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Critical thinking skills are important in the context of 21st-century learning, where students are able to express reasons that support the assumptions or conclusions they obtain. A preliminary study at 25 Bandar Lampung Middle Schools found that science learning had not been maximized in training critical thinking skills. This study aims to determine the effect of applying the Argument-Driven Inquiry (ADI) learning model on students' critical thinking skills based on differences in academic abilities, gender, and personality type. This study used Nonequivalent (Pretest and Posttest) Control Group Design and One-Group Pretest-Posttest Design. The data of pretest and posttest essay questions results analyzed using nonparametric statistical tests. The results showed that there was an effect of ADI learning on critical thinking skills in high and low academic students. Moreover, this model provided a greater influence on students' high academic abilities. The ADI model could also accommodate all male and female students with various types of personality types because the gender and personality type aspects do not show significant differences in students' critical thinking abilities, both between male and female students and students with different personality types. Overall, the ADI model is effective in improving students' critical thinking skills.
We investigated the correlation between argumentation and critical thinking skills simultaneously on students’ understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students’ understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.
Argumentation skills as a form of communication to externalize ideas through scientific discourse is a very important process in learning of biology. Develop strategies argumentation can be one of the alternatives that can help students to improve their critical thinking skills. Students can demonstrate their critical thinking skills, especially in inquiry-based laboratory activities. Therefore, the learning process that uses the inquiry-based laboratory experiments to establish scientific arguments should be designed to develop the argumentation and critical thinking skills of student. The purpose of this study was to investigate the effect of Argument-Driven Inquiry (ADI) strategy, Argument-Driven Inquiry with Scaffolding (ADIS) strategy, and conventional strategy on the argumentation and critical thinking skills of pre-service sience teachers in Faculty of Teacher Training and Education of Lampung University. The study had been carried out in Quasi-Experiment of Pretest-Posttest Nonequivalent Control Group design. The data of the study were collected through argumentation and critical thinking tests before and after the implementation the learning strategies. The data were analyzed by using MANCOVA and were tested in terms of the normality and homogeneity beforehand. The result of the study showed that there were significant differences in the argumentation skill between the learning activities which implemented ADI, ADIS, and conventional strategies. ADIS learning strategy was more effective in improving the students’ argumentation skills compared to ADI and conventional learning strategies. Meanwhile, ADIS strategy was as effective as ADI strategy in improving the students’ critical thinking skills than conventional strategy. This study also showed that the students’ argumentation and critical thinking skills are similar or almost similar between two academic abilities (high and low) when ADIS was applied.
Despite the importance of critical thinking in science education, junior high schools often lack effective instructional models that engage students with real-world environmental issues. One such issue, fish waste management, remains underutilised as a learning context, despite its relevance to local communities. This study investigates the effectiveness of project-based learning (PjBL) assisted by e-worksheets in fostering students’ critical thinking skills through the topic of fish waste processing. A quasi-experimental design was employed, involving 30 seventh-grade students in Bandar Lampung, Indonesia. Pre- and post-tests were administered to measure five core indicators of critical thinking: problem identification, information sourcing, hypothesis formulation, clarification, and solution generation. The results, analysed using SPSS 25.0, showed significant improvements across all indicators. For instance, accurate problem identification responses increased from 0% to 47%, and logical hypothesis construction improved from 0% to 37%. Students also reported greater engagement with the digital worksheets, which featured multimedia content, simulations, and open-ended questions. The findings indicate that e-worksheet-assisted PjBL is an effective pedagogical strategy for enhancing students’ analytical thinking, environmental literacy, and meaningful learning engagement across science education contexts.
Low science literacy among Indonesian students, as evidenced by international assessments like PISA, underscores the urgent need to enhance their ability to connect scientific knowledge with societal issues. This challenge is exacerbated by a shortage of assessment tools that integrate scientific concepts with real-world phenomena, limiting students’ capacity to apply science in addressing social problems. This study aimed to develop a socioscientific issues (SSI)-based science literacy assessment tool targeting junior high school students on the topics of heat, thermal expansion, and temperature. Employing a Research and Development (R&D) approach following the 4-D model (Define, Design, Develop, Disseminate), the study began with a needs analysis involving 15 teachers and 200 students across nine schools in Lampung Province. Guided by these findings, an SSI-based assessment instrument was designed and subjected to expert validation of content, construct, and language. The tool was then pilot-tested on 25 seventh-grade students at MTs N 3 South Lampung. Pre- and post-test evaluations revealed a significant increase in science literacy scores, from an average of 42.79 to 79.42. N-gain analysis indicated moderate improvement (0.64), while Cohen’s d demonstrated a large effect size (2.70), confirming the tool’s efficacy. The study concludes that the SSI-based assessment effectively enhances students’ conceptual understanding and their ability to relate scientific principles to real-world contexts. It further recommends extending the tool’s application to other science topics and diverse educational settings.
This study explores the integration of the Argument-Driven Inquiry (ADI) model with a STEM (Science, Technology, Engineering, and Mathematics) approach in interactive e-worksheets to enhance students' scientific argumentation in food biotechnology education. Using a quasi-experimental pretest-posttest design, 60 ninth-grade students from SMPN 1 Tanjung Bintang were assigned to either an experimental group, using ADI-STEM e-worksheets, or a control group, using conventional printed worksheets. Data were collected through a validated open-ended test assessing scientific argumentation components: claims, data, warrants, and backing. Analysis of N-Gain scores, t-tests, and effect sizes indicated that the experimental group showed significantly greater improvement across all indicators, with a large effect size demonstrating substantial impact. The integration of ADI and STEM not only fostered deeper cognitive engagement but also improved students' ability to form structured, evidence-backed arguments. These findings highlight the potential of combining inquiry-based learning with interdisciplinary STEM content in digital formats to enhance higher-order thinking and scientific reasoning. The study contributes to 21st-century science education and calls for further research on its long-term and broader effects.
Higher Order Thinking Skills (HOTS) is very important for learners to master because they can develop the critical, analytical, and creative thinking skills needed to face complex challenges in daily life This study aims to examine the HOTS of students on the use of the Argumentative LiveWorksheet of Plant Tissue Structure through the Discovery Learning model. This type of research is a quasi-experiment using a pretest-posttest non-equivalent control group design. The subject of this study is 60 students of grade VIII of junior high school in Metro City which are divided into experimental classes and control classes. The research instrument is in the form of a HOTS essay test that measures the ability to analyze (C4), evaluate (C5), and create (C6) according to Bloom's taxonomy. In addition, questionnaire instruments are also used to find out students' responses to the learning carried out. The results showed that the experimental group that used the LiveWorksheet argumentative with the Discovery Learning model had a significantly higher HOTS score when compared to the control group. The argumentative LiveWorksheets with Discovery Learning creates a more dynamic learning environment by encouraging active student involvement in discussions, arguments, discovery, and reflective practices.
This study aimed to find out the significant effect of Argument-Driven Inquiry (ADI) learning model, student's academic ability, and the interaction between learning models and academic ability of the students’ argumentation skills. The population was all students of class VIII MTs Negeri 1 Bandar Lampung. The Samples were students of class VIII A and VIII B selected from the population by random cluster sampling technique. This study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The instrument used was argumentation skills test on the material motion systems in humans. The data were statistically analyzed using Ankova test and test Significant Difference (LSD) respectively at 5% significance level. The results showed that the learning ADI model, academic ability, and the interaction between the ADI model and academic abilities significantly influenced argumentation skills with significant value of each were 0,000; 0.007; and 0.038.
This study aims to determine the effect of the application of the Argument-Driven Inquiry (ADI) learning model on students' critical thinking abilities and to determine the differences in critical thinking skills between female and male students in the class using the learning model Argument-Driven Inquiry (ADI). The subjects of this study were students of class VIII.1 and VIII.5 JHS 13 Bandarlampung, consisting of 30 students of class VIII.1 and 30 students of class VIII.5. The sample was taken using a purposive technique by looking at the class with the same number of female and male students. The research design used was quasi-experimental design with Pretest-posttest Control Group Design and data collection techniques of critical thinking skills using pretest-posttest, which refers to the five criteria of critical thinking according to Ennis. The results showed that (1) there is an effect of applying the Argument-Driven Inquiry learning model on female students' critical thinking skills as indicated by the sig value. equal to 0,0001 (2) there is an effect of the application of the Argument-Driven Inquiry learning model on male students' critical thinking skills as indicated by the sig value. for 0,000 (3) there is no difference in critical thinking skills between female and male students using the ADI model indicated by the sig value and amounting to 0.725. That is, the application of the Argument-Driven Inquiry model affects the critical thinking skills of both female and male students, but there is no difference in critical thinking skills between female and male students. This means, the implementation of Argument-Driven Inquiry model effective on students’ critical thinking skill, but there is no difference in critical thinking skills between female and male students.
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.
The aim of this research was to analyze the using of mockups on learning Ekcosystem towards critical thinking skills at the contructivism based learning (discovery learning, cooperative learning, and problem based learning) by using analyses comparative methods. The result at junior high school showed that mockups at the third contructivism based learning can increase critical thinking skills of “Ecosystem” level (α=0.05). Based on data analysis shows that there is average N-gain critical thinking skills difference significant between use discovery learning (0,62) with problem based learning (0,53) with mockup, between cooperative learning (0,60) with problem based learning by mockup. While between treatment mockup and discovery learning with mockup and cooperative learning there is no average difference significant. Besides, anova and LSD test show there is no average difference N-gain ability berargumen significant between third treatment, while for ability deduction, induction, and evaluation there difference. The use of mockups in the discovery method can enhance students' skills does induction on the third than the other skills. While the use of mockups in the cooperative learning and more problem based learning can enhance the skills of doing evaluation. Based on student conception be known that mockups at the contructivism based learning can motivating student and facilitate understanding of the material, so that can explore critical thinking skills of students that make it easier for students to solves problem.
