Analysis of Effectiveness Argument-Driven Inquiry to Improve Students’ Argumentation Skill and Conceptual Understanding

Agustina Dua Kuki; Rudiana Agustini; Utiya Azizah

doi:10.46245/ijorer.v4i3.316

Agustina Dua Kuki Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0000-0002-6518-6120
Rudiana Agustini Universitas Negeri Surabaya, Surabaya, Indonesia
Utiya Azizah Universitas Negeri Surabaya, Surabaya, Indonesia https://orcid.org/0000-0002-2067-3435

DOI: https://doi.org/10.46245/ijorer.v4i3.316

Keywords: Argument-Driven Inquiry, Conceptual Understanding, Argumentation Skill, science learning, Literature review

Abstract

Objective: This study examined the effectiveness of the Argument-Driven Inquiry learning model in science learning in improving students' argumentation skills and conceptual understanding. Method: The techniques used are 1) searching articles on Scopus and Google Scholar using the keyword Argument-Driven Inquiry in science learning, 2) articles were selected focus on increasing conceptual understanding and argumentation skills, 3) the metadata was selected limited to 2015-2023, and 4) conducting the in-depth review. Results: The ADI model was able to improve students' argumentation skills. In general, students' argumentation levels are in levels 3-4. The quality of the arguments developed by students shows the understanding of the concepts possessed by students. Students can reach the cognitive level created (C6) by writing scientific reports. Novelty: This study reinforces previous research regarding the effectiveness of the ADI model in improving argumentation skills and conceptual understanding taken from recent articles. Therefore, this article can be the basis for developing learning tools for the ADI model.

Abstract View: 633

PDF Download: 461

Similarity Check Download: 35

Download data is not yet available.

Metrics

Metrics Loading ...

References

Aldahmash, A. H., & Omar, S. H. (2021). Analysis of activities included in saudi arabian chemistry textbooks for the inclusion of argumentation-driven inquiry skills. Studies in Educational Evaluation, 68, 1-9. http://dx.doi.org/10.1016/j.stueduc.2020.100968

Amelia, D. R., Asrial, A., & Effendi-Hasibuan, M. H. (2021). The effectiveness of argument-driven inquiry in promoting students’ argumentation skills about colloids. The 3rd Green Development International Conference (GDIC 2020), 1-5. https://doi.org/10.2991/aer.k.210825.058

Amelia, R., Budiasih, E., & Yahmin, Y. (2020). Promoting the scientific argumentation skills of students using ADI-S and ADI models in chemical kinetics teaching. 28th Russian Conference on Mathematical Modelling in Natural Sciences, 1-6. https://doi.org/10.1063/5.0000753

Amielia, S. D., Suciati, S., & Maridi, M. (2018). Enhancing students' argumentation skills using an argument-driven inquiry-based module. Journal of Education and Learning (EduLearn), 12(3), 464–471. https://doi.org/10.11591/edulearn.v12i3.8042

Andriani, Y. (2016). Peningkatan penguasaan konsep siswa melalui pembelajaran argument driven inquiry pada pembelajaran IPA terpadu di SMP kelas VII. EDUSAINS, 7(2), 114–120. https://doi.org/10.15408/es.v7i2.1578

Antonio, R. P., & Prudente, M. S. (2021). Metacognitive argument-driven inquiry in teaching antimicrobial resistance: Effects on students conceptual understanding and argumentation skills. Turkish Journal of Science Education, 18(2), 192-217. https://doi.org/10.36681/tused.2021.60

Arslan, H. Ozge, G., Murat, D., Benzegul, B. (2023). Exploring the effect of argument-driven inquiry on pre-service science teachers’ achievement, science process, and argumentation skills and their views on the ADI model. Teaching and Teacher Education, 121(33), 1-10. https://doi.org/10.1016/j.tate.2022.103905

Auliyah, N., Nurita, T. (2019). Penerapan model pembelajaran argument driven inquiry pada sub materi tekanan zat cair untuk meningkatkan keterampilan komunikasi siswa kelas VIII SMP negeri 19 surabaya. E-Jurnal UNESA, 7(2), 216-219.

