Argument-Driven Inquiry, Gender, and Its Effects on Argumentation Skills

Argumentation is considered by science teachers as a major component of science education. Middle school students need to be empowered in their argumentation skills to answer challenges to global competition. This study aimed to compare the argumentation skills between male and female students in science through the Argument-Driven Inquiry (ADI) model and guided inquiry model. There were 317 participants (150 male and 167 female) eighth-grade students of several schools in Bandar Lampung. The Pretest-posttest Non-equivalent Control Group Design was used as a part of a quasi-experimental design. The experiment class applied the ADI model and the control class applied the guided inquiry model. The data were collected by argumentation test, questionnaire of implementation learning syntax, and participant’s response. The data were analyzed by ANCOVA test and qualitative techniques. The results indicated that the ADI model led to a significant increased in argumentation skills in the science context. Moreover, there is no difference in the achievement of females and males. When students were encouraged to state claims and support their claims with data, warrants, and backing, it was observed that their argumentative discourse increased in terms of both the structure and the complexity of the argumentation. In light of the findings, it is suggested that the argumentation activities should be developed to promote students' science content knowledge and argumentation skills of both male and female students.

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PENGARUH PEMBERIAN EDUKASI GIZI TERHADAP PENGETAHUAN DAN SIKAP MENGENAI ANEMIA PADA REMAJA PUTRI

JURNAL RISET GIZI ◽

10.31983/jrg.v7i2.5220 ◽

2019 ◽

Vol 7 (2) ◽

pp. 75-78

Author(s):

Rizqi Widyantori Hasanah Putra ◽

J. Supadi ◽

Wiwik Wijaningsih

Keyword(s):

High School Students ◽

Nutrition Education ◽

Junior High School ◽

Female Students ◽

World Health ◽

Control Group ◽

Nutritional Education ◽

School Students ◽

Control Group Design ◽

Knowledge And Attitudes

Background : The main nutritional problem that many teenagers experience is Anemia. The World Health Organization (WHO) predicts about 27% of female adolescents in developing countries suffer from anemia. anemia in adolescents can be caused by several things such as teenagers' knowledge and attitudes to anemia. The provision of nutritional education is expected to increase student knowledge and attitudes about nutrition in anemia, especially for female students.Objective : The aims to Knowing effect of Providing Nutrition Education on Knowledge and Attitudes Regarding Anemia in students SMP N 31 Semarang.Method : This study uses the True Experiment method design with a mixture of pre test post test control group design. The sample consisted of 27 treatment groups and 27 control groups. The data collected were data on knowledge and attitudes regarding anemia nutrition. The data explorer uses a questionnaire that was filled in by the respondent himself. Data analysis using Man Whitney test, Independent T Test and Anova Repeater measure.Result : There was an effect of providing nutrition education on female students 'knowledge of anemia (p = 0,000) and there was an influence on the provision of nutrition education on female students' attitudes about anemia (p = 0,000).Conclusion : The provision of nutritional education affects the knowledge and attitudes about anemia in Semarang City 31 Junior High School Students.

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The effect of the group investigation-guided inquiry (GI-GI) learning model to improve students’ collaboration and science process skills

Journal of Physics Conference Series ◽

10.1088/1742-6596/2104/1/012027 ◽

2021 ◽

Vol 2104 (1) ◽

pp. 012027

Author(s):

Indrawati ◽

I K Mahardika ◽

J Prihatin ◽

Supeno ◽

S Astutik ◽

...

Keyword(s):

High Schools ◽

Learning Model ◽

Control Group ◽

Process Skills ◽

Guided Inquiry ◽

Control Group Design ◽

Science Process Skills ◽

Group Design ◽

Post Test ◽

Quasi Experimental

Abstract The GI-GI learning model is a combination of the Group Investigation and the Guided Inquiry model. The research aimed to examine the effect of the GI-GI learning model on collaboration and students’ science process skills. The type of research carried out was Quasi-Experimental and used a post-test only control group design and purposive sampling covering four high schools in the Besuki Residency, two classes as the experimental class and the control class. The research instrument used tests, observations, and documentation. The results showed a significant effect of the GI-GI learning model on collaboration and students’ science process skills. This research implies that the GI-GI learning model can condition students to research in groups to interact actively with friends and educators to exchange opinions, knowledge, or experiences, find and solve problems, and hypothesize through investigation, exploration, and discussion outside or inside in class.