This study aimed to determine the effect of using openended PBM models in improving problem-solving skills of students. This study was a quasi experimental with pretest posttest designs not equivalent. Samples were students in class X1 and X6 selected from the population by using cluster random sampling. This research data were in the form of quantitative and qualitative data. The quantitative data were obtained from the average value of pretest and posttest that were statistically analyzed using t-test at 5% confidence level through SPSS 17. Qualitative data were in the form of a description of the problem solving ability of students, student learning activity data, and the questionnaire responses of students to use open-ended PBM model which were analyzed descriptively. The average percentage of students’ activity in all aspects observed in the experimental class is higher than the control class (experimental = 81.32; control = 64.22). Therefore, learning by using PBM model of open-ended can influence the increasing of problem solving skills by students. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model PBM open-ended dalam meningkatkan kemampuan pemecahan masalah oleh siswa. Penelitian ini merupakan kuasi eksperimental dengan desain pretes postes kelompok tak ekuivalen. Sampel penelitian adalah siswa kelas X1 dan X6 yang dipilih dari populasi secara cluster random sampling. Data penelitian ini berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari rata-rata nilai pretes dan postes yang dianalisis secara statistik menggunakan uji-t pada taraf kepercayaan 5% melalui program SPSS 17. Data kualitatif berupa deskripsi kemampuan pemecahan masalah oleh siswa, data aktivitas belajar siswa, dan angket tanggapan siswa terhadap penggunaan model PBM open-ended yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata kemampuan pemecahan masalah oleh siswa kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol (eksperimen = 82,92; kontrol = 73,92). Rata-rata persentase peningkatan aktivitas siswa dalam semua aspek yang diamati pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol (eksperimen = 81,32; kontrol = 64,22). Dengan demikian, pembelajaran menggunakan model PBM open-ended berpengaruh dalam meningkatkan kemampuan pemecahan masalah oleh siswa. Kata kunci: model pembelajaran berbasis masalah open-ended, kemampuan pemecahan masalah, pembelajaran biologi, keanekaragaman hayati.
Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model ADI terhadap kemampuan argumentasi siswa berdasarkan perbedaan gender. Metode yang digunakan adalah Quasi Experiment dengan menggunakan desain Pretest Posttest Non Equivalen Control Group Design. Data diambil dengan pretes dan postes essai keterampilan argumentasi. Data dianalisis dengan menggunakan Independent Sample T-Test. Hasil penelitian menunjukkan bahwa; penerapan model pembelajaran ADI berpengaruh signifikan terhadap keterampilan argumentasi siswa, terlihat pada nilai sig. 0,02 pada siswa perempuan dan 0,01 pada siswa berjenis kelamin laki-laki: terdapat perbedaan keterampilan argumentasi antara siswa perempuan dengan siswa laki-laki, terlihat pada perolehan nilai sig. dan nilai N-Gain. Siswa perempuan memeperoleh N-Gain sebesar 0,71 dengan kategori tinggi dan siswa laki-laki memperoleh N-Gain 0,63 pada kategori sedang setelah diterapkan model ADI, sehingga dapat disimpulkan siswa perempuan memiliki keterampilan argumentasi lebih tinggi dibandingkan siswa laki-laki.
Abstract:Learning Biology through Argument-Driven Inquiry Strategies and Argumentation Skills of Student. Argumentation skills as a form of communication to externalise ideas through scientific discourse is a very important process in learning biology. Learning biology through strategies Argument-Driven Inquiry (ADI) is required to develop the argumentation skills. Through this strategy, biology is taught with an approach similar to that experienced by the researchers or scientists when building knowledge through the study of natural phenomena, and then to interpret the results of further research and communicating the results to be criticized, debated and revised.The successful development of argumentation skills of students depend on teacherscreativity in designing the perfect learning strategies and classroom activities that can help learners to engage in argumentation in a way that is more productive.
Research has been conducted to determine the profile of the sociocultural perspective of students in arguing on Basic Biology course. The description of the sociocultural perspective is needed as a basis for the development of argumentation skills in the classroom, as one of the demands of 21st century science education. Data was collected through audio-visual recording, followed by transcription of course. A total of 235 students and 3 lecturers involved as research subjects. The results showed that sociocultural perspective of students in arguing is undeveloped. Discourse move that emerged during the learning process are information seeking, expositional, and oppositional, whereas no supportive. Although the type of open-ended questions arised more than closed questions, however, discourse explanation was still dominated by lecturers than students. Likewise, clarifications were given mainly by lecturers, while students gave no clarification. A serious effort should be made to develop a sociocultural perspective in arguing through appropriate learning strategies in order to improve student argumentation skills. Keywords : sociocultural perspective, argumentation, the basic, biology course
This study aimed to find out the influence of the 5E Learning Cycle on the critical thinking skills of SMPN 1 Talangpadang VII graders. This study also aimed to determine the significance level of the two methods in improving critical thinking skills. One of the efforts is implementing the 5E learning cycle (Engagement, Exploration, Explanation, Elaboration, Evaluation). This study used a quasi-experimental with the matching-only pretest-posttest control group design. The population was all VII graders, while the samples were VII3 and VII4 students, where VII3 was the experimental class, and VII4 was the control class. The instrument used in this study was an essay test on critical thinking skills. The data underwent normality test using Kolmogorov Smirnov and homogeneity test using homogeneity of variances. Based on the t-test using the Independent Sample Test with SPSS statistics 21.0, the significance was 0.00 or less than 0.05, showing the influence of the 5E Learning Cycle on students' critical thinking skills.
ADI learning model supports syntax of learning process through investigative activities of environmental pollution problems and their impact on the ecosystem. The model implements practicum to challenge students' creativity in presenting the results of practicum through students' arguments. The purpose of this study was to analyze the influence of ADI learning model and evaluate the students' creative thinking skills. This was a quasi-experiment study with a pretest-posttest non-equivalent control group design. Sample was taken with cluster random sampling technique, 42 students were divided into 2 classes in 7th junior high school at Global Madani School, Bandar Lampung. Results were analyzed using covariance analysis and the effect size was measured by the partial eta-squared value. Aspects of creative thinking skills that were measured: fluency, flexibility, originality, elaboration, and metaphorical thinking. The result shows application of ADI learning model had significant effect in improving students' creative thinking skills with a significance value of 0.013 (sig.<0.05). The effect of implementing the ADI learning model had high effectiveness in improving the students' creative thinking skills with partial eta squared value of 0.147 which was categorized as large (sig ≥ 0.14). Therefore, ADI learning model has an effect on improving students 'creative thinking and had an impact on high effectiveness in improving students' creative thinking. Finally, the learning model is recommended for Biology teachers to increase students' creative thinking skills effectively.
Research has been conducted to compare the quality of argumentation of students participating in basic biology course based the discourse patterns between Argument-Driven Inquiry (ADI) and Argument-Driven Inquiry with Scaffolding (ADIS) strategy. Data collected through argumentation observation sheets and audio-visual recording followed by transcription of course. A total of 150 students are involved as research subjects. TAP (Toulmin Argumentation Pattern) comprising components of claim, warrant, backing, and rebuttal has been used to analyze argumentation discourse. The quality of argumentation were qualitative descriptive analyzed by complexity of argumentative discourse. T-test was used to determine differences in the average level of the quality of the argumentation between ADI and ADIS class. The results showed that the quality of the students argumentation in the ADIS class better than students in the ADI class. The ability of students in ADIS class on developing more than one rebuttal that has the explicit data, warrant or backing against arguments than student in ADI class. In general, very few students are able to develop a rebuttal to the data, warrant or backing another students. Most students rebuttal submitted is not based on a explicit rebuttal by the adequate of data, warrant, or backing. Keywords: discourse pattern, argumentation, argument-driven inquiry, scaffolding

 Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model Argument Driven Inquiry (ADI) terhadap keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah pada materi cahaya dan optik di SMP Negeri 13 Bandar Lampung. Sampel penelitian ini yaitu kelas VIII.2 dan VIII.3 yang masing-masing berjumlah 32 siswa. Desain penelitian yang digunakan adalah Pretest-Posttest Control Group Design. Pengumpulan data dilakukan dengan pretest dan posttest menggunakan instrumen keterampilan argumentasi siswa yang diuji menggunakan uji Independent Sample T-Test dengan SPSS 21.0 . Berdasarkan hasil dari uji Independent Sample T-Test nilai Sig.(2-tailed) < α (0,000< 0,05), maka dapat dinyatakan terdapat perbedaan rata-rata keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah pada kelas eksperimen dan kelas kontrol. Hal ini ditunjukkan dengan adanya perbedaan rata-rata N-gain pada siswa berkemampuan akademik tinggi di kelas eksperimen 0,70 dengan kategori sedang dan kelas kontrol 0,55 dengan kategori sedang. Kemudian pada siswa berkemampuan akademik rendah di kelas eksperimen 0,55 dengan kategori sedang dan kelas kontrol 0,48 dengan kategori sedang. Berdasarkan hasil yang diperoleh tersebut dapat disimpulkan bahwa model pembelajaran ADI memberikan pengaruh yang signifikan terhadap keterampilan argumentasi siswa berkemampuan akademik tinggi dan rendah.
