-based learning: impact on students’ higher order thinking skill. Biosfer: Jurnal Pendidikan Biologi, 12(2), 182-193. https://doi.org/10.21009/biosferjpb.v12n2.182-193
National Research Council. (2012). A framework for k-12 science education: practices, crosscutting concepts and core ideas. Washington, DC: The National Academies Press.
Nurhadi. (2004). Pembelajaran kontekstual dan penerapannya dalam KBK. Malang: UM Press.
Nurhayati. (2008). Berbagai strategi pembelajaran bahasa dapat meningkatkan kemampuan berbahasa siswa. Lingua Jurnal Bahasa & Sastra, 9(2), 110 – 116.
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
Pfeiffer, V., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K., & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. https://doi.dx.org/10.22318/icls2008.2.204
Pritasari, C. A., Dwiastuti, S., & Probosari, R. M. (2016). Peningkatan kemampuan argumentasi melalui penerapan model problem-based learning pada siswa kelas X MIA 1 SMA Batik 2 Surakarta tahun ajaran 2014/2015. Jurnal Pendidikan Biologi, 8 (1), 1 – 7.
Putra, R.S. (2013). Desain belajar mengajar kreatif berbasis sains. Jogjakarta: Diva Press.
Rahmawati, R. (2014). Hubungan kemampuan argumentasi dengan tingkat pemahaman siswa pada siswa kelas X MIA SMA Negeri 9 Bandung. Skripsi. Bandung: Universitas Pendidikan Indonesia.
Randler, C. (2008). Teaching species identification–A prerequisite for learning biodiversity and understanding ecology. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 223-231. https://doi.org/10.12973/ejmste/75344
Ristanto, R. H., Miarsyah, M., Muharomah, D. R., Astuti, T. A., & Aini, S. Prihatin., AI (2019). Light-Board: simple media to learn photosynthesis concepts. International Journal of Advanced Trends in Computer Science and Engineering, 9(1), 299-303. https://doi.org/10.30534/ijatcse/2020/45912020
Rustaman, N. Y. (2016). Pembelajaran sains masa depan berbasis STEM education. Universitas Pendidikan Indoneisa. Dalam S. Susanti, A. Maizeli, & M. M. Zural, Prosiding Seminar Nasional Biologi Edukasi 2016 (1-17). Padang: STKIP PGRI Sumatera Barat.
Sanjaya, W. (2008). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media Group.
Saracaloglu, A. S. S., Aktamis, H., & Delioglu, Y. (2011). The impact of the development of prospective teachers'critical thinking skills on scientific argumentation training and on their ability to construct an argument. Journal of Baltic Science Education, 10 (4), 243 – 260.
Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.
Toulmin, S. R. (1984). An introduction to reasoning. New York: Macmillan.
Ulimaz, A. (2015). Meningkatkan hasil belajar siswa kelas x pada konsep keanekaragaman hayati menggunakan model pembelajaran inkuiri. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 7(1), 61-66.
Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Teaching, 25(7), 547-571. https://doi.org/10.1080/09500690210134839
Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Jurnal Cakrawala Pendidikan, (2), 182-189.
Wulandari, F. E., & Shofiyah, N. (2018). Problem-based learning: effects on student’s scientific reasoning skills in science. Journal of Physics: Conference Series. 1006: 3 – 4. https://doi.org/10.1088/1742-6596/1006/1/012029
Arends. 2012. Learning to teach. New York: McGraw Hill Companies.
Astuti, T. A., Nurhayati, N., Ristanto, R. H., & Rusdi, R. (2019). Pembelajaran berbasis masalah biologi pada aspek kognitif: sebuah meta-analisis. JPBIO (Jurnal Pendidikan Biologi), 4(2), 67-74. https://doi.org/10.31932/jpbio.v4i2.473
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39(5), 667-694. https://doi.org/10.1007/s11251-010-9148-z
Dastgeer, G., & Afzal, M. T. (2015). Improving English writing skill: A case of problem-based learning. American Journal of Educational Research, 3(10), 1315-1319.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science education, 84(3), 287-312. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<287::AID-SCE1>3.0.CO;2-A
Erduran, S. (2007). Methodological foundations in the study of argumentation in science classrooms. In Argumentation in science education (pp. 47-69). Dordre-cht: Springer.
