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      "abstract": "This study aims to determine the effect of the Argument-Driven Inquiry (ADI) model \r\non the scientific argumentation skills of tenth-grade students in learning the \r\napplication of biotechnology. A quasi-experimental method with a non-equivalent \r\ncontrol group design was employed. The research subjects consisted of two classes: \r\nan experimental class taught using the ADI model and a control class taught using \r\nthe Discovery Learning model. The research instrument comprised three essay \r\nquestions designed to assess scientific argumentation indicators, namely claim, \r\ndata, and warrant. Hypothesis testing was conducted using a non-parametric \r\nMann–Whitney U test, which yielded an Asymp. Sig. (2-tailed) value of 0.000. The \r\nN-Gain analysis showed that the experimental class achieved an N-Gain score of \r\n0.64 (moderate category), while the control class obtained an N-Gain score of 0.27 \r\n(low category). The greatest improvement was observed in the warrant indicator, \r\nwhereas the data indicator had the lowest average score. Analysis of students’ \r\nworksheets and laboratory reports indicated that students in the experimental class \r\nwere able to construct written arguments in a more complete and systematic manner \r\ncompared to those in the control class. Overall, the results demonstrate that the ADI \r\nmodel has a positive effect on students’ scientific argumentation skills, particularly \r\nin the processes of argument construction and investigation reporting that require \r\nevidence-based critical thinking.",
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      "note": "Penelitian ini bertujuan untuk mengetahui pengaruh model Argument-Driven \r\nInquiry (ADI) terhadap kemampuan argumentasi ilmiah peserta didik kelas X pada \r\nmateri penerapan bioteknologi. Metode yang digunakan adalah quasi eksperimen \r\ndengan desain non-equivalent control group. Subjek penelitian terdiri dari dua \r\nkelas, yaitu kelas eksperimen yang menggunakan model ADI dan kelas kontrol \r\nyang menggunakan Discovery Learning. Instrumen penelitian berupa soal uraian \r\nberjumlah tiga butir yang mengukur indikator argumentasi ilmiah: claim, data, dan \r\nwarrant. Hasil uji hipotesis melalui uji non parametrik menggunakan uji Mann \r\nWhitney U dan mendapat nilai Asymp.Sig. (2-tailed) 0,000. Hasil analisis N-Gain \r\nkelas eksperimen sebesar 0,64 (kategori sedang), sedangkan kelas kontrol sebesar \r\n0,27 (kategori rendah). Peningkatan terbesar terdapat pada indikator warrant, \r\nsementara indikator data memiliki rata-rata skor terendah. Analisis LKPD dan \r\nlaporan praktikum menunjukkan bahwa peserta didik di kelas eksperimen mampu \r\nmenyusun argumen tertulis secara lebih lengkap dan sistematis dibandingkan kelas \r\nkontrol. Hasil penelitian menunjukkan bahwa model ADI memberikan pengaruh \r\npositif terhadap kemampuan argumentasi ilmiah peserta didik, terutama dalam \r\nproses penyusunan argumen dan laporan investigasi yang menuntut pemikiran kritis \r\nberbasis bukti.",
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