Aydeniz, M., & Dogan, A. (2016). Exploring the impact of argumentation on pre-service science teachers’ conceptual understanding of chemical equilibrium. Chemistry Education Research and Practice, 17(1), 111–119. https://doi.org/10.1039/C5RP00170F

Bukifan, D., & Yuliati, L. (2021). Conceptual understanding of physics within argument-driven inquiry learning for STEM education: Case study. AIP Conference Proceedings, 2330, 1-5. https://doi.org/10.1063/5.0043638

Cetin, P. S. (2014). Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills. Research in Science & Technological Education, 32(1), 1–20. https://doi.org/10.1080/02635143.2013.850071

Chen, H. T., Wang, H. H., Lu, Y. Y., & Hong, Z. R. (2019). Bridging the gender gap of children’s engagement in learning science and argumentation through a modified argument-driven inquiry. International Journal of Science and Mathematics Education, 17(4), 635–655. https://doi.org/10.1007/s10763-018-9896-9

Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. H., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170–191. https://doi.org/10.1080/09500693.2015.1134849

Christenson, N., Chang-Rundgren, S. N., & Zeidler, D. L. (2014). The relationship of discipline background to upper secondary students' argumentation on socio-scientific issues. Research in Science Education, 44(4), 581–601. https://doi.org/10.1007/s11165-013-9394-6

Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1), 267-283. https://doi.org/10.12738/estp.2015.1.2324

Devi, N. D. C., Susanti V. H. E., & Indriyanti, N. Y. (2018). Analysis of high school students' argumentation ability on the topic of buffer solution. JKPK (Jurnal Kimia dan Pendidikan Kimia), 3(3), 152-160. https://doi.org/10.20961/jkpk.v3i3.23308

Dewi, C. A., & Rahayu, S. (2022). Pentingnya mengoptimalkan literasi kimia melalui pembelajaran berbasis isu-isu sosiosaintifik di abad ke-2. Proceeding Seminar Nasional IPA XII, 348-360.

Divena, M. S., Hamdiyati, Y., & Aryani, A. (2021). Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system. Biosfer, 14(2), 264–274. https://doi.org/10.21009/biosferjpb.20513

Drury, S. A. M., Rush, R. A., Wilder, S. E., & Wysocki, L. M. (2019). Encouraging bridges: Connecting science students to public problem-solving through science communication. American Chemical Society.

Dwiretno, G., & Setyarsih, W. (2018). Pembelajaran fisika menggunakan model argument driven inquiry (ADI) untuk melatihkan kemampuan argumentasi ilmiah peserta didik. Inovasi Pendidikan Fisika, 7(2), 337-341. https://doi.org/10.26740/ipf.v7n2.p%25p

Fadly, W., & Miaturrohmah, M. (2021). Arguing skillfully with argument-driven inquiry science textbooks. Jurnal Pendidikan Sains Indonesia, 9(1), 119–138. https://doi.org/10.24815/jpsi.v9i1.18630

Faize, F. A., & Dabar, M. A. (2018). Developing argumentation skills among undergraduate students using inquiry-led argument framework. Pakistan Journal of Education, 34(2), 37-54. https://doi.org/10.30971/pje.v34i2.376

Faize, F. A., Husain, W., & Nisar, F. (2017). 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

Felton, M., Garcia-Mila, M., Villarroel, C., & Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. British Journal of Educational Psychology, 85(3), 372–386. https://doi.org/10.1111/bjep.12078

Foutz, T. L. (2019). Using argumentation as a learning strategy to improve student performance in engineering Statics. European Journal of Engineering Education, 44(3), 312–329. https://doi.org/10.1080/03043797.2018.1488818

Grooms, J., Enderle, P., & Sampson, V. (2015). Coordinating scientific argumentation and the next-generation science standards through argument-driven inquiry. Science Educator, 24(1), 45–50.

Hadiwidodo, S., Tukiran, T., & Taufikurahmah, T. (2017). Pengembangan perangkat pembelajaran kimia model argument driven inquiry untuk meningkatkan keterampilan argumentasi dan hasil belajar siswa. JPPS (Jurnal Penelitian Pendidikan Sains), 7(1), 1416.-1421. https://doi.org/10.26740/jpps.v7n1.p1416-1421

Hanifah, N., & Admoko, S. (2019). Penerapan model pembelajaran argument driven inquiry (ADI) untuk melatihkan kemampuan argumentasi ilmiah peserta didik SMA. E-Jurnal UNESA, 8(2), 593-597. https://doi.org/10.26740/ipf.v8n2.p%25p

