Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system
DOI:
https://doi.org/10.21009/biosferjpb.20513Keywords:
ADI model, Argument ability, Concepts masteryAbstract
This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model application on the concepts mastery and argumentation skills of high school students on reproductive system material. The research method used quasi-experimental and non-equivalent control group design. The sample of this research were second-grade high school MIPA students in one of the public high schools in Bandung, which consists of 30 students in the experimental class and 33 students in the control class. The sample was taken by using the purposive sampling technique. The instruments used consisted of a concept mastery test in the form of multiple choices, an argumentation ability test in the form of an essay, and questionnaire of students’ responses to the ADI model. The results showed that the application of the ADI learning model significantly affected the students' concepts mastery on reproductive system material in the experimental class compared to the control class, especially in the cognitive aspects of C3 (applying). The results also show that the application of the ADI learning model significantly affects the ability of argumentation, especially on the warrant component. Student response data shows that students respond very well to the application of the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students’ concepts mastery mastery and argumentation skills in other biological materials.
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Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes. Journal of Science Education and Technology, 23(1), 82–97. https://doi.org/10.1007/s10956-013-9452-x
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Mahardika, A. I., Fitriah & Zainuddin (2015). Keterampilan Berargumentasi Ilmiah Pada Pembelajaran Fisika Melalui Model Pembelajaran Inkuiri Terbimbing. Jurnal Vidya Karya, 30(2)
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. Jurnal Pendidikan Biologi, 9(2)
Manz, E. (2015). Representing Student Argumentation as Functionally Emergent From Scientific Activity. In Review of Educational Research (Vol. 85). https://doi.org/10.3102/0034654314558490
Mutia, S. A. M. (2015). Pembelajaran IPA Terpadu Pencemaran Lingkungan dengan Argument-Driven Inquiry untuk Meningkatkan Kemampuan Berargumentasi dan Rasa Ingin Tahu Siswa SMP. (Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
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Rahayu, S.D., Ashadi, A., & Dwiastuti, S. (2019). Peningkatan Model Argument-Driven Inquiry (ADI) dalam. Meningkatkan Hasil Belajar Aspek Pengetahuan pada Materi Struktur dan Fungsi Tumbuhan. Seminar National Pendidikan Sains.
Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1).
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
Salsabila, E. R., Wijaya, A. F. C., Winarno, N., & Hanif, S. (2019). Using argument-driven inquiry to promote students’ concept mastery in learning global warming. Journal of Physics: Conference Series, 1280(3). https://doi.org/10.1088/1742-6596/1280/3/032052
Sampson, V., & Gleim, L. (2009). in Biology ARTICLE Argument-Driven Inquiry To Promote AB ? of the Understanding Important Concepts & Practices O ? ... students need THE AMERICAN ARGUMENT-DRIVEN. October, 71(8), 465–472.
Sampson, V., & Gerbino, F. (2010). Two Instructional Models That Teachers Can Use to Promote & Support Scientific Argumentation in the Biology Classroom. The American Biology Teacher, 72(7), 427–431. https://doi.org/10.1525/abt.2010.72.7.7
Sampson, V., Grooms, J., & Walker, J. P. (2011). 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(2), 217–257. https://doi.org/10.1002/sce.2042
Sampson et al. (2014). Argument Drivent Inquiry in Biology. United State of America. NSTA Press.
Simon, S. (2008). Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science. International Journal of Research and Method in Education, 31(3), 277–289. https://doi.org/10.1080/17437270802417176
Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: CV Alfabeta.