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science Education, 88(6), 915-933. https://doi.org/10.1002/sce.20012
Fraenkel, J. L., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education eighth edition. New York: Mc Graw Hill.
Gaston, K.J., & Spicer, J.I. (2004). Biodiversity. Blackwell Oxford.
Handayani, S. (2017). Pengaruh penerapan model pembalajaran CIRC dipadukan advance organizer terhadap pemahaman konsep dan keterampilan menulis argumentasi peserta didik kelas X di MAN 2 Palembang pada materi ekosistem. Skripsi. Palembang: Universitas Sriwijaya.
Haris, C. J., Phillips, R. S., & Penuel, W.R. (2012). Examining teachers instructional moves aimed at developing students ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education. 23: 769-788. https://doi.org/10.1007/s10972-011-9237-0
Howard, M. G., & McNeill, K. L. (2016). Learning in a community of practice: Factors impacting English‐learning students' engagement in scientific argumentation. Journal of Research in Science Teaching, 53(4), 527-553. https://doi.org/10.1002/tea.21310
Izzaty, R.E. (2006). Problem based learning dalam pembelajaran di perguruan tinggi. Paradigma, 1(1), 77-83.
Johnson, P. (1992). Cohesion and coherence in compositions in Malay and English. RELC journal, 23(2), 1-17. https://doi.org/10.1177/003368829202300201
Jumariati., & Sulistyo, G.H. (2017) Problem-Based Writing Instructiom: its Effect on Students’ Skills in Argumentative Writing. Arab World English Journal. 8(2), 87 – 100.
Karadeniz, A. (2017). Cohesion and coherence in written texts of students of faculty of education. Journal of Education and Training Studies, 5(2), 93-99. https://doi.org/10.11114/jets.v5i2.1998
Khusnayain, A., Abdurrahman., & Suyatna, A. (2013). Pengaruh skill argumentasi menggunakan model pembelajaran problem-based learning (PBL) terhadap literasi sains siswa. Jurnal Pembelajaran Fisika Universitas Lampung. 1(4): 69 – 76.
Lohman, M. C., & Finkelstein, M. (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science, 28(4), 291-307. https://doi.org/10.1023/A:1003927228005
Mahardika, A. I., Fitriah, & Zainuddin. (2015). Keterampilan berargumentasi ilmiah pada pembelajaran fisika melalui model pembelajaran inkuiri terbimbing. Jurnal vidya karya, 27(7), 755-762.
Mcghee, M. (2015) The effects of argumentation scaffolding in a problem-based learning course on problem-solving outcomes and learner motivation. Disertation. Florida: Florida State University
McNeill, K.L., & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain specific and domain general knowledge in writing arguments to explain phenomena. Journal of the learning sciences, 18(3), 416-460. https://doi.org/10.1080/10508400903013488
McNeill, K.L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15 (2), 153-191. https://doi.org/10.1207/s15327809jls1502_1
Mubarok, S. O., Muslim., & Danawan, A. (2016). Pengaruh model pembelajaran berbasis masalah dengan pendekatan saintifik terhadap kemampuan argumentasi ilmiah siswa SMA pada materi pengukuran. Disajikan dalam Seminar Nasional Pendidikan Sains, 22 Oktober 2016, Universitas Sebelas Maret Surakarta.
Nabilah, S., Anwar, Y., & Riyanto, R. (2019). Motoric mechanism with problem-based learning: impact on students’ higher order thinking skill. Biosfer: Jurnal Pendidikan Biologi, 12(2), 182-193. https://doi.org/10.21009/biosferjpb.v12n2.182-193
National Research Council. (2012). A framework for k-12 science education: practices, crosscutting concepts and core ideas. Washington, DC: The National Academies Press.
