20May 2018

DEVELOPMENT OF LEARNING STRATEGY BASED INQUIRY TO BUILD STUDENT ARGUMENTATION SKILLS.

  • Graduate Program of Physics Education, University of Lampung, Indonesia.
Crossref Cited-by Linking logo
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

This study aims to develop a valid learning strategy based inquiry to build argumentation skills and to know their effectiveness in building argumentation skills. The method used is the Research and Development (R & D) model of Dick and Carey, by identifying needs and determining goals, analyzing strategies, identifying student characteristics, formulating specific learning goals, developing benchmark reference tests, developing learning strategies, selecting learning materials, formative evaluation, and revision of learning. The object of this research is 75 students who come from 3 high schools in Bandar Lampung. The conclusions of this research are derived from argument inquiry strategy which has the components of learning objectives, learning scenarios, learning approaches, and tools and learning resources. These components are combined with right steps and methods, so the learning strategy effectively for building students argumentation skills.

  1. Badan Standar Nasional Pendidikan. (2010). Paradigma Pendidikan Nasional Abad-XXI. Jakarta: BSNP.
  2. Bekiroğlu, F. O. (2013). Examination of the Effects of Model-Based Inquiry on Students? Outcomes: Scientific Process Skills and Conceptual Knowledge. Procedia - Social and Behavioral Sciences. 141 (14): 1187-1191.
  3. Bergenske, L. D. (2008). Lesson Study: Implication of Collaboration Between Education Specialists and General Education Teacher. Science Education. 88 (1): 111-135.
  4. Booney, K., M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education. 16 (1): 21-28.
  1. Chen, C. T., & She, H. C. (2012). The Effectiveness of Scientific. Inquiry With/Without Integration of Scientific Reasoning. International Journal of Science and Mathematics Education. 2 (1):98-118.
  2. David, W. J. (2010). Colaborative Learning: Strategi Pembelajaran Untuk Sukses Bersama. Jakarta: Nusamedia.
  3. Dick, W. & Carey, J. O. (2009). The Systematic Design of Instruction. USA: Pearson Education.
  4. Farida, I., & Gusniarti. (2014). Profil Keterampilan Argumentasi Siswa Pada Konsep Koloid Yang Dikembangkan Melalui Pembelajaran Inkuiri Argumentatif. Edusains. 6 (1): 31-40
  5. Golu, S. F. (2016). Penggunaan Media Video untuk Meningkatkan Minat Belajar Ipa Kelas IV SD Negeri Bakalan. Jurnal Pendidikan Guru Sekolah Dasar. 7 (5): 692-702.
  6. Gultape, N. & Kilic, Z. (2013). Scientific Argumentation and Conceptual Understanding of High School Students on Solubility Equilibrium and Acids and Bases. Turkish Science Education. 10 (4): 5-21
  7. Hacıoğlu, Y. (2016). Pre-Service Science Teachers? Cognitive Structures Regarding Science, Technology, Engineering, Mathematics (STEM) and Science Education. Turkish Science Education. 13 (2): 88-102.
  8. Hanson, D. M. (2012). Designing Process Oriented Guided Inquiry Activities. Stony Brook University ? SUNY: Pacific Crest.
  9. Jim?nez, A. (2008). Argumentation in science education: Perspectives from classroom-based resear Turkish Science Education. 43 (1): 317-345.
  10. Katchevich, D. (2013). Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Res Science Education. 43 (2): 317-345.
  11. Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes. Res High Educ. 49 (6): 469?494.
  12. Lewis, C. C. (2002). Lesson study: A Handbook of Teacher-Led Instructional Change. Phila-delphia: Research for Better Schools.
  13. Mahardika, A. I., Fitriah, & Zainuddin. (2015). Keterampilan Argumentasi Ilmiah Pada Pembelajaran Fisika Melalui Model Pembelajaran Inkuiri Terbim-bing. Jurnal FKIP Unlam. 27 (7): 755-762.
  14. Ogreten, B. (2014). Examining the Effectiveness of Science Teaching Based on Argumen-tation. Turkish Science Education. 11 (1): 75-100.
  15. Ozawa, H. (2009). Lesson Study in Mpumalanga Province, South Africa. CICEseries. 5 (3): 175-193.
  16. Ozdemir, O. & Isik, H. (2015). Effect of Inquiry-Based Science Activities on Prospective Elementary Teachers? Use of Science Process Skills and Inquiry Strategies. Turkish Science Education. 12 (1): 43-56.
  17. Peker, D. (2008). Scientific Explanations And Arguments, New Approaches in Teaching Science and Technology. Pegem Akademi Publishing: 9 (1): 265-311.
  18. (2013). Pengaruh penerapan praktikum virtual berbasis problem solving terhadap kemampuan berpikir kritis mahasiswa. Prosiding Semirata FMIPA Universitas Lampung (pp. 81-89). Lampung: FMIPA Universitas Lampung.
  19. Veloo, A. (2013). Inquiry-based instruction, students? attitudes and teachers? support towards science achievement in rural primary schools. Procedia - Social and Behavioral Sciences. 93 (1): 65-69.
  20. Viyanti, Cari, Sunarno, W., Prasetyo, Z., & Widoretno, S. (2017). The development rubrics skill argued as alternative assessment floating and sinking materials. Journal of Physics: Conf. Series. 909: 1-7.
  21. Wenning, C. J. (2011). The Levels of Inquiry Model of Science Teaching. Journal of Physics Teacher Education Online. 6 (6): 9-16.

[F. Bayu Nirwana, Agus Suyatna and Chandra Ertikanto. (2018); DEVELOPMENT OF LEARNING STRATEGY BASED INQUIRY TO BUILD STUDENT ARGUMENTATION SKILLS. Int. J. of Adv. Res. 6 (May). 651-657] (ISSN 2320-5407). www.journalijar.com

AGUS SUYATNA
Graduate Program of Physics Education, University of Lampung, Indonesia

DOI:

Article DOI: 10.21474/IJAR01/7079      
DOI URL: https://dx.doi.org/10.21474/IJAR01/7079

Download Full Paper

Download PDF No. of Downloads: 21 | No. of Views: 80