Students’ Argumentation Skills towards Using Biology e-Worksheet based on Project-Argumentative Learning Model

Abstract

Purpose: The objective of this study was to implement the combination of learning model of project-based learning and argumentation driving inquiry to improve students' argumentation skills in learning science subjects. This model was called project-argumentative learning model and which was implemented using biology e-worksheet. Method: The study design used a Non-equivalent pre-post control group design involving 120 samples of junior high school students and 4 science teachers at junior high schools in South Lampung, Indonesia.

Findings: The results showed that the average score of students' argumentation skill in the experimental class was higher (61.92) compared to the control class (22.96). In addition, the level of students' argumentation skill was also higher in the experimental class (level 3) compared to the control class (level 2). The results of the independent sample t-test also showed that there was a significant improvement (Sig. 0.00 < 0.05) of students’ argumentation skill from the experimental class rather than the control class. Implications for Research and Practice: Argumentation skills scale is a valid and reliable research instrument. Students still could not reach level 4 to state claim, ground, warrant, and backing. Claim and ground written by students were better than warranting and backing which means claim and ground were well written but need clarifications, while warrant and background were still unclear. Future biology learning necessitates the use of technology like e-worksheets that combine with argument stages to improves students’ argumentation skills. Level of argumentation skills eventually will affect argumentation habits of Indonesia students to be more logical and systematic.