The study was conducted to find out the significance effect of Argument-Driven Inquiry learning model, student’s academic level, and the interaction between learning model and student’s academic level towards student’s argumentation skills. This study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The population of this research were 253eighth grade students of Al- Azhar 3 Junior High School Bandar Lampung devided into 8 classes. The research sample were students of VIII E and VIII G class selected by cluster random sampling technique. Data were analyzed statistically by Ancova test and Least Significant Difference test. The findings of this research showed that ADI learning model and interaction between learning model and student’s academic level significantly influenced student’s argumentation skills with each significant value 0,000 and 0,005. Meanwhile, student’s academic level did not sginificantly influence (p=0,135).the student’s argumentation skills. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry , kemampuan akademik siswa, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan argumentasi siswa. Penelitian ini merupakan kuasi eksperimen dengan Pretest Post-test Non Equivalent Control Group Design . Populasi penelitian adalah siswa kelas VIII SMP Al-Azhar 3 Bandar Lampung yang berjumlah 253 orang dan terbagi ke dalam 8 kelas. Sampel penelitian adalah siswa kelas VIII E dan VIII G yang dipilih dengan teknik cluster random sampling. Data dianalisis secara statistik dengan uji Ankova dan uji LSD. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan interaksi antara model pembelajaran dengan kemampuan akademik berpengaruh signifikan terhadap keterampilan argumentasi dengan masing-masing nilai signifikansi 0,000 dan 0,005. Sedangkan kemampuan akademik tidak berpengaruh signifikan (p = 0,135) terhadap keterampilan argumentasi. Kata kunci: argument-driven inquiry , kemampuan akademik, keterampilan argumentasi.
In preparing the order of life in the era of revolution 4.0, it is necessary to prepare competencies in achieving national education goals. The competency needed in the 21st century is the ability to think at a high level. These skills are critical thinking, creative, collaborative and communicative. This meta-analysis study aims to analyze the effect of using the Argument Driven Inquiry (ADI) model towards increasing students’ critical thinking skills in learning. The method used in this research is a meta-analysis method by reviewing 9 journal articles and integrating 1 international journal article and 8 national journal articles. Data analysis was carried out by calculating the average Effect Size (ES) which is then categorized based on interpretation of Cohen’s criteria. Based on the study results, the average ES model in the effect of applying the ADI model on students’ critical thinking skills is 0.36 in the medium category. So, it can be concluded that the ADI model can have a positive effect on students’ critical thinking skills.
The ability of students to use Information and Communication Technology (ICT) is still not optimally integrated with learning. Even though most students already have gadgets, internet connections are available via campus hotspots. Based on this, learning in higher education cannot be separated from the use of computerized and online-based technology. The integration of ICT into vclass-based multimedia learning is a potential thing to develop. This vclass-based multimedia application is expected to improve habits of mind and conceptual understanding of biology cell of students. Improved learning outcomes can be demonstrated through conceptual understanding which are the ability to understand the concepts that exist in the learning material after the learning process takes place. Keywords: habits of mind, mastery of concepts, cells, virtual class. Abstrak: Kemampuan mahasiswa dalam menggunakan Teknologi Informasi dan Komunikasi (TIK) masih belum optimal diintegrasikan dengan pembelajaran. Padahal sebagian besar mahasiswa sudah memiliki gadget, tersedia koneksi internet melalui hotspot kampus. Berdasarkan hal tersebut, pembelajaran di perguruan tinggi tidak bisa terlepas dari pemanfaatan teknologi yang terkomputerisasi dan berbasis online. Integrasi TIK ke dalam pembelajaran melalui multimedia berbasis vclass merupakan hal yang potensial untuk dikembangkan. Penerapan multimedia berbasis vclass ini dapat meningkatkan habits of mind dan penguasaan konsep sel mahasiswa pendidikan biologi. Peningkatan hasil belajar dapat ditunjukkan melalui penguasaan konsep yang merupakan kemampuan memahami konsep-konsep yang ada dalam materi pembelajaran setelah proses pembelajaran berlangsung. Kata kunci: habits of mind, penguasaan konsep, sel, kelas virtual. DOI: http://dx.doi.org/10.23960/jpmipa/v20i1.pp17-22
Abstract The demands of the 21 st century encourage education in Indonesia so that it is expected to create quality human beings who are able to compete in the global competition in the 21 st century by having skills, one of them is science communication skills. This study aimed to describe and analyze the perceptions of students’ science communication which is applied with learning that integrated with Science, Technology, Engineering, and Mathematics (STEM) approach. The study was conducted at junior high schools in Bandar Lampung involving 100 students. The method used in this study was a mixed method with Sequential Explanatory Design . The research instrument used a questionnaire containing 10 oral communication statements and 10 written communication statements that were used to analyze students’ scientific communication profiles. The results showed that science oral communication was good (63.75%), but low (36.25%) in writing. In addition, learning with STEM approach in this context through practicum and project is preferred by students compared to discussion or traditional learning.
The survey results on teachers and students in six regencies/cities in Lampung Province showed that in science learning, teachers have not optimized the argumentative skills of students. Thus, this study aimed to develop and validate science worksheets oriented to the argumentative skills of students. This study used a 4D-study design with Argument-Driven Inquiry (ADI) learning model. A small-scale trial was conducted on 20 IX-graders at SMP 9 Krui Pesisir Barat. The large-scale trial was conducted on 50 IX-graders at SMP 9 Krui Pesisir Barat by purposive sampling with one experimental class and one control class. The control class used a worksheet from a particular publisher, and the experimental class used the developed worksheet. Based on the results, the ADI model worksheet can be declared valid in terms of content, construction, and language with an average of 92.3% with very high criteria. The practicality of the ADI worksheet model can be seen from the implementation of learning, student responses, and teacher responses had an average of 89.24% with very high criteria. The effectiveness of the ADI model worksheet can be seen from the ability to work on argumentation skills test questions, showing that the control class N-gain was 0.27 with low criteria and the experimental class was 0.57 with medium criteria. The effect size (SE) of 0.64 showed that the developed science worksheet was effective in developing argumentative skills of students with medium criteria
This study was conducted to find out the effect of discovery learning on student’s metacognitive awareness and cognitive learning achievement. The population of this research was all of the 11th grade MS (Mathematics and Science Program) students of Sumberejo 1 Senior High School. The research sample were students of 11th MS-1 and MS-3 class taken by cluster random sampling technique. This study was quasi-experimental with Pretest Post-test Non-Equivalent Control Group Design. In this study, student’s metacognitive awareness was measured by using MAI (Metacognitive Awareness Inventory) and SEMLI-S (Self-Efficacy and Metacognition Learning Inventory—Science). Meanwhile, student’s cognitive learning achievement was measured by using cognitive test. The data were analyzed statistically by independent sample t-test respectively at 5% significance level. The results showed that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement with significant value of each were 0,000. Through this research, we found that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement rather than discussion method.
This study aims to determine the significance of the effect of Argument-Driven Inquiry’s learning model on metacognition awareness and cognitive learning outcomes of students in the subject matter of the respiratory system. The study population was VII grade students of Permata Bunda IT Middle School with 59 people divided into 2 classes that used as samples. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The results showed that there was a significant effect of using ADI model on metacognitive awareness and student cognitive learning outcomes. The significance of the effect of the Argument-Driven Inquiry learning model on metacognition awareness is 0.001 (p<0.05). The significance of the effect of the Argument-Driven Inquiry learning model on cognitive learning outcomes is 0,000 (p<0.05). Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap kesadaran metakognisi dan hasil belajar kognitif siswa SMP pada materi pokok sistem pernapasan. Populasi penelitian adalah seluruh siswa kelas VIII SMP IT Permata Bunda berjumlah 59 orang yang terbagi kedalam 2 kelas yang dijadikan sebagai sampel. Desain penelitian yang digunakan adalah kuasi eksperimen dengan pretest-posttest non-equivalent control group design. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan dari penggunaan model ADI terhadap kesadaran metakognisi dan hasil belajar kognitif siswa. Signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap kesadaran metakognisi yaitu 0,001 (p<0,05). Signifikansi pengaruh dari model pembelajaran Argument-Driven Inquiry terhadap hasil belajar kognitif yaitu 0,000 (p<0,05). Kata kunci: Argument-Driven Inquiry, hasil belajar kognitif, kesadaran metakognisi
This study aims to describe the validity and practicality of guidebook of energy in living systems developed with ADI model. This research design used was R & D with 4-D model covering th stages of define, design, develop, and disseminate. However, the disseminate stages were not carried out. Data analysis used qualitative descriptive. The developed product was made with an attractive cover and uses cambria font letters 14 and 12. Each practicum consists of labels, theory, goals, questions, tools, materials, work steps, arguments on a whiteboard include (claim, data/evidence, warrant, and backing), argumentation sessions and reports. Experimental and practitioner validation test results showed that the average ideality scores are categorized as excellent, the legibility test results show that the average score is categorized as excellent, and the results of the implementation test for all trials indicate that average criteria almost all activities implemented. Thus, the book developed was valid and practical.
This study aims to produce a practical guidebook of human circulatory system with Argument-Driven Inquiry (ADI) model for students at junior high schools. The design of this research was R&D with 4-D model including define, design, develop, and disseminate. However, this research was only up to the develop step. The result of this study is in form of a practical guidebook of human circulatory system and using language that is easily understood and in accordance with EYD. Then, the practical worksheet consists of student identities, title of practices, basic theories, objectives, research questions, tools, materials, work steps, argumentation schemes, argumentation sessions, and reports. Next, the results of validation of experts and practitioners as well as the results of the readability test of the students obtain "Excellent" category. Moreover, the results of the implemented tests of all practices obtain "Almost All Activities Implemented" category. As a result, the practical guidebook of the human circulatory system with ADI model is valid and practical.