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Pengaruh Penggunaan Lembar Kerja Siswa (LKS) Eksperimen Laju Reaksi Berbasis Inkuiri Terbimbing Terhadap Hasil Belajar Siswa Kelas XI MIA SMAN 4 Padang

JURNAL EKSAKTA PENDIDIKAN (JEP) ◽

10.24036/jep/vol3-iss1/319 ◽

2019 ◽

Vol 3 (1) ◽

pp. 75

Author(s):

Margarita Claudya Maida ◽

Bayharti Bayharti ◽

Andromeda Andromeda

Keyword(s):

Reaction Rate ◽

Sampling Technique ◽

Learning Outcome ◽

Study Data ◽

Control Group ◽

Cluster Sampling ◽

Guided Inquiry ◽

Control Group Design ◽

Average Value ◽

Quasi Experimental

This study aims to reveal the effect of using guided inquiry based experiment worksheet on reaction rate topic on students� learning outcome. This research is a quasi-experimental research, using randomized Posttest Only Control Group Design. The research sample consisted of two classes, namely the experiment class and control class obtained through cluster sampling technique. The population were students of class XI MIA SMAN 4 Padang as much as 6 classes, the academic year 2015/2016. Sample were class XI MIA 1 (experimental group) and class XI MIA 3 (control group). Learning outcome ware collected by tests at the end of the study. Data analysis showed that the experiments class learning with guided inquiry based experiment worksheet got learning outcome with average value of 86.27. Meanwhile learning outcomes of student in control class who learned without guided inquiry based experiment worksheet was 74.40. Both of Normality and Homogenous�s results showed that the distribution of the two experimental classes were normal and homogeneous. After the t-test on the real level of 0.05 was found that tcount is greater than ttable. It�s means that research hypothesis (H1) is accepted, so that it can be concluded that the results of student learning using student worksheet guided inquiry-based reaction rate is significantly higher than the student worksheet without a reaction rate-based guided inquiry.

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The Effect of Healthy Breakfast Education with Islamic Comic Media on The Level of Knowledge of Elementary School Students

Nutri-Sains Jurnal Gizi Pangan dan Aplikasinya ◽

10.21580/ns.2018.2.2.3308 ◽

2018 ◽

Vol 2 (2) ◽

pp. 53

Author(s):

Hafizhatunnisa Hafizhatunnisa ◽

Amilia Yuni Damayanti ◽

Joyeti Darni

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Wilcoxon Test ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Quasi Experimental ◽

Experimental Type ◽

Group A ◽

Level Of Knowledge

The aims of this study was to look at the effect of healthy breakfast education with Islamic Comic Media on the level of knowledge of elementary school students. This study was a quasi-experimental type with pre-posttest control group design. The sampling was simple random method as many as 64 students, group A was given islamic comic media (n=32) and group B as control of the group (n=32). Nutrition knowledge level were obtained from filling out questionnaires. The influence of nutritional education media on increasing knowledge in both groups analyzed by Wilcoxon test, and continued with the Mann Whitney test. The results of the analysis showed that there was a significant increase in the level of knowledge in islamic comic group (p = 0,000). There is the influence of giving Islamic comic about healthy breakfast to elementary school-age students' knowledge.

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Teaching Solar System Topic through Predict-Observe-Explain-Apply (POEA) Strategy: A Path to Students’ Conceptual Change

Tadris Jurnal Keguruan dan Ilmu Tarbiyah ◽

10.24042/tadris.v4i1.3658 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1-15 ◽

Cited By ~ 1

Author(s):

Ugi Supriatna ◽

Achmad Samsudin ◽

Ridwan Efendi

Keyword(s):

High School ◽

High School Students ◽

Solar System ◽

Junior High School ◽

Junior High ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Quasi Experimental ◽

