5E Learning Cycle in Practicing Written and Oral Argumentation Skills

  • Valensa Yossyana State University of Surabaya,  Indonesia
  • Nadi Suprapto State University of Surabaya,  Indonesia
  • Tjipto Prastowo State University of Surabaya,  Indonesia
Keywords: 5E Learning Cycle, Written Argumentation, Oral Argumentation

Abstract

The argumentation ability plays an important role in the support of life skills required in the 21st century, but it has been recently found that this ability among students remains at a low level. This situation has asked for intervention to make the necessary skills improved. Thus, this study aims to examine students’ argumentation skills in written and oral senses by implementing the 5E Learning Cycle in a classroom setting and to analyze the effects of the implementation on ability the skills. The design of this study was pre-experimental research using one group pretest-posttest method. The learning materials used during the study were syllabus, lesson plans, handouts, worksheets, and exercises. Meanwhile, the ability of scientific argumentation skills was evaluated and assessed using pretest-posttest given and interviews in the form of descriptive questions and the corresponding guidelines. The results of the study are here reported as three separate findings. Firstly, the application of the 5E Learning Cycle in science learning allowed the students to practice their scientific argumentation skills. Secondly, direct observations found that most activities were well performed during classroom learning. Thirdly, group discussions in the 5E Learning Cycle have a good contribution to the students' scientific argumentation skills.

Abstract View : 147, PDF Download : 107
Download data is not yet available.

References

Berland, L. K., & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68–94. https://doi.org/10.1002/tea.20446

Berland, L., & Mcneill, K. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education, 94, 765–793. https://doi.org/10.1002/sce.20402

Cahyaningrum, F., Andayani, A., & Saddhono, K. (2018). Peningkatan keterampilan menulis argumentasi melalui model think pair share dan media audiovisual pada siswa kelas X-10 SMA Negeri Kebakkramat. Jurnal Pendidikan dan Kebudayaan, 3(1), 261679. https://doi.org/10.24832/jpnk.v3i1.605

Chan, V. (2011). Teaching Oral communication in undergraduate science: Are we doing enough and doing it right? Journal of Learning Design, 4(3), 71–79.

Chen, Y.-C., Hand, B., & Park, S. (2016). Examining elementary students’ development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25(3), 277–320. https://doi.org/10.1007/s11191-016-9811-0

Chen, Y.-C., Mineweaser, L., Accetta, D., & Noonan, D. (2018). Connecting argumentation to 5E inquiry for preservice teachers. Journal of College Science Teaching, 47, 22–28.

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

Eemeren, F. H. van, & Henkemans, A. F. S. (2016). Argumentation: Analysis and evaluation. Taylor & Francis.

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

Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019). Identifying creative thinking skills in subject matter bio-chemistry. International Journal of Evaluation and Research in Education (IJERE), 8(4), 581–589. https://doi.org/10.11591/ijere.v8i4.20257

Evagorou, M., & Osborne, J. (2013). Exploring young students’ collaborative argumentation within a socioscientific issue. Journal of Research in Science Teaching, 50, 209–237. https://doi.org/10.1002/tea.21076

Faizah, L., Probosari, R. M., & Karyanto, P. (2018). Penerapan problem based learning untuk meningkatkan keterampilan argumentasi lisan siswa kelas XI pada pembelajaran biologi. Jurnal Biotek, 6(2), 1–12. https://doi.org/10.24252/jb.v6i2.6395

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, 475–483. https://doi.org/10.12973/ejmste/80353

Fauziya, D. S. (2016). Pembelajaran kooperatif melalui teknik duti-duta dalam meningkatkan kemampuan menulis argumentasi. Riksa Bahasa: Jurnal Bahasa, Sastra, dan Pembelajarannya, 2(2), Article 2. https://doi.org/10.17509/rb.v2i2.9556

Ferretti, R. P., & Lewis, W. E. (2019). Best practices in teaching argumentative writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (3rd ed., pp. 135–161). Guilford Press.