Hasnunidah, N., Susilo, H., Irawati, M. H., & Sutomo, H. (2015). Argument-driven inquiry with scaffolding as the development strategies of argumentation and critical thinking skills of students in Lampung, Indonesia. American Journal of Educational Research, 3(9), 1185-1192. https://doi.org/10.12691/education-3-9-20

Holme, T. A. (2020). What role should chemistry education play in addressing societal trust in applications of chemistry? Journal of Chemical Education, 97(10), 3471–3473. https://doi.org/10.1021/acs.jchemed.0c01228

Hosbein, K. N., Lower, M. A., & Walker, J. P. (2021). Tracking student argumentation skills across general chemistry through argument-driven inquiry using the assessment of scientific argumentation in the classroom observation protocol. Journal of Chemical Education, 98(6), 1875–1887. https://doi.org/10.1021/acs.jchemed.0c01225

Horowitz, W. J., Frey, T., Saluga, S. J., Nguyen, M., Denaro, K., & Edwards, K. D. (2023). A specifications-graded, sports drink-themed general chemistry laboratory course using an argument-driven inquiry approach. Journal of Chemical Education, 100(2), 672–680. https://doi.org/10.1021/acs.jchemed.2c00860

Hunaidah, M., Erniwati, E., & Jusmiani, I. (2019). Penerapan model pembelajaran argument driven inquiry (ADI) untuk meningkatkan hasil belajar dan keterampilan argumentasi ilmiah peserta didik. Jurnal Penelitian Pendidikan Fisika, 4(4), 178-185. https://doi.org/10.36709/jipfi.v4i4.9744

Inch, E. S., & Tudor, K. H. (2014). Critical thinking and communication: The use of reason in Argument (Seventh Edition). Pearson.

Kaçar, S., & Balim, A. G. (2021). Investigating the effects of argument-driven inquiry method in science course on secondary school students' levels of conceptual understanding. Turkish Journal of Science Education, 18(4), 816-845. https://doi.org/10.36681/tused.2021.105

Kalay, B. A., Subandi, S., & Budiasih, E. (2017). Efektifitas model pembelajaran argument driven inquiry (ADI) dalam meningkatkan pemahaman konsep siswa pada materi bentuk dan kepolaran molekul. Jurnal Ilmu Pendidikan, 23(2), 117-126. http://dx.doi.org/10.17977/jip.v23i2.10972

Marhamah, O. S., Nurlaelah, I., & Setiawati, I. (2017). Penerapan model argument-driven inquiry (adi) dalam meningkatkan kemampuan berargumentasi siswa pada konsep pencemaran lingkungan di kelas X SMA negeri 1 ciawigebang. Quagga : Jurnal Pendidikan dan Biologi, 9(2), 39-46. https://doi.org/10.25134/quagga.v9i02.747

Nikmah, C., Harun, N., & Tukiran, T. (2019). Effectiveness of learning media using argument-driven inquiry (adi) learning model to increase students' learning outcomes and self-efficacy. Proceedings of the National Seminar on Chemistry 2019 (SNK-19), 1-5.

O’Dwyer, L. M., Wang, Y., & Shields, K. A. (2015). Teaching for conceptual understanding: A cross-national comparison of the relationship between teachers’ instructional practices and student achievement in mathematics. Large-Scale Assessments in Education, 3(1), 1–30. https://doi.org/10.1186/s40536-014-0011-6

Pan, M. A., Marfu’ah, S., & Dasna, I. W. (2021). The effect of the argument-driven inquiry (ADI) based on science, environment, technology, and society (SETS) on students' conceptual understanding and scientific argument skill in buffer solution learning: Studied from cognitive style. The 4th International Conference on Mathematics and Science Education (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era, 1-5. http://dx.doi.org/10.1063/5.0043621

Paramita, A., Dasna, I. W., & Yahmin, Y. (2019). Kajian pustaka: Integrasi stem untuk keterampilan argumentasi dalam pembelajaran sains. J-PEK (Jurnal Pembelajaran Kimia), 4(2), 92–99. https://doi.org/10.17977/um026v4i22019p092

Parno, P., Mufidah, J., Diantoro, M., & Ali, M. (2021). Building conceptual understanding of students on laws of Newton through argument-driven inquiry. The 4th International Conference on Mathematics and Science Education (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era, 1-8. https://doi.org/10.1063/5.0043127

Putri, P. A. W., Rahayu, S., & Fajaroh, F. (2020). Efektivitas argument-driven inquiry untuk meningkatkan keterampilan berargumentasi ilmiah pada materi laju reaksi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(1), 57-65. https://doi.org/10.17977/jptpp.v5i1.13132

Ramdhani, A., Ramdhani, M. A., & Amin, A. S. (2014). Writing a literature review research paper: A step-by-step approach. International Journal of Basic and Applied Science, 3(1), 1-10.

