Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi
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Published:
Jun 25, 2022
Keywords:
reaction rates, scientific argumentation instrument, scientific argumentation skill
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Abstract
Scientific argumentation is a critical part of scientific practice that should be learned by learner in the science classroom. Scientific argumentation can deepen students' understanding and make their reasoning apparent. Integrating argumentation in instruction necessitates the availability of assessment instruments. This study aims to develop a scientific argumentation test and investigate students' argumentation skills on reaction rates. This study applied a research and development design to develop a scientific argumentation test followed by a survey on students' scientific argumentation skills. The analysis of the validity and reliability of the scientific argumentation test involved three experts and 199 high school students. Meanwhile, the survey on students' scientific argumentation skills involved 86 high school students. The expert panel gave an average score of 94.8% (very worthy) to the developed scientific argumentation test. The empirical analysis of the test shows that all items (9 essay items) were valid with reliability of 0.777. The survey showed that students' abilities in: making claims were moderate (56.59%), providing evidence were very weak (18.35%), and making explanations were also very weak (14.21%). The results of this study imply that learning strategies that can improve students' scientific argumentation skills are needed.
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Zaroh, I., Muntholib, M., & Joharmawan, R. (2022). Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi. Orbital: Jurnal Pendidikan Kimia, 6(1), 78-90. https://doi.org/10.19109/ojpk.v6i1.12191
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How to Cite
Zaroh, I., Muntholib, M., & Joharmawan, R. (2022). Implementasi Instrumen Asesmen Argumentasi Ilmiah Materi Laju Reaksi. Orbital: Jurnal Pendidikan Kimia, 6(1), 78-90. https://doi.org/10.19109/ojpk.v6i1.12191
References
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Rowland, A., Craig-Hare, J., Ault, M., Ellis, J., & Bulgren, J. (2017). Social media: How the next generation can practice argumentation. Educational Media International, 54(2), 99–111.
Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148. https://doi.org/10.1002/tea.21037
Sampson, V., & Clark, D. (2009). The Impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448–484. https://doi.org/10.1002/sce.20306
Sampson, V., & Groom, J. (2010). Generate an Argument: An Instructional Model. The Science Teacher, 77(5), 32–37.
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
Sampson, V., & Walker, J. P. (2012). Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry. International Journal of Science Education, 34(10), 1443–1485. https://doi.org/10.1080/09500693.2012.667581
Testiana, G., & Sholeh, M. I. (2017). Hubungan Kualitas Kegiatan Online Terhadap Pemahaman Konsep Laju Reaksi Pada Pembelajaran Berbasis Blended Learning. Orbital: Jurnal Pendidikan Kimia, 1(1), 1–11. https://doi.org/10.19109/ojpk.v1i1.1585
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
Arikunto, S. (2021). Dasar-Dasar Evaluasi Pendidikan Edisi 3. Bumi Aksara.
Bain, K., & Towns, M. H. (2016). A review of research on the teaching and learning of chemical kinetics. In Chemistry Education Research and Practice (Vol. 17, Issue 2, pp. 246–262). Royal Society of Chemistry. https://doi.org/10.1039/c5rp00176e
Chen, Y. C., Benus, M. J., & Hernandez, J. (2019). Managing uncertainty in scientific argumentation. Science Education, 103(5), 1235–1276. https://doi.org/10.1002/sce.21527
Duschl, R. A. (2007). Quality argumentation and epistemic criteria. In Argumentation in science education (pp. 159–175). Springer.