Pembelajaran dengan pendekatan saintifik seharusnya digunakan dalam implementasi kurikulum 2013 di sekolah dasar dan menengah di seluruh Indonesia. Karakteristik pembelajaran ini merupakan kunci untuk menghasilkan siswa yang kreatif dan inovatif. Penelitian ini bertujuan untuk mengetahui implemantasi pendekatan saintifik dan permasalahannya dalam pembelajaran IPA SMP di Kota Bandar Lampung. Penelitian dengan metode Cross-Sectional Survey telah dilaksanakan. Subyek dalam penelitian ini adalah guru dan siswa SMP Negeri dan Swasta di Kota Bandar Lampung yang telah menggunakan kurikulum 2013 dalam pembelajaran IPA. Data dikumpulkan dengan menggunakan metode dokumentasi, observasi, dan wawancara. Data dianalisis secara deskriptif kualitatif melalui reduksi data, klasifikasi dan penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemahaman guru-guru IPA SMP di Kota Bandar Lampung tentang pembelajaran saintifik tidak sesuai dengan konsep pendekatan ilmiah. Hanya 48% guru yang telah memahami tentang pendekatan saintifik dengan baik, meskipun telah menggunakan kurikulum 2013 dalam pembelajarannya. Implementasi pembelajaran saintifik oleh guru tidak berjalan dengan baik. Hanya 4% guru yang menggunakan kegiatan 5 M (mengamati, menanya, menggali informasi/mencoba, mengasosiasi/menalar, dan mengomunikasikan) secara lengkap dan runtut. Sementara, 42% guru tidak dapat mengorganisasikan kegiatan 5 M dengan urutan yang logis dan 54% guru tidak menggunakan kegiatan 5 M. Penilaian pembelajaran yang digunakan oleh sebagian besar guru tidak sesuai dengan karakteristik pendekatan saintifik karena didominasi oleh penilaian kognitif. Temuan ini dapat digunakan sebagai bahan referensi bagi lembaga-lembaga pendidikan berkaitan dengan pendekatan saintifik dalam pembelajaran IPA di SMP. Berdasarkan temuan tersebut disarankan kepada sekolah agar dapat memfasilitasi guru untuk kegiatan lesson study yang dilaksanakan secara rutin dan berkesinambungan. Kata kunci: pembelajaran IPA SMP, pendekatan saintifik, kurikulum 2013.
Pokok utama pembahasan dalam buku ini mengenai identifikasi, tatanama, klasifikasi, terminologi, sejarah, evolusi, dan karakter spesfik serta deskripsi dari Tumbuhan Tingkat Tinggi berdasarkan pengamatan ciri-ciri morfologi, anatomi, dan fisiologi dari suatu tumbuhan secara nyata. Buku ini sangat bermanfaat bagi mahasiswa yang mengambil mata kuliah Botani Tumbuhan Tinggi.Inisiatif untuk menulis buku ini telah dimulai penulisnya tahun 2018. Atas dasar analisis kebutuhan yang kuat, maka untuk pertama kalinya di Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung, buku ini berhasil disusun pada tahun 2019. Setelah melalui revisi beberapa kali terhadap kedalaman dan keluasan isi buku, akhirnya pada tahun yang sama penulis memutuskan untuk menerbitkan buku ini untuk kalangan umum.Beberapa karakteristik buku ini antara lain isinya yang lengkap dan komprehensif, bahasanya sederhana dan gambarnya jelas, sehingga diharapkan agar pembaca mampu memahami proses dan aktivitas hidup yang terjadi pada tumbuhan, serta cara membelajarkannya, meneliti, dan menerapkannya untuk menyelesaikan masalah dan memberikan alternatif solusi dalam konteks Botani Tumbuhan Tinggi.
Keterampilan berpikir kritis merupakan keterampilan yang fundamental pada pembelajaran abad ke-21. Berdasarkan penelitian pendahuluan di 25 SMP di Bandar Lampung, dikatakan bahwa pembelajaran fisika di sekolah belum maksimal dalam melatihkan keterampilan berpikir kritis. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Argument-Driven Inquiry (ADI) terhadap keterampilan berpikir kritis siswa berdasarkan perbedaan kemampuan akademik, yaitu kemampuan akademik tinggi dan rendah. Penelitian ini menggunakan Quasi Experiment dengan metode Pretest Posttest Non Equivalen Control Group Design. Teknik pengumpulan data adalah dengan menggunakan pretest dan posttest soal essai yang mengacu pada 5 kriteria berpikir kritis Ennis (2011). Data dianalisis dengan menggunakan Independent Sample T-Test untuk mengetahui ada atau tidaknya perbedaan setelah penerapan model Argument-Driven Inquiry. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh penerapan model pembelajaran Argument Driven Inquiry terhadap keterampilan berpikir kritis siswa berakademik tinggi yang ditunjukkan dengan nilai sig. sebesar 0,021 (2) terdapat pengaruh penerapan model pembelajaran Argument-Driven Inquiry terhadap keterampilan berpikir kritis siswa berakademik rendah yang ditunjukkan dengan nilai sig. sebesar 0,003 pada taraf kepercayaan 95%. Artinya, model penerapan Argument-Driven Inquiry berpengaruh terhadap keterampilan berpikir kritis siswa berkemampuan akademik tinggi dan rendah.
The Effect Of Project Based Learning (PjBL) Model On Creative Thinking Ability of Student. This study aims to find out the effect of Project Based Learning (PjBL) models on students' creative thinking abilities. The population was all students of class X SMA 7 Bandar Lampung that treated by 204 students. The samples were students of class X.B as class of PjBL and X.C as discovery learning which were selected from the population by cluster random sampling technique. This quasi�experimental research used the Non-Equivalent Pretest-Posttest Control Group design. Data were statistically analyzed using Ancova and LSD. The results showed that PjBL model had a significant effect on the ability to think creatively with a significance number of 0,000 (p <0.05). The mean value of students' creative thinking abilities in the PjBL class (
The aim of this research was to analyze the using of mockups on learning Ekcosystem towards critical thinking skills at the contructivism based learning (discovery learning, cooperative learning, and problem based learning) by using analyses comparative methods. The result at junior high school showed that mockups at the third contructivism based learning can increase critical thinking skills of “Ecosystem” level (α=0.05). Based on data analysis shows that there is average N-gain critical thinking skills difference significant between use discovery learning (0,62) with problem based learning (0,53) with mockup, between cooperative learning (0,60) with problem based learning by mockup. While between treatment mockup and discovery learning with mockup and cooperative learning there is no average difference significant. Besides, anova and LSD test show there is no average difference N-gain ability berargumen significant between third treatment, while for ability deduction, induction, and evaluation there difference. The use of mockups in the discovery method can enhance students' skills does induction on the third than the other skills. While the use of mockups in the cooperative learning and more problem based learning can enhance the skills of doing evaluation. Based on student conception be known that mockups at the contructivism based learning can motivating student and facilitate understanding of the material, so that can explore critical thinking skills of students that make it easier for students to solves problem.
This research aimed to describe the validity and practicality of life organization system’s practical guidebook which was developed by ADI model. The research’s design was R & D with 4-D model covered define, design, develope, and disseminate, but disseminate stage was not done. Data analysis used qualitative descriptive. The practical guidebook was made by an interesting cover. Each practical guidebook consisted; practical’s title, theoretical base, objectives, research questions, tools, materials, work steps, argumentation scheme, argumentation sessions and reports. Expert and practitioner validation results showed that the valid with category excellent. The results of the legibility test by the students indicate that the practical category is excellent. The results of the implementation test of all practicum procedures showed that practically was “almost all activities performed. Thus, it can be concluded that the guiding book of life organization system’s practicum which developed valid and practical.
<p>This study aims to determine the differences in students' argumentation skills in learning biology on the subject matter of the respiratory system through a scientific approach. This research was conducted in class XII SMA in Way Kanan Regency, Lampung Province with an ex post facto design. The sampling technique used in this study was stratified random sampling with the determination of research subjects at SMAN 1 Baradatu which was accredited A, SMAN 2 Buay Bahuga was accredited B and MA Miftahul Ulum Way Tuba which was accredited C. Data collection instruments consisted of argumentation skill tests, interviews, study documentation and questionnaires. The argumentation skill data were analyzed with the help of Excel, hypothesis testing was carried out with one-way ANOVA and LSD test, interview data and learning documents were analyzed descriptively qualitatively with the Miles and Huberman model and questionnaire data were analyzed descriptively in percentage form. The results showed that there was a significant difference in argumentation skill among high school students with accreditation of A, B and C (sig. &lt; 0.05). The average argumentation skill of students from A-accredited high schools was higher than B and C accredited high schools, but the average value of the three schools was very low. Students from A, B and C accredited high schools could make claims well, but had not been able to provide grounds, warrants and backings that are relevant to the claim. This was because students wer not used to working on argumentation questions and teachers had not optimized learning activities with a scientific approach.</p><em></em>
This study aimed to develop a Moodle-based e-learning platform with a valid, practical, and effective STEM approach to enhance Higher-Order Thinking Skills (HOTS). The research methodology employed for development purposes was the ADDIE model, consisting of five distinct phases: Analysis, Design, Development, Implementation, and Evaluation. The selection of research subjects for the field trial was conducted through cluster random sampling, wherein experimental and control classes were chosen. The experimental class utilized a Moodle-based e-learning solution for instructional purposes, while the control class adhered to traditional learning methods. Data were collected using validated questionnaires and written tests. The findings indicated that the Moodle-based e-learning products with a STEM approach are effective in enhancing students’ higher-order thinking skills. This was evident from the average n-Gain gain falling in the "medium" category at 0.62 and an effect size also in the "medium" category at 0.43. Student responses to the Moodle-based e-learning were very positive. Based on the research findings, the researcher offers some recommendations. Teachers aiming to utilize this product could enhance its effectiveness by incorporating additional platforms into their learning activities and resources. Additionally, other researchers interested in advancing further studies can introduce problem-solving activities to stimulate higher-order thinking skills (HOTS) in everyday situations. In conclusion, the Moodle-based STEM e-learning product is effective in enhancing students' HOTS.