Safaruddin, S., Degeng, I., Setyosari, P., & Murtadho, N. (2020). The Effect of PjBL with WBL Media and Cognitive Style on Students Understanding and Science-Integrated Concept Application. Jurnal Pendidikan IPA Indonesia, 9(3), 384-395. doi:https://doi.org/10.15294/jpii.v9i3.24628

Safitri, M. A. D., Budiasih, E., & Marfu’ah, S. (2020). Mind mapping in argument-driven inquiry (ADI) model to improve students’ critical thinking skills with a different prior knowledge in the topic of reaction rate. AIP Conference Proceedings, 2215, 1-5. https://doi.org/10.1063/5.0000755

Salsabila, E. R., Wijaya, A. F. C., Winarno, N., & Hanif, S. (2019). Using argument-driven inquiry to promote students’ concept mastery in learning global warming. Journal of Physics: Conference Series, 1280(3), 1–7. https://doi.org/10.1088/1742-6596/1280/3/032052

Sampson, V., Carafano, P., Enderle, P., Fannin, S., Grooms, J., Southerland, S., Stallworth, C., & Wiliams, K. (2014). Argument-driven inquiry in chemistry: Lab investigations for grades 9-12. National Science Teachers Association.

Şenyi̇Ği̇T, Ç. (2021). The effect of problem-based learning on pre-service primary school teachers’ conceptual understanding and misconceptions. International Online Journal of Primary Education (IOJPE), 10(1), 50-73. https://orcid.org/0000-0003-4549-6989

Septyastuti, H. L., Sulistina, O., & Sigit, D. (2018). Pengaruh pembelajaran larutan penyangga model POGIL dan ADI terhadap keterampilan argumentasi ilmiah. Jurnal Pembelajaran Kimia, 3(1), 1-5. http://dx.doi.org/10.17977/um026v3i12018p001

Sjöström, J., & Talanquer, V. (2014). Humanizing chemistry education: From simple contextualization to multifaceted problematization. Journal of Chemical Education, 91(8), 1125–1131. https://doi.org/10.1021/ed5000718

Soeharto, S., & Csapó, B. (2022). Exploring Indonesian student misconceptions in science concepts. Heliyon, 8(9), 1-10. https://doi.org/10.1016/j.heliyon.2022.e10720

Songs, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in thailand. Asia-Pacific Science Education, 5(1), 1-30. https://doi.org/10.1186/s41029-019-0035-x

Suliyanah, S., Fadillah, R. N., & Deta, U. A. (2020). The process of developing students' scientific argumentation skills using the argument-driven inquiry (ADI) model in senior high school on the topic of elasticity. Journal of Physics: Conference Series, 1491(1), 1-6. https://doi.org/10.1088/1742-6596/1491/1/012046

Van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615–641. https://doi.org/10.1007/s11251-015-9351-z

Walker, J. P., & Sampson, V. (2013). Learning to argue and arguing to learn: Argument-driven inquiry as a way to help undergraduate chemistry students learn how to construct arguments and engage in argumentation during a laboratory course: Learning to argue and arguing to learn. Journal of Research in Science Teaching, 50(5), 561–596. https://doi.org/10.1002/tea.21082

Walker, J. P., Sampson, V., Southerland, S., & Enderle, P. J. (2016). Using the laboratory to engage all students in science practices. Chemistry Education Research and Practice, 17(4), 1098–1113. https://doi.org/10.1039/C6RP00093B

Widiyatmoko, A., & Shimizu, K. (2018). An overview of conceptual understanding in science education curriculum in Indonesia. Journal of Physics: Conference Series, 983, 1-8. https://doi.org/10.1088/1742-6596/983/1/012044