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PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY DALAM MENINGKATKAN ARGUMENTASI ILMIAH PADA KONSEP PENERAPAN BIOTEKNOLOGI
This study aims to determine the effect of the Argument-Driven Inquiry (ADI) model on the scientific argumentation skills of tenth-grade students in learning the application of biotechnology. A quasi-experimental method with a non-equivalent control group design was employed. The research subjects consisted of two classes: an experimental class taught using the ADI model and a control class taught using the Discovery Learning model. The research instrument comprised three essay questions designed to assess scientific argumentation indicators, namely claim, data, and warrant. Hypothesis testing was conducted using a non-parametric Mann–Whitney U test, which yielded an Asymp. Sig. (2-tailed) value of 0.000. The N-Gain analysis showed that the experimental class achieved an N-Gain score of 0.64 (moderate category), while the control class obtained an N-Gain score of 0.27 (low category). The greatest improvement was observed in the warrant indicator, whereas the data indicator had the lowest average score. Analysis of students’ worksheets and laboratory reports indicated that students in the experimental class were able to construct written arguments in a more complete and systematic manner compared to those in the control class. Overall, the results demonstrate that the ADI model has a positive effect on students’ scientific argumentation skills, particularly in the processes of argument construction and investigation reporting that require evidence-based critical thinking.
Pendidikan Biologi, UNIVERSITAS SULTAN AGUNG TIRTAYASA
PENERAPAN MODEL ARGUMENT-DRIVEN INQUIRY DALAM MENINGKATKAN ARGUMENTASI ILMIAH PADA KONSEP PENERAPAN BIOTEKNOLOGI (Text)
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L Education (General)
LB2300 Higher Education