Hake, R. H. R., & Reece, J. G. (1999). Analyzing change/gain scores.

Hand, B., & Choi, A. (2010). Examining the impact of student use of multiple modal representations in constructing arguments in organic chemistry laboratory classes. Research in Science Education, 40(1), 29–44. https://doi.org/10.1007/s11165-009-9155-8

Hartidini, S., Syahrul R, & Ratna, E. (2018). Pengaruh strategi pembelajaran inkuiri berbantuan media audiovisual terhadap keterampilan menulis karangan argumentasi siswa kelas X SMA Negeri 2 Lengayang kabupaten pesisir selatan. Pendidikan Bahasa Indonesia, 7(1), 63–69. https://doi.org/10.24036/9543-019883

Heng, L. L, Johari, B. S., & Yazid, A. M. (2012). Penguasaan penaakulan saintifik pelajar pendidikan opsyen sains terhadap konsep Asid and Bes (The mastery of scientific reasoning among science option education students on acids and bases concept). International Seminar in Science and Mathematics Education, Universiti Teknologi Malaysia, Skudai.

Heng, Lee Ling, 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

Hmelo-Silver, C. E., Chinn, C. A., & Chan, C. (2013). The international handbook of collaborative learning. New York: Routledge.

Hulu, V. T., & Sinaga, T. R. (2019). Analisis data statistik parametrik aplikasi SPSS dan statical (Sebuah Pengantar Untuk Kesehatan). Jakarta: Yayasan Kita Menulis.

Ismail, H. F. (2018). Statistika untuk penelitian pendidikan dan ilmu-ilmu sosial. Jakarta: Kencana.

Jiménez-Aleixandre, M.P., & Puig, B. (2012). Argumentation, evidence evaluation and critical thinking. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second International Handbook of Science Education (pp. 1001–1015). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_66

Kaçar, D.A. (2013). The effect of 5E learning cycle model in teaching trigonometry on students’ academic achievement and the permanence of their knowledge. 4(1), 15.

Kaniawati, D.S., Kaniawati, I., & Suwarma, R. (2015). Study literasi pengaruh pengintegrasian pendekatan stem dalam Learning Cycle 5E terhadap kemampuan pemecahan masalah siswa pada pembelajaran fisika. Seminar Nasional Fisika, 39–48.

Kivunja, C. (2014). Innovative pedagogies in higher education to become effective teachers of 21st century skills: Unpacking the learning and innovations skills domain of the new learning paradigm. International Journal of Higher Education, 3(4), 37. https://doi.org/10.5430/ijhe.v3n4p37

Kızılaslan, A. (2019). The development of science process skills in visually impaired students: Analysis of the activities. International Journal of Evaluation and Research in Education (IJERE), 8(1), 90–96. https://doi.org/10.11591/ijere.v8i1.17427

Kuhn, D., Hemberger, L., & Khait, V. (2017). Argue with Me: Argument as a path to developing students’ thinking and writing. New York: Routledge.

Kulatunga, U., Moog, R., & Lewis, J. (2014). Use of Toulmin’s argumentation scheme for student discourse to gain insight about guided inquiry activities in college chemistry. Journal of College Science Teaching, 43, 78–86. https://doi.org/10.2505/4/jcst14_043_05_78

Kurniasari, I. S. (2017). Penerapan model pembelajaran argument driven inquiry (ADI) untuk melatihkan kemampuan argumentasi ilmiah siswa pada materi usaha dan energi. Inovasi Pendidikan Fisika, 6(3). https://jurnalmahasiswa.unesa.ac.id/index.php/inovasi-pendidikan-fisika/article/view/20276

Larson, L., & Miller, T. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47, 121–123. https://doi.org/10.1080/00228958.2011.10516575

Mcneill, K. (2011). Elementary students’ views of explanation, argumentation, and evidence, and their abilities to construct arguments over the school year. Journal of Research in Science Teaching, 48, 793–823. https://doi.org/10.1002/tea.20430

McNeill, K.L., & Krajcik, J.S. (2008). Assessing middle school students’ content knowledge and reasoning through written scientific explanations. In Coffey, J., Douglas, R., & Stearns, C. (Eds.), Assessing science learning: Perspectives from research and practice. National Science Teachers Association Press.

