Pengembangan Perangkat Pembelajaran Larutan Elektrolit Berbasis Model Argument-Driven Inquiry untuk Melatih Keterampilan Argumentasi Ilmiah Siswa SMA
(1) Universitas Negeri Gorontalo
(2) Universitas Negeri Gorontalo
(3) Universitas Negeri Gorontalo
Abstract
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran materi larutan elektrolit dan larutan non elektrolit berbasis model pembelajaran Argument-Driven Inquiry yang valid untuk melatih keterampilan argumentasi ilmiah siswa SMA. Pengembangan perangkat pembelajaran menggunakan model 4D (Four D), yang meliputi tahap pendefinisian (define), perancangan (design), pengembangan (develop), serta tahap penyebaran (dissemination). Namun dalam pelaksanaannya, penelitian ini terbatas hanya sampai pada tahap develope. Instrumen pengumpulan data dalam penelitian ini adalah lembar validasi. Teknik analisis data menggunakan analisis deskriptif kualitatif. Temuan hasil penelitian, yaitu perangkat pembelajaran yang dikembangkan meliputi buku siswa, RPP, LKPD, video pembelajaran dan instrumen tes keterampilan argumentasi ilmiah telah memiliki validitas dengan kategori sangat valid; Hasil penelitian telah menunjukkan bahwa perangkat pembelajaran materi larutan elektrolit dan non elektrolit berbasis model pembelajaran Argument-Driven Inquiry telah memenuhi syarat valid dari segi isi dan konstruk.
Keywords
Full Text:
PDFReferences
Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22. https://doi.org/10.1007/BF02505022
Devi, N. D. C., Susanti VH, E., & Indriyanti, N. Y. (2018). Analysis of High School Students’ Argumentation Ability in the topic of Buffer Solution. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 3(3), 141. https://doi.org/10.20961/jkpk.v3i3.23308
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(December), 5035–5039. https://doi.org/10.1016/j.sbspro.2012.06.382
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
Faize, F. A., Husain, W., & Nisar, F. (2018). A critical review of scientific argumentation in science education. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 475–483. https://doi.org/10.12973/ejmste/80353
Kadayifci, H., & Yalcin-Celik, A. (2016). Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course. Science Education International, 27(3), 369–390.
Mulyasa, H. E. (2014). Pengembangan dan Implementasi Kurikulum 2013. Bandung: PT Remaja Rosdakarya
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.
Nurramadhani, A., Ms, H., & Rahman, T. (2017). Argument-DrivenInquiry (ADI): The Way to Develop Junior High School Student’s Argumentation Skills in Science Learning. 57(ICMSEd 2016), 128–132. https://doi.org/10.2991/icmsed-16.2017.28
Putri, M. D., & Rusdiana, D. (2017). Identifying Students’ Scientific Argumentation Skill At Junior High School 1 Argamakmur, North Bengkulu. IJAEDU- International E-Journal of Advances in Education, III(9), 556–572. https://doi.org/10.18768/ijaedu.370424
Safira, C. A., Hasnunidah, N., & Sikumbang, D. (2018). The Effects of Argument-Driven Inquiry (ADI) Learning Model on Students' Argumentation Skills with Various Academic Levels. Indonesian Journal of Biology Education. 1 (2), 46-51. https://doi.org/10.17509/aijbe.v1i2.13046
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.20421
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
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco, CA: John Wiley & Sons.
Wahdan, W. Z., Sulistina, O., & Sukarianingsih, D. (2017). Analisis Kemampuan Berargumentasi Ilmiah Materi Ikatan Kimia Peserta Didik Sma, Man, Dan Perguruan Tinggi Tingkat I. J-PEK (Jurnal Pembelajaran Kimia), 2(2), 30–40. https://doi.org/10.17977/um026v2i22017p030
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://doi.org/10.1021/ed100622h
Refbacks
- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution 4.0 International License.