The Difference

The misconception of the Solar System topic is still found in students so that it becomes one of the obstacles in the learning process. The purpose of this study is to analyze the effectiveness of the implementation of Predict-Observe-Explain-Apply (POEA) learning to change the junior high school students' conception in the Solar System topic. Quasi-experimental research with the non-equivalent control group design was conducted in one of the private junior high schools in Bandung city. Samples were selected based on the test of the average significance of the pretest score of the population. Furthermore, 30 students of the experimental class and 32 students of control class were selected. The research instrument, which consisted of 15 four-tier diagnostic test questions about Solar System were used to collect data before and after treatment. The tests were analyzed quantitatively by using the Mann-Whitney statistical test to determine the significance of the difference in the acceptable conception changes (Acceptable Change) of students in the experimental class with changes in the conception of students in the control class. The results of the research show that the implementation of POEA learning is significantly more effective than POE learning in changing the conception of Solar System topic. The findings of this study can be an alternative for junior high school teachers in planning learning about the Solar System, especially in an effort to change students' misconception about the Solar System.

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The Effect of Contextual Worksheets Assisted MEA Learning on Critical and Creative Thinking Ability

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v9i1.7405 ◽

2020 ◽

Vol 9 (1) ◽

pp. 36

Author(s):

I Wayan Puja Astawa ◽

I G A Sri Kusuma Sari ◽

I Gusti Putu Sudiarta

Keyword(s):

Creative Thinking ◽

Sampling Technique ◽

Control Group ◽

School Students ◽

Control Group Design ◽

School Year ◽

Post Test ◽

Quasi Experimental ◽

Mathematical Problems ◽

Math Problems

The ability to think critically and creatively is needed in solving math problems. Secondary school students in Indonesia still possess these two abilities according to the results of PISA research. Therefore, learning studies that influence these two abilities are still feasible to do. This study aims to examine the effect of MEA learning with contextual worksheets on the ability to think critically and creatively in solving math problems. The study was a quasi-experimental study using a post-test only control group design. The research population consisted of 137 class X students of SMK Kharisma Mengwi, Badung Regency, Bali for the 2019/2020 school year, which was spread into five classes with equivalent math abilities. A random sampling technique determined a sample of 2 classes. Data on the ability to think critically and creatively in solving mathematical problems were collected using a test in the form of a description. Data were analyzed using the MANOVA test. The results of the analysis show that MEA learning with contextual worksheets has a positive effect on the ability to think critically and creatively in solving math problems (F = 90.018; p <0.05).

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Stimulating Students’ Argumentation using Drawing – based Modeling on The Concept of Ecosystem

International Journal of Science and Applied Science Conference Series ◽

10.20961/ijsascs.v2i1.16688 ◽

2017 ◽

Vol 2 (1) ◽

pp. 98

Author(s):

E N Sumarni ◽

A Widodo ◽

R Solihat

Keyword(s):

High School Students ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Group Data ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Experimental Group ◽

Level 2

Drawing – based modeling as learning approach, it allows students to create models based on drawing which help them to run a simulation. Students can use drawing–based modeling to learn a pair of interacting population known as predato–prey system while they usually conducted practicum using diagram of organisms. This study was to explore students’ argumentation and students’ understanding on the concept of the ecosystem. The study was conducted quasi – experimental using the matching – only post-test – only control group design. The participants consist of 60 grade 10 senior high school students in Subang, West Java. They are placed into two groups, 30 students in the experimental group and 30 students in the control group. Data was collected through argumentation test and selected response test for assessing students’ understanding. Students’ argumentation were analyzed using Toulmin’s argumentation pattern and statistical analysis. The result showed there is no significant difference between the experimental group and the control group for students’ argumentation. Most of the students are predominantly at level 2. But the coherency of arguments of the experimental group is more coherent than the control group. It means that the students in experimental group can make logical claim and supported by the correct and relevant grounds (data, warrant, and backing). The result of students’ understanding showed there is a significant mean score between the experimental group and the control group whether 72.33 for the experimental group and 62.13 for the control group

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Fostering achievement and retention in basic science using simulation and demonstration strategies

Journal of Research in Instructional ◽

10.30862/jri.v1i2.19 ◽

2021 ◽

Vol 1 (2) ◽

pp. 95-108

Author(s):

Joyce H. Musa ◽

Emmanuel E. Achor ◽

Barnabas O. Ellah

Keyword(s):

Science Teachers ◽

Basic Science ◽

Sampling Strategy ◽

Female Students ◽

Simulation Technique ◽

Design Data ◽

Male And Female ◽

Significant Difference ◽

Simulation Strategy ◽

Quasi Experimental

The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students’ achievement in Basic Science.