Nurhadi. (2004). Pembelajaran kontekstual dan penerapannya dalam KBK. Malang: UM Press.
Nurhayati. (2008). Berbagai strategi pembelajaran bahasa dapat meningkatkan kemampuan berbahasa siswa. Lingua Jurnal Bahasa & Sastra, 9(2), 110 – 116.
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
Pfeiffer, V., Gemballa, S., Bizer, B., Jarodzka, H., Imhof, B., Scheiter, K., & Gerjets, P. (2008). Enhancing students’ knowledge of biodiversity in a situated mobile learning scenario: Using static and dynamic visualizations in field trips. https://doi.dx.org/10.22318/icls2008.2.204
Pritasari, C. A., Dwiastuti, S., & Probosari, R. M. (2016). Peningkatan kemampuan argumentasi melalui penerapan model problem-based learning pada siswa kelas X MIA 1 SMA Batik 2 Surakarta tahun ajaran 2014/2015. Jurnal Pendidikan Biologi, 8 (1), 1 – 7.
Putra, R.S. (2013). Desain belajar mengajar kreatif berbasis sains. Jogjakarta: Diva Press.
Rahmawati, R. (2014). Hubungan kemampuan argumentasi dengan tingkat pemahaman siswa pada siswa kelas X MIA SMA Negeri 9 Bandung. Skripsi. Bandung: Universitas Pendidikan Indonesia.
Randler, C. (2008). Teaching species identification–A prerequisite for learning biodiversity and understanding ecology. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 223-231. https://doi.org/10.12973/ejmste/75344
Ristanto, R. H., Miarsyah, M., Muharomah, D. R., Astuti, T. A., & Aini, S. Prihatin., AI (2019). Light-Board: simple media to learn photosynthesis concepts. International Journal of Advanced Trends in Computer Science and Engineering, 9(1), 299-303. https://doi.org/10.30534/ijatcse/2020/45912020
Rustaman, N. Y. (2016). Pembelajaran sains masa depan berbasis STEM education. Universitas Pendidikan Indoneisa. Dalam S. Susanti, A. Maizeli, & M. M. Zural, Prosiding Seminar Nasional Biologi Edukasi 2016 (1-17). Padang: STKIP PGRI Sumatera Barat.
Sanjaya, W. (2008). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana Prenada Media Group.
Saracaloglu, A. S. S., Aktamis, H., & Delioglu, Y. (2011). The impact of the development of prospective teachers'critical thinking skills on scientific argumentation training and on their ability to construct an argument. Journal of Baltic Science Education, 10 (4), 243 – 260.
Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta.
Toulmin, S. R. (1984). An introduction to reasoning. New York: Macmillan.
Ulimaz, A. (2015). Meningkatkan hasil belajar siswa kelas x pada konsep keanekaragaman hayati menggunakan model pembelajaran inkuiri. Konstruktivisme: Jurnal Pendidikan dan Pembelajaran, 7(1), 61-66.
Van Weelie, D., & Wals, A. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Teaching, 25(7), 547-571. https://doi.org/10.1080/09500690210134839
Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Jurnal Cakrawala Pendidikan, (2), 182-189.
Wulandari, F. E., & Shofiyah, N. (2018). Problem-based learning: effects on student’s scientific reasoning skills in science. Journal of Physics: Conference Series. 1006: 3 – 4. https://doi.org/10.1088/1742-6596/1006/1/012029
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2021-11-14
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Anwar, Y., Rahmayanti, R., & Ermayanti. (2021). Biodiversity with problem-based learning: impact on quality of students’ scientific argumentation. Biosfer: Jurnal Pendidikan Biologi, 14(2), 216–227. https://doi.org/10.21009/biosferjpb.14133
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