Syerliana, L., Muslim, & Setiawan, W. (2018). Argumentation skill profile using “toulmin Argumentation Pattern” analysis of high school student at Subang on topic hydrostatic pressure. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012031
Tendrita, M. (2017). Peningkatan Aktivitas Belajar Dan Pemahaman Konsep Biologi Dengan Strategi Survey, Question, Read, Recite, Review (SQ3R) Pada Siswa Kelas XI IPA SMA Negeri 5 Kendari. Jurnal VARIDIKA, 28(2), 213–224. https://doi.org/10.23917/varidika.v28i2.2867
Utomo, Y. S., Ashadi, & Sarwanto. (2019). Argumentation Skills Profile on 8th Grade Students using Toulmin’s Argument Pattern on Controversial Topic. Journal of Physics: Conference Series, 1233(1). https://iopscience.iop.org/article/10.1088/1742-6596/1233/1/012095
Walker, J. P., Sampson, V., & Zimmerman, C. O. (2011). Argument-driven inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs. Journal of Chemical Education, 88(8), 1048–1056. https://pubs.acs.org/doi/abs/10.1021/ed100622h
Zubaidah, S. (2016). Keterampilan Abad Ke-21: Keterampilan Yang Diajarkan Melalui Pembelajaran. Seminar Nasional Pendidikan, 2(2), 1–17. https://doi.org/10.1021/acs.langmuir.6b02842
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. https://doi.org/10.11591/edulearn.v12i3.8042
Anderson, L. W., dan Krathwaohl, D. R. (Eds). 2010. Kerangka Landasan Untuk Pembelajaran, Pengajaran dan Asesmen. Yogyakarta: Pustaka Pelajar
Andriani, Y. (2015a). Penggunaan Model Pembelajaran Argument Driven Inquiry dalam Mengembangkan Kemampuan Argumentasi Ilmiah dan Penguasaan Konsep Siswa pada Pembelajaran IPA Terpadu di SMP Kelas VII.(Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Andriani, Y. (2015b). Peningkatan Penguasaan Konsep Siswa Melalui Pembelajaran Argument Driven Inquiry Pada Pembelajaran Ipa Terpadu Di Smp Kelas Vii. Edusains, 7(2), 114–120. https://doi.org/10.15408/es.v7i2.1578
Ardiyanti, Y. & Utami, M. R. (2017). Identifikasi Miskonsepsi Siswa Pada Materi Sistem Reproduksi. Biosfer, J. Bio. & Pend. Bio., 2(2), 18–23. https://doi.org/ISSN: 2549-0486
Arikunto, S. (2012). Dasar-Dasar Evaluasi Pendidikan (Edisi 2). Jakarta: PT. Bumi Aksara.
Astira, S., Sajidan., & Dwiastuti, S. (2019). Analysis of Argumentation Skills in Biological Learning in Senior High School Students. Journal of Physics: Conference Series, 1338(2). http://doi:10.1088/1742-6596/1338/1/012032
Bekiroglu, F., & Eskin, H. (2012). Examination of the relationship between engagement in scientific argumentation and conceptual knowledge. International Journal of Science and Mathematics Education, 10(6), 1415–1443. https://link.springer.com/article/10.1007/s10763-012-9346-z
Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes. Journal of Science Education and Technology, 23(1), 82–97. https://doi.org/10.1007/s10956-013-9452-x
Demircioğlu, T., & Uçar, S. (2012). The Effect of Argument-Driven Inquiry on Pre-Service Science Teachers’ Attitudes and Argumentation Skills. Procedia - Social and Behavioral Sciences, 46, 5035–5039. https://doi.org/10.1016/j.sbspro.2012.06.382
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Kuram ve Uygulamada Egitim Bilimleri, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324
Ekanara, B., Adisendjaja, Y. H., & Hamdiyati, Y. (2018). Argumentasi Siswa Pada Konsep Sistem Pencernaan Melalui Pbl ( Problem Based Learning ). Jurnal, Biodidaktika Vol, Pembelajarannya Juli, No Ekanara, Bambang A, Yusuf Hilmi Hamdiyati, Yanti., 13(2), 45–54.
Erduran, S., Izzet, A., & Science, E. (2012). Discourse , argumentation , and science lessons : match or mismatch in high school students ’ perceptions and understanding ? Ebru KAYA * Pinar Seda CETIN. 2(3), 1–32.
Farida, L., Rosidin, U., Herlina, K., & Hasnunidah, N. (2018). Pengaruh Penerapan Model Pembelajaran Argument- Driven Inquiry ( ADI ) Terhadap Keterampilan Argumentasi Siswa Smp Berdasarkan Perbedaan Jenis Kelamin. Journal of Physics and Science Learning, 02(2), 15–26.
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?. Biosfer: Jurnal Pendidikan Biologi, 13(1), 86-100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Lu, S., Bi, H., & Liu, X. (2018). The effects of explanation-driven inquiry on students’ conceptual understanding of redox. International Journal of Science Education, 40(15), 1857–1873. https://doi.org/10.1080/09500693.2018.1513670
Mahardika, A. I., Fitriah & Zainuddin (2015). Keterampilan Berargumentasi Ilmiah Pada Pembelajaran Fisika Melalui Model Pembelajaran Inkuiri Terbimbing. Jurnal Vidya Karya, 30(2)
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. Jurnal Pendidikan Biologi, 9(2)
Manz, E. (2015). Representing Student Argumentation as Functionally Emergent From Scientific Activity. In Review of Educational Research (Vol. 85). https://doi.org/10.3102/0034654314558490
Mutia, S. A. M. (2015). Pembelajaran IPA Terpadu Pencemaran Lingkungan dengan Argument-Driven Inquiry untuk Meningkatkan Kemampuan Berargumentasi dan Rasa Ingin Tahu Siswa SMP. (Tesis). Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Bandung.