The development of critical thinking ability needs attention in learning. To achieve this goal, collaborative activities must create in learning. The teacher can giving students a jumping task as a stimulated to collaborative activities. This study aims to examine in depth the results of learning observations for subjects in Social Sciences, Natural Sciences, and English in two partner schools of the Teacher Training and Education Faculty - University of Lampung, Indonesia. The study was conduct on 33 Senior high school students and 62 junior high school students from 2 partner schools. The focus of the research is observing collaborative activities, and improving students' critical thinking ability. Data analysis was carried out descriptively to an overview of the jumping tasks provided by educators, collaborative activities that occur to be able to create a learning community, and increase of students' critical thinking skills. The results of the study show that giving jumping tasks in learning activities (Social Sciences, Natural Sciences, and English) enables collaborative activities in the learning community to trigger students' critical thinking ability in solving problem.
This study aimed to find out the effect of Driven Inquiry (ADI) Learning Model, gender, and the interaction between learning models and gender on the students argumentation skills. The population was students of class VIII SMP 15 Bandar Lampung City totaling 352 students. The samples were students of class VIII A as class of ADI and VIII B as guided inquiry which were selected from the population by cluster random sampling technique. The study was quasi-experimental with Pre-test Post-test Non Equivalent Control Group Design. The data is taken from pre-test and post-test argumentation skill question test in essay form. The data were statistically analyzed using Ancova test and LSD. The results showed that the learning ADI model and gender differences significally influenced argumentation skilld with significant value of each were 0,000 dan 0,000. The mean value of the argumentation skills of students who use the ADI model is higher than the guided inkuiry model, the value of female is higher than male. While interaction between the ADI model and gender differences does not have significant effect on argumentation skills with a significant value of 0,961. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh penggunaan model pembelajaran Argument-Driven Inquiry (ADI), gender, dan interaksi antara model pembelajaran dengan gender terhadap keterampilan argumentasi siswa. Populasi penelitian adalah siswa kelas VIII SMP Negeri 15 Bandar Lampung sejumlah 352 siswa. Sampel penelitian adalah siswa kelas VIII A sebagai kelas ADI dan VIII B sebagai kelas inkuiri terbimbing yang dipilih dari populasi dengan teknik cluster random sampling . Penelitian ini merupakan kuasi eksperimen dengan Pre - test Post-test Non Equivalent Control Design . Data diambil dari nilai pretes dan postes keterampilan argumentasi dengan soal berbentuk esai. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan gender berpengaruh signifikan terhadap keterampilan argumentasi dengan nilai signifikansi masing-masing adalah 0,000 dan 0,000. Rerata nilai keterampilan argumentasi siswa yang menggunakan model ADI lebih tinggi daripada siswa yang menggunakan model inkuiri terbimbing, nilai siswa perempuan lebih tinggi daripada siswa laki-laki. Sementara, interaksi antara model ADI dengan gender tidak berpengaruh signifikan terhadap keterampilan argumentasi dengan nilai signifikansi 0,961. Kata kunci: a rgument-driven inquiry, gender, keterampilan argumentasi
This study aims to determine the significance of the influence of the use of the Argument-Driven Inquiry learning model, academic ability, and interaction between learning models and academic abilities on students' critical thinking skills. The population was eighth grade students of SMP Negeri 16 Bandar Lampung. The study samples were students of class VIII A and VIII J that were selected from the population with cluster random sampling technique. This study was a quasi-experimental with Pre-test Post-test Non Equivalent Control Group Design. Data were analyzed statistically by Ankova test and LSD test. The results showed that the ADI learning model had a significant effect on critical thinking skills with a significance value of 0.00. Whereas academic ability and interaction between the ADI learning model and academic ability did not significantly influence critical thinking skills with a significance value of 0.88 and 0.20, respectively. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry , kemampuan akademik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII SMP Negeri 16 Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII A dan VIII J yang dipilih dari populasi dengan teknik cluster random sampling . Penelitian ini merupakan kuasi eksperimen dengan Pre-test Post-test Non Equivalent Control Group Design . Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,00. Sedangkan kemampuan akademik dan interaksi antara model pembelajaran ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing 0,88 dan 0,20. Kata kunci : Argument-Driven Inquiry , kemampuan akademik, keterampilan berpikir kritis
Abstract; The study aimed at improving students achievement and the quality of process in studying biology at SMP YP Unila in the academic year 2005/2006. Classroom Action Research (CAR) were used as a method of study involved two cycles. The concept of virus was studied in cycle I and monera-protista was studied in cycle II. Parameters used to know improving the quality of process and achievement were test formative score, daily activity score, student homework score, and score of activity in looking for data and information. The results of the study showed that the implementation of portfolio based learning model enhanced the quality process and student achievement from cycle I to cycle II (9,42%). The score of test formative, student homework, daily activity, and activity in looking for data and information increase 15,71%; 15,02%; 6,19%; and 2,64%, respectively.
This study aims to determine the effect of the application of the ADI model on critical thinking skills based on different types of choleric personality, melancholy, phlegmatic, and sanguine. This study uses a quasi experimental type Pretest-posttest Control Group Design. The results showed that there was a significant effect of learning with the ADI model on critical thinking skills in the type of choleric personality, melancholy, phlegmatic, and sanguine and there were differences in critical thinking skills between the four personality types, namely choleric and melancholy, phlegmatic, sanguine, this is because choleric students who are more likely to appear more active in communicating and moving quickly to act, where in this ADI model are required to give a lot of argumentation through verbal or communicating between fellow students to give their arguments. This shows that the use of the ADI learning model is able to improve students' critical thinking skills.
Critical thinking skills are fundamental skills in 21st century learning. Based on preliminary research in 25 junior high schools in Bandar Lampung, physics teaching and learning has not been maximized in empowering students’ critical thinking skills. This research aims to determine the effect of the implementation of Argument Driven Inquiry learning model to the critical thinking skills of students based on academic ability. This research uses Quasi Experiment method with Pretest Posttest Non Equivalent Control Group Design. The data collected through critical thinking instrument test before and after learning with Argument-Driven Inquiry model. The data were analyzed using Independent Sample T-Test to determine difference after learning through Argument Driven Inquiry model. The results showed that (1) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of high academic student shown by sig value. 0,021 (2) there is effect of implementation Argument Driven Inquiry learning model to critical thinking skill of low academic student shown by sig value. at 0.003 at 95% confidence level. We conclude that the implementation of Argument Driven Inquiry model effective to improve the critical thinking skill of students with high and low academic ability
Successful investigation in the laboratory was supported by a student worksheet. This study aims to measures the validity and effectiveness of laboratory worksheet on a topic the Excretory Systems in Humans that has been developed based on the Argument-Driven Inquiry Model. The result of the research shows that the laboratory worksheet is proper to use aslearning resource that validity average is 84.25% are considered theoretically feasible and student response average is 96.40% is considered very good. Improvement of argumentation skill is shown with gain scores of 0.43.
This study aimed to find out the effect of Argument-Driven Inquiry (ADI) learning model, student's academic ability, and the interaction between learning models and academic ability on the students’ critical thinking skills. The population was students of class MTs Bandar Lampung City. The Samples were students of class VIII D and VIII E which were selected from the population by random cluster sampling technique. The study was quasi-experimental with Pretest Post-test Non Equivalent Control Group Design. The data were statistically analyzed using Ancova test and LSD. The results showed that the learning ADI model, and academic ability significantly influenced critical thinking skills with significant value of each were 0,000 and 0,001. While interaction between the ADI model and academic ability does not have significant effect an critical thinking skills with a significance value of 0,251. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry (ADI), kemampuan akademik peserta didik, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan berpikir kritis peserta didik. Populasi penelitian adalah peserta didik kelas VIII MTs Negeri di Kota Bandar Lampung. Sampel penelitian adalah peserta didik kelas VIII D dan VIII E yang dipilih dari populasi dengan teknik cluster random sampling. Penelitian ini merupakan kuasi eksperimen dengan Pretest Post-test Non Equivalent Control Group Design . Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model pembelajaran ADI dan kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi masing-masing adalah 0,000 dan 0,001. Sedangkan interaksi antara model ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan berpikir kritis dengan nilai signifikansi 0,251. Kata kunci: argument-driven inquiry , kemampuan akademik, keterampilan berpikir kritis
Practical guidebookswas one of the supporting implementation of practicum activities. This study aim was to produce practical guidebook of plant structure and function. The research design used was R & D with 4-D model are: define, design, develop, disseminate, but disseminate stage not A practical guidebook product made using an attractive cover, Arial letters with size 12, and EYD are good and correct. Each worksheet consists of student identities, practical titles, theoretical basis, objectives, research questions, tools, materials, work steps, argumentation schemes, argument sessions, and reports. Expert and practitioner validation result was categorized The results of legibility test categorization was excellent. The results of the implementation of the entire practice procedure criteria was almost all activities are done. Thus, it can be concluded that the guiding book of practicum developed was valid and practical.