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Pengaruh Pendekatan Brain-Based Learning terhadap Kemampuan Komunikasi Matematis dan Self-Efficacy Siswa SMA

PYTHAGORAS Jurnal Pendidikan Matematika ◽

10.21831/pg.v11i1.9678 ◽

2016 ◽

Vol 11 (1) ◽

pp. 11

Author(s):

Heru Sukoco ◽

Ali Mahmudi

Keyword(s):

High School Students ◽

Self Efficacy ◽

Control Group ◽

Learning Approach ◽

School Students ◽

Mathematical Communication ◽

Control Group Design ◽

Quasi Experimental ◽

Communication Ability ◽

Brain Based Learning

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran dengan pendekatan Brain-Based Learning (BBL) terhadap kemampuan komunikasi matematis (KKMAT) dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu menggunakan desain grup kontrol tidak secara acak dengan pemberian tes awal dan tes akhir. Populasi penelitian ini adalah seluruh siswa kelas XI IPA SMA Negeri 1 Jetis Daerah Istimewa Yogyakarta pada semester kedua tahun ajaran 2012/2013 yang terdiri atas tiga kelas. Dua kelas dipilih sebagai sampel penelitian, yaitu kelas eksperimen dan kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes KKMAT dan skala self-efficacy. Data penelitian dianalisis menggunakan uji t dan uji multivariat (MANOVA). Hasil penelitian ini menunjukkan bahwa pembelajaran dengan pendekatan BBL berpengaruh terhadap kemampuan komunikasi matematis dan self-efficacy siswa.Kata Kunci: Pendekatan Brain-Based Learning, kemampuan komunikasi matematis, self-efficacy The Effect of Brain-Based Learning Approach toward the Mathematical Communication Ability and Self-Efficacy of Senior High School Students AbstractThis study aimed to describe the effect of the instruction using Brain-Based Learning Approach (BBLA) toward students’ mathematical communication ability (MCA) and self-efficacy. This study adopted a pretest-posttest nonrandomized control group design in a quasi-experimental setting. The population comprised all students grade XI IPA of SMA Negeri 1 Jetis D. I. Yogyakarta in the second semester of the academic year 2012/2013 consisting of three classes. Two classes were selected as the research sample, namely experimental class and control class. The instruments of the study were a test of MCA and scale of self-efficacy. The data were analized using the one sample t test and MANOVA test. The findings of the study show that the instruction using BBLA has an effect on students’ mathematical communication ability and self-efficacy.Keywords: Brain-Based Learning Approach (BBLA), mathematical communication ability, self-efficacy

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ANALYSIS OF MATHEMATIC REPRESENTATION ABILITY OF JUNIOR HIGH SCHOOL STUDENTS IN THE IMPLEMENTATION OF GUIDED INQUIRY LEARNING

Infinity Journal ◽

10.22460/infinity.v6i2.p137-148 ◽

2017 ◽

Vol 6 (2) ◽

pp. 137

Author(s):

Yumiati Yumiati ◽

Mery Noviyanti

Keyword(s):

High School Students ◽

Junior High School ◽

Inquiry Learning ◽

Mathematical Representation ◽

Control Group ◽

Guided Inquiry ◽

Student Group ◽

School Students ◽

Control Group Design ◽

Learning Group

The objective of this research is to analysing the different on upgrade the student’s math representation that obtained the guided inquiry learning and conventional learning. This research conducted by applying experiment method with nonequivalent control group design at one school. Which becoming research subject are students of Dharma Karya UT Middle School at 8th Grade. 8-2 class selected as control class (19 students) and 8-3 class selected as experiment class (20 students). Before and after learning process, two classes given the test of math representation with reliability is 0.70 (high category). The magnitude of the increasing in students’ math representation student group of guided inquiry learning group is 0.41 included as medium category. Meanwhile, the increasing students’ math representation student group of conventional learning is 0.26 included as low category. In conclusion, the hypothesis of the ability of the mathematical representation of students who learning with guided inquiry is better than students with conventional learning is accepted.

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