Erduran, S., Ozdem, Y., & Park, J. Y. (2015). Research trends on argumentation in science education: a journal content analysis from 1998–2014. International Journal of STEM Education, 2(1). https://doi.org/10.1186/s40594-015-0020-1
Grooms, J., Sampson, V., & Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264–1286. https://doi.org/10.1002/tea.21451
Heng, L. L., Surif, J., & Seng, C. H. (2014). Individual versus group argumentation: Student’s performance in a Malaysian context. International Education Studies, 7(7), 109–124. https://doi.org/10.5539/ies.v7n7p109
Heng, L. L., Surif, J., & Seng, C. H. (2015). Malaysian Students’ Scientific Argumentation: Do groups perform better than individuals? International Journal of Science Education, 37(3), 505–528. https://doi.org/10.1080/09500693.2014.995147
Irwansyah, M., & Ariyansyah, A. (2019). Perangkat Pembelajaran Biologi Berorientasi Pendidikan Karakter Untuk Meningkatkan Sikap Dan Pengetahuan Siswa. Lentera Pendidikan: Jurnal Ilmu Tarbiyah Dan Keguruan, 22(1), 94–102.
Keys, C. W., Hand, B., Prain, V., & Collins, S. (1999). Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science. In J Res Sci Teach (Vol. 36).
Laksono, P. J. (2018). Pengembangan Dan Penggunaan Instrumen Two-Tier Multiple Choice Pada Materi Termokimia Untuk Mengukur Kemampuan Berpikir Kritis. Orbital: Jurnal Pendidikan Kimia, 2(2), 80–92.
Laksono, P. J. (2020). Pengembangan Three Tier Multiple Choice Test Pada Materi Kesetimbangan Kimia Mata Kuliah Kimia Dasar Lanjut. Orbital: Jurnal Pendidikan Kimia, 4(1).
Lawson, A. (2003). The nature and development of hypothetico‐predictive argumentation with implications for science teaching. International Journal of Science Education, 25(11), 1387–1408. https://doi.org/10.1080/0950069032000052117
Muntholib, M., Hidayati, K., Purnajanti, L., Utomo, Y., & Hariyanto, H. (2021). Impact of explicit scientific inquiry instruction on students’ scientific argumentation skills in salt hydrolysis. AIP Conference Proceedings, 2330. https://doi.org/10.1063/5.0043237
Muntholib, M., Munadhiroh, A., Setiawan, N. C. E., & Yahmin, Y. (2021). High school students’ scientific argumentation on chemical equilibrium. AIP Conference Proceedings, 2330. https://doi.org/10.1063/5.0043236
Muntholib, Mauliya, A. H., Utomo, Y., & Ibnu, M. S. (2020). Assessing high school student’s chemical literacy on salt hydrolysis. IOP Conference Series: Earth and Environmental Science, 456(1). https://doi.org/10.1088/1755-1315/456/1/012065
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994–1020. https://doi.org/10.1002/tea.20035
Osborne, J. F., & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627–638. https://doi.org/10.1002/sce.20438
Parlan, P., Latifah, U., & Muntholib, M. (2020). Development and Implementation of Students’ Scientific Argumentation Skills Test in Acid-Base Chemistry. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(2), 179–190. https://doi.org/10.24042/tadris.v5i2.6388
Rodriguez, J. M. G., Bain, K., Hux, N. P., & Towns, M. H. (2019). Productive features of problem solving in chemical kinetics: More than just algorithmic manipulation of variables. Chemistry Education Research and Practice, 20(1), 175–186. https://doi.org/10.1039/c8rp00202a
Rowland, A., Craig-Hare, J., Ault, M., Ellis, J., & Bulgren, J. (2017). Social media: How the next generation can practice argumentation. Educational Media International, 54(2), 99–111.
Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148. https://doi.org/10.1002/tea.21037
Sampson, V., & Clark, D. (2009). The Impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448–484. https://doi.org/10.1002/sce.20306
Sampson, V., & Groom, J. (2010). Generate an Argument: An Instructional Model. The Science Teacher, 77(5), 32–37.
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
Sampson, V., & Walker, J. P. (2012). Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry. International Journal of Science Education, 34(10), 1443–1485. https://doi.org/10.1080/09500693.2012.667581
Testiana, G., & Sholeh, M. I. (2017). Hubungan Kualitas Kegiatan Online Terhadap Pemahaman Konsep Laju Reaksi Pada Pembelajaran Berbasis Blended Learning. Orbital: Jurnal Pendidikan Kimia, 1(1), 1–11. https://doi.org/10.19109/ojpk.v1i1.1585
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