This study aims to determine the significance of the influence of the use of Argument-Driven Inquiry (ADI) learning models, students' academic abilities, and the interaction between learning models and academic abilities towards student argumentation skills. The study population was all eighth grade students of SMP Negeri 13 Bandar Lampung. The research sample was students of class VIII.4 and VIII.5 who were selected from the population using cluster random sampling technique. The instrument used is a test of argumentation skills in the material of the digestive system in humans. Data were analyzed statistically by Ankova test and the Smallest Significant Difference test (BNT). The results showed that the ADI learning model had a significant effect on argumentation skills with a significance value of 0,000. While academic ability and interaction between the ADI model and academic ability did not have a significant effect on argumentation skills ( 0,314 and 0,572 ) Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh dari penggunaan model pembelajaran Argument-Driven Inquiry (ADI), kemampuan akademik siswa, dan interaksi antara model pembelajaran dengan kemampuan akademik terhadap keterampilan argumentasi siswa. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 13 Bandar Lampung. Sampel penelitian adalah siswa kelas VIII.4 dan VIII.5 yang dipilih dari populasi dengan teknik cluster random sampling. Instrumen yang digunakan adalah tes keterampilan argumentasi pada materi sistem pencernaan pada manusia. Data dianalisis secara statistik dengan uji Ankova dan uji Beda Nyata Terkecil (BNT). Hasil penelitian menunjukkan bahwa model pembelajaran ADI berpengaruh signifikan terhadap keterampilan argumentasi dengan nilai signifikansi 0,000. Sedangkan kemampuan akademik dan interaksi antara model ADI dengan kemampuan akademik tidak berpengaruh signifikan terhadap keterampilan argumentasi (0,314; dan 0,572). Kata kunci: argument-driven inquiry, keterampilan argumentasi, kemampuan akademik.
This study aims to describe the validity and practicality of the guiding book of human digestive system with ADI model. Research and development (R&D) using 4-D model, ranging from define, design, development, and disseminate, but in this research the step was only until development step. The developed product was made with attractive cover, Century letter with size 12 that has been EYD compliant. The guides consist of student identities, theoretical base, objectives, questions, tools, materials, work steps, argumentation schemes, argument sessions, and reports. Expert and practitioner validation results showed that the valid category was excellent. The results of legibility test by learners obtained category excellent. The results of the implementation test of all the practicum procedures was practical with criteria almost all activities performed. Thus, it can be concluded that the developed product was valid and practical. Penelitian ini bertujuan untuk menghasilkan buku penuntun praktikum sistem pencernaan pada manusia dengan model ADI yang valid dan praktis. Desain penelitian pengembangan (R & D) yang digunakan berdasarkan model 4-D, mulai dari define, design, develop, dan disseminate, tetapi yang dilakukan hanya sampai tahap develop. Buku penuntun praktikum yang dikembangkan dibuat dengan sampul yang menarik dan huruf Century ukuran 12 yang telah sesuai EYD. Lembar kerja praktikum terdiri dari identitas siswa, dasar teori, tujuan, pertanyaan, alat, bahan, langkah kerja, skema argumentasi, sesi argumentasi, dan laporan. Hasil validasi ahli dan praktisi menunjukkan kategori “sangat baik”. Uji keterbacaan memperoleh kategori “sangat baik”. Hasil uji keterlaksaan praktikum adalah praktis dengan kriteria “hampir seluruh kegiatan terlaksana”. Dengan demikian, dapat disimpulkan bahwa produk yang dikembangkan valid dan praktis. Kata kunci : Argument-Driven Inquiry (ADI), buku penuntun praktikum, sistem pencernaan pada manusia
This research aims to describe STEM-based practicum instrument componentinstrument to stimulate students' system thinking skills based on the views of teachers and students. This research involved 50 middle school science teachers in Lampung Province. The method used in this research is a mixed method with explanatory sequential design to obtain quantitative and qualitative data through questionnaires and interviews. The results of the research show that teachers and students have a positive perception towards the development of STEM-based practicum instrument component. This research found the fact that there are some difficulties experienced by teachers in the use of STEM-based practicum instrument component. Teachers believe that the use of STEM-based practicum instrument component can stimulate the system thinking ability and have an impact on the improvement of students science process skills.
This study evaluates the need for biotechnology PjBL-STEM Based Learning programs associated with local contexts to enhance Creative Problem Solving Skills (CPSS) and Entrepreneurial Skills (ES) from the perspectives of students and teachers. Using a mixed-methods approach with a sequential explanatory design, data were collected through questionnaires from 144 science teachers in Lampung Province and in-depth interviews with three teachers and three students. The findings reveal that 66.70% of teachers consider the current learning programs inadequate for developing students' CPSS and ES, while 68.10% believe that a PjBL-STEM program would facilitate a more engaging understanding of biotechnology. Furthermore, 89.60% of teachers agree on the necessity of developing biotechnology PjBL-STEM based learning programs to enhance students' CPSS and ES. The results from the questionnaires and in-depth interviews also revealed that both teachers and students agreed that the use of local context can make learning more relevant for students. Overall, both quantitative and qualitative data indicate a strong support for the implementation of biotechnology PjBL-STEM based learning programs grounded in local contexts to better develop students' CPSS and ES.
This study aims to find out the effect of Project Based Learning (PjBL) models on students' creative thinking abilities . The population was all students of class X SMA 7 Bandar Lampung that treated by 2 04 students. The samples were students of class X.B as class of PjBL and X. C as discovery learning which were selecte d from the population by cluster random sampling technique. This quasi-experimental research used the Non-Equivalent Pretest-Posttest Control Group design. Data were statistically analyzed using Ancova and LSD . The results showed that PjBL model had a significant effect on the ability to think creatively with a significance number of 0,000 (p <0.05). The mean value of students' creative thinking abilities in the PjBL class ( = 87.33 ) higher than the average value of the discovery learning class( = 75.17 ) . Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model Project Based Learning (PjBL) terhadap kemampuan berpikir kreatif peserta didik. Populasi penelitian adalah peserta didik kelas X SMA Negeri 7 Bandar Lampung sejumlah 204 peserta didik. Sampel penelitian adalah peserta didik kelas X.B sebagai kelas PjBL dan X.C sebagai kelas discovery learning yang dipilih dari populasi dengan teknik cluster random sampling . Penelitian kuasi eksperimen ini menggunakan desain Pretest-Posttest Control Group Non Equivalent. Data dianalisis secara statistik dengan uji Ankova dan uji BNT. Hasil penelitian menunjukkan bahwa model PjBL berpengaruh signifikan (sig= 0,000; p<0,05) terhadap kemampuan berpikir kreatif. Rerata nilai kemampuan berpikir kreatif peserta didik pada PjBL ( = 87,33) lebih tinggi dari rerata pada kelas discovery learning ( =75,17). Kata kunci : kemampuan berpikir kreatif, discovery learning, project based learning
Penelitian ini bertujuan untuk membandingkan pengaruh penerapan model pembelajaran inkuiri terbimbing dengan inkuiri bebas yang dimodifikasi terhadap keterampilan proses sains pada materi pokok keanekaragaman hayati. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA SMA Negeri 1 Sekampung dengan jumlah 148 siswa yang terdiri dari 4 kelas. Sedangkan sampel dalam penelitian ini adalah siswa dari kelas X MIA 1 dan X MIA 2 yang dicuplik menggunakan teknik cluster random sampling dengan jumlah 74 siswa. Jenis penelitian ini adalah eksperimen semu dengan desain Pretes-Postes Kelompok Non-ekuvalen. Instrumen yang digunakan adalah soal pretes dan postes keterampilan proses sains dalam bentuk essai. Data diambil dari nilai pretes dan postes. Data dianalisis secara statistik menggunakan uji Ankova dan uji Beda Nyata Terkecil (BNT). Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan pada penggunaan model pembelajaran inkuiri terbimbing dengan inkuiri bebas yang dimodifikasi terhadap keterampilan proses sains dengan nilai signifikansi 0,000. Keterampilan proses sains siswa pada kelompok inkuiri bebas yang dimodifikasi lebih tinggi dibandingkan dengan kelompok inkuiri terbimbing dengan perbedaan rerata nilai sebesar 9,302.
This study aims to determine the differences in the argumentation ability of students in high school with different accreditation ratings. The method used is a survey with an ex post facto research design and a sample selection technique using purposive sampling. The results of the student's argumentative ability test were analyzed statistically with the ANOVA test with a significance level of 5% and the data from interviews and teacher questionnaires were analyzed descriptively. The results showed that the argumentation ability of students in schools with accreditation ratings A was significantly different from those with accreditation ratings B and C. In addition, the argumentation ability of students in schools with accreditation rating B was significantly different from those with accreditation rating C. In conclusion, the average value of argumentation ability of students in high school with accreditation ratings of A, B and C on the subject matter of Animalia has a significant difference.
 Keywords: Accreditation, Animalia, Argumentation, Scientific Approach
This study is aimed at comparing the quality of students’ argumentation based on conceptual and epistemic aspects between learnings that implement argument-driven inquiry (ADI) and argument-driven inquiry with scaffolding (ADIS) models. The data were collected through dialogic argumentation observation sheets for the students and audio-visual recordings and were analyzed qualitatively. The study invoved 67 participants in the ADI group and 81 participants in the ADIS group. The quality of student argument with the ADI model differed significantly from the ADIS model. Results show that the students in the ADIS class were are better at providing sufficient data to support claims and coherent causal explanations to explain a certain phenomenon, and at organizing accurate rhetorical references when expressing data.

 This study aims to describe the effect of implementing interactive e-LKPD on biotechnology materials with the Argument-Driven Inquiry in improving argumentation skills. This study involved 60 grade IX students in a public junior high school in South Lampung, Lampung Province. Quantitative method with non-equivalence pretest-posttest control group has been applied with 30 students in the experimental class and 30 students in the control class. Students in the experimental class get learning assisted by interactive biotechnology e-LKPD with the Argument-Driven Inquiry, while students in the control class are taught using Discovery Learning. The results showed that students who were taught using the Argument Driven Inquiry had N-Gain (g= 0.63) than students in the Discovery Learning (g= 0.28). Furthermore, the effectiveness of biotechnology learning using the Argument-Driven Inquiry shows a high category (ES = 0.90). This shows that the interactive e-LKPD with the Argument-Driven Inquiry effective for improving argumentation skills.
