Reference to Materials in Written Argumentations of Students in Geography Lessons

Until now, geography teaching has only touched upon the way in which students write argumentations focused on geographical topics, and the challenges of doing this. In order to shed light on this process, this study considers the problems and challenges students face when using material-based written argumentation in geography lessons. The results from 19 evaluated text products and sound thinking protocols, which were collected in the 8th grade of a comprehensive school, are presented and analyzed. These results show that simultaneously handling several materials at once is a challenge for the students in material-based writing due to a lack of processing techniques.

DISCOVERY LEARNING DISERTAI PERTANYAAN DIVERGEN UNTUK MENINGKATKAN KETERAMPILAN ARGUMENTASI SISWA PADA PEMBELAJARAN BIOLOGI

IMPLEMENTATION OF DISCOVERY LEARNING MODELS WITH DIVERGENT QUESTIONS TO IMPROVE STUDENTS’ ARGUMENTATION SKILLS ON THE BODY DEFENSE SYSTEM MATERIALAbstractThis study aims to apply the discovery learning model with divergent questions to improve students' argumentation skills on the material of the body's defense system. The subjects of the study were students of class XI MIA 3 Gondangrejo Public High School consisting of 36 students. This research is a Classroom Action Research (CAR). Data collection techniques were carried out through oral argumentation observation sheets, written argumentation evaluation question sheets, interviews, and documentation. A validity test was done by the triangulation method. Data analysis techniques were using interactive model analysis, namely data reduction, data presentation, and drawing conclusions. The research procedure is a continuous spiral model. The results of the application of discovery learning models accompanied by divergent questions show that oral argumentation skills in Cycle I are 26.67% reaching level 1 and 73.33% reaching level 3, increasing to Cycle II ie 16.67% reaching level 1, 8.33% reaching level 2, 62.50% reaching level 3 and 12.50% reaching level 4. Students' written argumentation skills in Cycle I was 16.6% reaching level 1, 22.7% reaching level 2, and 60.5% reaching level 3, increased to Cycle II, namely 7.78% reaching level 1, 6.67% reaching level 2 and 85.56% reaching level 3. Based on the results of the study, it was concluded that through the application of discovery learning models accompanied by divergent questions can improve argumentation skills students on body defense system material. AbstrakPenelitian ini bertujuan untuk menerapkan model discovery learning disertai pertanyaan divergen untuk meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh. Subjek penelitian adalah siswa kelas XI MIA 3 SMA Negeri Gondangrejo yang terdiri dari 36 siswa. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data dilakukan melalui lembar observasi argumentasi lisan, lembar soal evaluasi argumentasi tertulis, wawancara, dan dokumentasi. Uji validitas dilakukan dengan metode triangulasi. Teknik analisis data menggunakan analisis model interaktif yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Prosedur penelitian adalah model spiral yang saling berkesinambungan. Hasil penerapan model discovery learning disertai pertanyaan divergen menunjukkan keterampilan argumentasi lisan pada Siklus I yaitu 26,67% tergolong level 1 dan 73,33% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 16,67% tergolong level 1, 8,33% tergolong level 2, 62,50% tergolong level 3 dan 12,50% tergolong level 4. Keterampilan argumentasi tertulis siswa pada Siklus I yaitu 16,6% tergolong level 1, 22,7% tergolong level 2, dan 60,5% tergolong level 3, mengalami peningkatan pada Siklus II yaitu 7,78% tergolong level 1, 6,67% tergolong level 2 dan 85,56% tergolong level 3. Berdasarkan hasil penelitian disimpulkan bahwa melalui penerapan model discovery learning disertai pertanyaan divergen dapat meningkatkan keterampilan argumentasi siswa pada materi sistem pertahanan tubuh.

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts.

Keterampilan Argumentasi Siswa Pada Materi Sistem Gerak SMA Negeri Kabupaten Sukabumi-Indonesia

The study was conducted to determine the profile of the written argumentation skills of class XI students at SMA Negeri Sukabumi Regency. The method in this study uses a descriptive method with a qualitative approach. The subjects were class XI students of SMA Negeri Sukabumi with a total of 36 students, who had followed the motion system material. The instrument used was in the form of problem descriptions to measure students' argumentation skills with 10 questions that referred to the Toulmin Argumentation Pattern (TAP) argumentation skill indicators. The results showed that students' written argumentation skills were still at level 1-2, students at that level could only include claims, data, warrant and backing indicators in their answers. Whereas the refutational indicators (rebuttal) students have not been able to provide answers using refutation or reinforcement, so that the quality of student argumentation in Sukabumi District High School is still low and needs to be trained so that students' written argumentation skills can develop. Abstrak. Penelitian dilakukan untuk mengetahui profil keterampilan argumentasi tertulis siswa kelas XI di SMA Negeri Kabupaten Sukabumi. Metode dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah siswa kelas XI SMA Negeri Kabupaten Sukabumi dengan jumlah 36 siswa, yang telah mengikuti materi sistem gerak. Instrumen yang digunakan berupa soal uraian untuk mengukur keterampilan argumentasi siswa dengan jumlah 10 soal yang mengacu pada indikator keterampilan argumentasi Toulmin Argumentation Pattern (TAP). Hasil penelitian menunjukkan bahwa keterampilan argmentasi tertulis siswa masih berada di level 1-2, siswa pada level tersebut hanya bisa menyertakan indikator klaim (claim), data (data), jaminan (warrant) dan dukungan (backing) dalam jawabannya. Sedangkan pada indikator sanggahan (rebuttal) siswa belum bisa memberikan jawaban dengan menggunakan sanggahan maupun penguatan, sehingga kualitas argumentasi siswa di SMA Negeri Kabupaten Sukabumi masih rendah dan perlu untuk dilatihkan agar keterampilan argumentasi tertulis siswa dapat berkembang. Kata kunci : Keterampilan argumentasi, sekolah menengah atas, materi sistem gerak

Positionierungen in argumentativen Gesprächen und Briefen der Schule

The current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.