McNeill, K. L., & Martin, D. M. (2011). Claims, evidence, and reasoning: demystifying data during a unit on simple machines. Science and Children, 48(8), 52–56.

National center for education statistics. (2012). The Nation’s Report Card: Writing 2011: Executive Summary. National Center for Education Statistics. https://nces.ed.gov/nationsreportcard/pubs/main2011/2012470.aspx

Ni’amah, I.W., Poerwanti, J.I., & Winarni, R. (2017). Peningkatan keterampilan menulis argumentasi melalui model pembelajaran SAVI (Somatic Auditory Visualization Intellectualy) pada siswa sekolah dasar. Jurnal Didaktika Dwija Indria, 5(8).

Putri, S.S., Japar, M., & Bagaskorowati, R. (2019). Increasing ecoliteracy and student creativity in waste utilization by using models in project based learning social studies learning. International Journal of Evaluation and Research in Education (IJERE), 8(2), 255–264. https://doi.org/10.11591/ijere.v8i2.18901

Riduwan. (2015). Skala pengukuran variabel-variabel penelitian. Alfabeta.

Robertshaw, B., & Campbell, T. (2013). Constructing arguments: Investigating pre-service science teachers’ argumentation skills in a Socio-Scientific Context. Science Education International, 24(2), 195–211.

Roviati, E., & Widodo, A. (2019). Kontribusi argumentasi ilmiah dalam pengembangan keterampilan berpikir kritis. Titian Ilmu: Jurnal Ilmiah Multi Sciences, 11(2), 56–66. https://doi.org/10.30599/jti.v11i2.454

Ryu, S., & Sandoval, W. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96, 488–526. https://doi.org/10.1002/sce.21006

Sampson, V. (2014). Argument-driven inquiry in Biology: Lab investigations for grades 9-12. NSTA Press.

Sampson, V., & Clark, D. (2011). A comparison of the collaborative scientific argumentation practices of two high and two low performing groups. Research in Science Education, 41, 63–97. https://doi.org/10.1007/s11165-009-9146-9

Santoso, S. (2019). Menguasai SPSS versi 25. Jakarta: Elex Media Komputindo.

Si, G. P., M. (2015). Kupas tuntas data penelitian dengan SPSS 22. Elex Media Komputindo.

Tama, N.B. (2015). Penerapan project based learning untuk meningkatkan kemampuan argumentasi tertulis siswa kelas X MIPA 2 SMA Negeri 5 Surakarta pada materi ekosistem. Jurnal Inovasi dan Pembelajaran Fisika, 2(2), 170–176.

Toulmin, S.E. (2003). The uses of argument. Cambridge University Press.

Ulpa, M., Abdurrahman, A., & Wahyudi, I. (2014). Perbandingan hasil belajar fisika ditinjau dari kemampuan argumentasi oral dan tertulis. Jurnal Pembelajaran Fisika, 2(3). http://jurnal.fkip.unila.ac.id/index.php/JPF/article/view/4431

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., & 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. Journal of Research in Science Teaching, 50, 561–596. https://doi.org/10.1002/tea.21082

Published
2020-10-31
How to Cite
Valensa Yossyana, Nadi Suprapto, & Tjipto Prastowo. (2020). 5E Learning Cycle in Practicing Written and Oral Argumentation Skills. IJORER : International Journal of Recent Educational Research, 1(3), 218-232. https://doi.org/10.46245/ijorer.v1i3.53
Section
Articles
Abstract viewed = 147 times
PDF downloaded = 107 times