Nazliah, R., Saragih, S. Z., Studi, P., Biologi, P., & Labuhanbatu, F. U. (2019). the Effect of Inquiry Based Learning Model on Students ’ Learning Outcome of the Environmental Pollution Topic At Senior High School Negeri 1 Kualuh Hulu Pengaruh Model Pembelajaran Inquiry Terhadap Hasil Belajar Pada Materi Pencemaran Lingkungan Di Sma K. 5(2), 49–53.
Noviyani, M., Kusairi, S., & Amin, M. (2017). Penguasaan Konsep dan Kemampuan Berargumentasi Siswa SMP pada Pembelajaran IPA dengan Inkuiri Berbasis Argumen. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(7), 974–978.
P21. (2008). 21st Century Skills, Education & Competitiveness.Washington DC: Partnership for 21st Century Skills.
Putra, R. A., Sudargo, F., Redjeki, S., & Adianto, A. (2014). The analysis of concepts mastery and critical thinking skills on invertebrate zoology course. International Journal of Science and Research, 3(3), 498–502. Retrieved from https://www.ijsr.net/archive/v3i3/MDIwMTMxMTk2.pdf
Rahayu, S.D., Ashadi, A., & Dwiastuti, S. (2019). Peningkatan Model Argument-Driven Inquiry (ADI) dalam. Meningkatkan Hasil Belajar Aspek Pengetahuan pada Materi Struktur dan Fungsi Tumbuhan. Seminar National Pendidikan Sains.
Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1).
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
Salsabila, E. R., Wijaya, A. F. C., Winarno, N., & Hanif, S. (2019). Using argument-driven inquiry to promote students’ concept mastery in learning global warming. Journal of Physics: Conference Series, 1280(3). https://doi.org/10.1088/1742-6596/1280/3/032052
Sampson, V., & Gleim, L. (2009). in Biology ARTICLE Argument-Driven Inquiry To Promote AB ? of the Understanding Important Concepts & Practices O ? ... students need THE AMERICAN ARGUMENT-DRIVEN. October, 71(8), 465–472.
Sampson, V., & Gerbino, F. (2010). Two Instructional Models That Teachers Can Use to Promote & Support Scientific Argumentation in the Biology Classroom. The American Biology Teacher, 72(7), 427–431. https://doi.org/10.1525/abt.2010.72.7.7
Sampson, V., Grooms, J., & Walker, J. P. (2011). 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(2), 217–257. https://doi.org/10.1002/sce.2042
Sampson et al. (2014). Argument Drivent Inquiry in Biology. United State of America. NSTA Press.
Simon, S. (2008). Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science. International Journal of Research and Method in Education, 31(3), 277–289. https://doi.org/10.1080/17437270802417176
Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: CV Alfabeta.
Syerliana, L., Muslim, & Setiawan, W. (2018). Argumentation skill profile using “toulmin Argumentation Pattern” analysis of high school student at Subang on topic hydrostatic pressure. Journal of Physics: Conference Series, 1013(1). https://doi.org/10.1088/1742-6596/1013/1/012031
Tendrita, M. (2017). Peningkatan Aktivitas Belajar Dan Pemahaman Konsep Biologi Dengan Strategi Survey, Question, Read, Recite, Review (SQ3R) Pada Siswa Kelas XI IPA SMA Negeri 5 Kendari. Jurnal VARIDIKA, 28(2), 213–224. https://doi.org/10.23917/varidika.v28i2.2867
Utomo, Y. S., Ashadi, & Sarwanto. (2019). Argumentation Skills Profile on 8th Grade Students using Toulmin’s Argument Pattern on Controversial Topic. Journal of Physics: Conference Series, 1233(1). https://iopscience.iop.org/article/10.1088/1742-6596/1233/1/012095
Walker, J. P., Sampson, V., & Zimmerman, C. O. (2011). Argument-driven inquiry: An introduction to a new instructional model for use in undergraduate chemistry labs. Journal of Chemical Education, 88(8), 1048–1056. https://pubs.acs.org/doi/abs/10.1021/ed100622h
Zubaidah, S. (2016). Keterampilan Abad Ke-21: Keterampilan Yang Diajarkan Melalui Pembelajaran. Seminar Nasional Pendidikan, 2(2), 1–17. https://doi.org/10.1021/acs.langmuir.6b02842
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2021-10-13
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Divena, M. S., Hamdiyati, Y., & Aryani, A. (2021). Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system. Biosfer: Jurnal Pendidikan Biologi, 14(2), 264–274. https://doi.org/10.21009/biosferjpb.20513
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