Abstract: Active community participation in environmental conservation west coast of Lampung is needed in the rehabilitation of physical and biological damage that occurred in the coastal region. Education is seen as one of the absolute requirement for participation. Conservation education model for the west coast of Lampung with web-based self-learning can encourage community participation in the conservation and rehabilitation of coastal forests in coastal areas. This model is designed as a form of non-formal education for the adult with a car utilizing conservation. Learning is packaged in an interactive and engaging, self-learning community can do without being bound by time and place. Increased knowledge, skills and abilities as well as the participation of individuals, groups and communities through web-based self-directed learning for coastal communities is largely determined by the control functions of the management of conservation educator.
Project-based learning was becoming popular during at the end of school from home since Covid-19 pandemic.Although much research about project-based learning has been published, discussion in the learning process was still limited especially on argumentation.This study aims to integrate model of project-based learning (PjBL) and argument driven inquiry (ADI) with blended learning.This research developed project-argumentative learning model which integrated the syntax with worksheet that can be access online or called eworksheet.This study used 4D research and development design (Define, Design, Develop, and Disseminate).The trial subjects included eight grade junior high school students in South Lampung, Indonesia.Project-argumentative learning model syntax in e-worksheet is valid and reached 90% of implementation to limited subject of observation.This development is expected to give students learning experience of making science project and having structured discussion of argumentation.
This study was aims to analyze the argumentation ability of students at the high school level in Lampung Province at different levels of accreditation.Methods of this research was used ex post facto.This research will be conducted in all high schools in Lampung Province.Determination of sampling using a purposive technique based on: (1) the determined area is an existing district/city expansion area which indicates that the area is in a phase of demographic development with education becoming urgent sectors in the fulfillment of human resources and demographics, (2) the same socio-economic and geographical conditions as considering the homogeneous evaluation of learning achievement in the Regency/City of Lampung Province in 2021.Therefore, the sample was 533 students with the distribution of schools in the Regency area North Lampung, Pesawaran and Way Kanan.Data obtained through: (i) quantitative data (test), and (ii) qualitative data, questionnaires, and interviews by teachers.The results of the research were found that all the schools studied had implemented a scientific approach as mandated by the 2013 Curriculum.This descriptive showed that there were differences in data implementation between schools accredited A, B, and C in Lampung Province.The argumentative aspects of Claim, Grounds, Warrants, backing in schools with different accreditation levels have a difference.

 
 
 
 E-LKPD adalah Lembar Kerja Peserta Didik berbasis elektronik. Pengembangan E-LKPD ditujukan untuk inovasi pembelajaran ke arah digital dan modern. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan E-LKPD dalam upaya untuk meningkatkan keterampilan berpikir kreatif pada pembelajaran Ilmu Pengetahuan Alam (IPA). Studi pendahuluan dilakukan dengan menggunakan pendekatan penelitian survey. Wawancara dan angket merupakan instrument penelitian yang digunakan sebagai teknik pengumpulan data dengan berbantukan format google form yang disebar kepada Guru Sekolah Menengah Pertama (SMP) se-Bandar Lampung melalui forum MGMP IPA. Seluruh Guru SMP forum MGMP IPA Kota Bandar Lampung dipilih sebagai populasi penelitian. Penentuan jumlah sampel dilakukan dengan teknik purposive sampling, dengan 40 orang responden. Hasil survey menegaskan bahwa terdapat 59,375% Guru menggunakan media pembelajaran LKPD secara konvensional, 60,625% Guru sudah menggunakan E-LKPD namun dalam konsep biasa, sementara 53,75% Guru sudah menerapkan E-LKPD berbasis audio visual. Namun, penerapan E-LKPD berbasis audio visual masih sedikit Guru yang mengkombinasikan E-LKPD tersebut dengan keterampilan berpikir kreatif. Sedemikian itu, penelitian ini mencoba menganalisis kebutuhan dalam upaya pentingnya pengembangan E-LKPD untuk meningkatkan pemahaman keterampilan berpikir kreatif peserta didik dalam pembelajaran IPA.
 
 
 
This study aimed to determine differences in students' argumentation abilities on the subject matter of cell structure and function through a scientific approach in high schools with different accreditation ratings. The research design used is ex post facto. The sampling technique used was purposive sampling, with a total sample of 111 students consisting of high school students accredited A, namely Seputih State High School 1 Surabaya, high school students accredited B, namely Senior High School Bangun Cipta and high school students accredited C, namely Senior High School Miftahul Ulum. Research data in the form of test results describing argumentation skills were analyzed using the Anova and LSD tests at a significant level of 5%, student questionnaire data were analyzed descriptively in the form of percentages, data from teacher interviews and documentation studies were analyzed descriptively qualitatively using Miles and Huberman's model. The results showed that there was a significant difference in the ability to argue between high school students accredited A and B and C (sig. p<0.05). The argumentative abilities of senior high school students accredited B were not significantly different from senior high school students accredited C (sig. p> 0.05). The average argumentation ability of students from senior high school accredited A is higher than school accredited B and C, but most of the student scores from the senior high schools are still in the "very poor" category. Senior high school students accredited A, B and C are already able to make claims, but the grounds, warrants and backings given are not relevant to the claim. This is due to the application of learning that does not direct students to argue, the application of a scientific approach that is not optimal, and the characteristics of students’.
The results of the needs analysis show that only 13.33% of teachers show high motivation in writing, especially scientific articles. However, 88.89% of teachers stated that they needed activities to improve their skills in producing scientific papers. To answer this need, it is necessary to provide community service in the form of technical guidance activities which aim to provide abilities and skills for primary education and secondary education teachers throughout Lampung Province in writing scientific papers and their publications. The series of activities are: (1) pretest to determine the teacher's knowledge about scientific writing, classroom action research, scientific articles, and publication of scientific papers; (2) presentation of material regarding scientific papers; (3) technical guidance on writing scientific articles from scientific papers; (4) technical guidance for the publication of scientific articles; and (5) posttest to determine the development of teacher knowledge and skills. Activities have been carried out with training, workshops and technical guidance by experts. The targeted output is increasing teachers' knowledge and skills in writing scientific papers, drafting scientific articles created by teachers/participants, as well as publication in community service journals. The results of the technical guidance show that this training activity is effective in improving the understanding and skills of primary and secondary school teachers regarding scientific writing. This is based on an increase in understanding of scientific writing in each question component.
This study aims to produce practical guidebook of human respiratory system with ADI model for junior high school student. The design of this research was R&D with 4-D model included define, design, develope, and dissaminate, this research was only until the develop step. The result of this study was practical guidebook made using language that was easy to understand and in accordance with EYD. Each worksheet of the guidebook consists of student identity, title, theoretical base, objectives, research question, tools and materials, work steps, argument schemes, argument sessions, and report. Expert and practitioner validation result and the result of the legibility test by students was “excellent” category. The result of the implementation test of all the practicum procedure have “almost all activities performed”. Thus, pratical guidebook of human respiratory system with ADI model that has been developed was valid and practical. Penelitian ini bertujuan untuk menghasilkan buku penuntun praktikum sistem pernapasan manusia dengan model Argument-Driven Inquiry ( ADI ) untuk siswa SMP. Desain penelitian ini menggunakan R&D dengan model 4-D meliputi define , design , develop , dan disseminate , tetapi penelitian ini dilakukan sampai tahap develop . Hasil dari penelitian ini berupa buku penuntun praktikum menggunakan bahasa yang mudah dipahami dan sesuai dengan EYD. Lembar kerja praktikum terdiri dari identitas siswa, judul praktikum dasar teori, tujuan, pertanyaan penelitian, alat, bahan, langkah kerja, skema argumentasi, sesi argumentasi, dan laporan. Hasil uji validasi ahli dan praktisi serta hasil uji keterbacaan siswa mendapat kategori “Sangat Baik”. Hasil uji keterlaksanaan dari semua praktikum yang telah dilakukan memperoleh kategori “Hampir Seluruh Kegiatan Terlaksana”. Dengan demikian, buku penuntun praktikum sistem pernapasan manusia dengan model ADI yang dikembangkan telah valid dan praktis. Kata kunci : Argument-Driven Inquiry ( ADI ), buku penuntun praktikum, pengembangan, sistem pernapasan manusia
This study aimed to determine the significance of the effect of Argument-Driven Inquiry learning models, academic ability, and the interaction of learning models with academic ability on learning the structure and function of plants on students' critical thinking skills. The research sample was students of class VIII.1 and VIII.2 taken by cluster random sampling technique. This research was quasi-experiment with Pretest Postes Non-Equivalent Control Group Design. The instrument used in this research was test of critical thinking skills. Data analysis with Ancova and BNT tests respectively at 5% significance level. The results showed that the ADI learning model, academic ability, and interaction between the learning model and academic ability had a significant effect on students' critical thinking skills with their respective significance values that were 0,000; 0,021; 0,014. Penelitian ini bertujuan untuk mengetahui signifikansi pengaruh model pembelajaran Argument Driven Inquiry (ADI), kemampuan akademik, dan interaksi model pembelajaran dengan kemampuan akademik pada pembelajaran struktur dan fungsi tumbuhan terhadap keterampilan berpikir kritis siswa. Sampel penelitian adalah siswa kelas VIII.1 dan VIII.2 yang diambil dengan teknik cluster random sampling Penelitian ini merupakan kuasi eksperimen dengan Pretest Postes Non Equivalent Control Group Design . Instrumen yang digunakan dalam penelitian ini adalah tes keterampilan berpikir kritis. Analisis data dengan uji Ancova dan BNT masing-masing pada taraf nyata 5 %. Hasil penelitian menunjukkan bahwa model pembelajaran ADI, kemampuan akademik, dan interaksi antara model pembelajaran dan kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis siswa dengan nilai signifikansi masing-masing adalah 0,000; 0,021; 0,014. Kata kunci : Argument Driven Inquiry (ADI), keterampilan berpikir kritis, kemampuan akademik
The study was conducted to find out high school teacher’s difficulties on implementing 2013 curiculum. This research was qualitative descriptive research. The population were 78 high school biology teachers in Bandar Lampung City . The sampl e was taken using proportionate random sampling . The collected data were description of learning quality, le a rning assessment , and learning implementation, which was collected using questionnaire and interview. The results showed that planning difficulties were formulating teaching learning indicators and selecting appropriate teaching materials. The difficulty in the difficulties learning implementation were conditioning and activat e students, manage time, and applying scientific approaches and PjBL model . T he difficulties in the assessment aspect were making cognitive questions, conducting learning activities in affective domain, and take action naturally in the psychomotor domain. Penelitian ini bertujuan untuk mengidentifikasi kesulitan pendidik biologi SMA se-Kota Bandar Lampung dalam melaksanakan Kurikulum 2013. Jenis penelitian adalah penelitian deskriptif kualitatif. Populasi penelitian ini berjumlah 78 pendidik Biologi SMA se-Kota Bandar Lampung. Teknik pengambilan sampel menggunakan proportionate random sampling . Data penelitian ini berupa deskripsi kesulitan pendidik dalam merencanakan, melaksanakan dan melakukan penilaian pembelajaran yang diperoleh dari kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa kesulitan pada aspek perencanaan adalah merumuskan indikator dan memilih materi ajar yang sesuai. Kesulitan pada aspek pelaksanaan adalah mengkondisikan dan mengaktifkan peserta didik, manajemen waktu, dan menerapkan pendekatan saintifik dan PjBL . Kesulitan pada aspek penilaian meliputi penyusunan soal ranah kognitif, melakukan kegiatan membentuk watak pada ranah afektif, serta melakukan tindakan secara alami pada ranah psikomotor. Kata kunci: kesulitan, kurikulum 2013, pendidik biologi
The lab workbook was used to support laboratory activities. This study aims to describe the validity and practicality of the guide book of classification of living creatures developed with ADI model. The research design was R & D with 4-D model covering define stage, design, develop, and disseminate but disseminate not done. The practical lab book was made with a bright cover and a Franklin Gothic Book letter. Each practicum guide consists of a practical title, basic theory, objectives, research questions, tools, materials, work steps, argumentation schemes including claims, data, warrants, backing, argumentation sessions, and reports. Expert and practitioner validation test results are categorized as excellent. The results of legibility test categorization excellent. The results of the implementation test of practicum criteria almost all activities performed. Thus, it can be concluded that the guiding book of practicum developed is declared valid and practical.
The purpose of this research measures the validity and effectiveness of practical guide on the structure and function plant and the key that has been developed based on the Argument-Driven Inquiry Models. This research use 4-D models that are developed by Thiagarajan namely Design, Define, Develop, and Disseminate. The result of the research shows that the practical guide is proper to use as learning resource that validity average is 97% are considered theoretically feasible and student response average is 88% are considered very good. Improvement of critical thinking skill is shown with gain score of 0,40.
Penelitian ini memiliki dua tujuan khusus, yaitu pertama untuk menghasilkan LKS untuk pembelajaran IPA dengan model pembelajaran SiMaYang yang teruji valid, praktis, dan efektif untuk meningkatkan kemampuan berpikir tingkat tinggi siswa, dan tujuan kedua adalah untuk mendeskripsikan tingkat kepuasan siswa mengenai LKS untuk pembelajaran IPA dengan model SiMaYang. LKS merupakan salah satu sarana belajar yang penting untuk membantu siswa dalam mencapai kompetensi dasar yang diharapkan di dalam proses pembelajaran. LKS memuat kegiatan-kegiatan mendasar yang harus dilakukan oleh siswa untuk memahami dan membentuk kemampuan dasar sesuai dengan indikator pencapaian. Sementara itu, model pembelajaran SiMaYang merupakan model pembelajaran yang menekankan pada interkoneksi tiga level fenomena sains, yaitu level submikro yang bersifat abstrak (proses), level simbolik (abstrak dalam bentuk simbol), dan level makro yang bersifat nyata dan kasat mata. Interkoneksi tiga level fenomena sains memerlukan kemampuan berpikir tingkat tinggi. Oleh sebab itu, dalam pelaksanaan pembelajarannya fokus utama yang menjadi sasaran adalah kemampuan peserta didik dalam menggunakan potensi berpikir tingkat tinggi yang dimilikinya melalui proses imajinasi untuk mengembangkan kemampuan berpikir tingkat tinggi (Higher Order Thinking Skill) siswa. Penelitian ini menggunakan desain penelitian dan pengembangan yang terdiri dari empat tahap utama, yaitu a) studi pendahuluan, b) perancangan produk, c) pengembangan produk, dan d) validasi produk. Pada penelitian pengembangan ini digunakan dua macam metode pengumpulan data, yaitu metode angket dan metode tes. Metode angket digunakan pada tahap studi pendahuluan dan tahap pengembangan produk sedangkan tes digunakan pada tahapan validasi produk. Teknik analisis yang digunakan adalah teknik analisis kuantitatif deskriptif dan teknik analisis kualitatif deskriptif. Hasil penelitian yang diperoleh yaitu telah dihasilkan produk berupa LKS dengan model Pembelajaran SiMaYang pada materi sistem ekskresi. Berdasarkan penilaian validasi dari dua validator perangkat yang dikembangkan memiliki kualitas sangat baik dengan perolehan persentase kelayakan tiap aspek berturut-turut adalah 92,15% dan 87,5% sehingga LKS ini layak digunakan untuk pembelajaran IPA SMP menggunakan metode pembelajaran SiMaYang. Dari hasil ujicoba di kelas juga diperoleh bahwa produk teruji efektif dengan kategori sedang dan juga praktis, mudah, dan bermanfaat diimplementasi oleh guru dalam pembelajaran IPA.
Some teachers usually have the problem of an underdeveloped discourse of argumentation in the Argument-Driven Inquiry (ADI) learning model. The students’ diversity of academic ability needs to be seriously considered to form high-quality arguments. ADI can be integrated with Scaffolding to improve students’ conceptual understanding. The current research aimed to determine the difference of conceptual understanding between students with low and high academic abilities. The treatment was conducted through three different science learning models i.e., ADI, ADI integrated with Scaffolding (ADIS), and the conventional. This research was quasi-experimental research, which used a nonequivalent pre-test post-test control group design. The subjects were 180 students of the Mathematics and Science Education Department of the Faculty of Teacher Training and Education, Lampung University, Indonesia. The data of students’ conceptual understanding were collected through an essay test on the natural science competence, taking the form of Bloom's dimension of cognitive processes. The results showed that the highest conceptual understanding scores were exhibited by the students taught using the ADIS model. The students with high academic ability had conceptual understanding higher than those with a low academic ability. This suggests that the students with high academic ability were found it easier to capture, understand, and to remember lessons than those with the low academic ability
Development of Practical Guidebook on Climate Change with ArgumentDriven Inquiry (ADI) Model. A practical guidebook was needed to support the laboratory activities. This study aims to describe the characteristics, validity, and practicality guidebook. The design of this study was Research and Development (R & D) with 4-D models define, design, develope, and disseminate. However, this research was only up to the develop stage. Product that was developed in this study was colored, with the interesting picture, and used Tahoma letter, font was 12. Each worksheet of the guidebook consists of student identity, lab work title, theory, objections, reasearch question, tools dan materials, work steps, argument schemes, argument sessions, and Reports. Expert and practitioner validation results showed the category excellent. The results readability test obtained the category excellent. The test result of the whole practice procedure showed the category “almost all activities performed”. Thus, it can be concluded that product is valid and practical.
This study aims to describe the effect of implementing e-worksheets on environmentally friendly technology materials with the Argument-Driven Inquiry (ADI) model in improving students' argumentation skills. This study involved 60 grade IX students in a junior high school in South Lampung, Lampung province. The research design used was a non-equivalent pretest-posttest control group design with an experimental class of 30 students and a control class of 30 students. Students in the experimental class get learning assisted by e-worksheet with the ADI model, while students in the control class are taught using the Problem Based Learning (PBL) model. The results showed that students who were taught using the e-worksheets with the ADI model had a higher N-gain (g=0.61 with medium criteria) than students taught using the PBL model (g=0.17 with low criteria). Furthermore, the effectiveness of learning environmentally friendly technology using the ADI model shows a high category (ES=0.84). This shows that the e-worksheet material on environmentally friendly technology using the ADI model was effective in improving students' argumentation skills. Keywords: e-worksheet, argumentation skills, argument-driven inquiry. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan e-LKPD materi teknologi ramah lingkungan dengan model Argument-Driven Inquiry (ADI) dalam meningkatkan keterampilan argumentasi siswa. Penelitian ini melibatkan 60 siswa kelas IX disebuah SMP Negeri di Lampung Selatan, provinsi Lampung. Desain penelitian yang digunakan adalah non-equivalent pretest-posttest control group design dengan kelas eksperimen sebanyak 30 siswa dan kelas kontrol sebanyak 30 siswa. Siswa pada kelas eksperimen mendapatkan pembelajaran dengan berbantuan e-LKPD dengan model ADI, sedangkan siswa pada kelas kontrol diajar menggunakan model Problem Based Learning (PBL). Hasil penelitian menunjukkan bahwa siswa yang diajar menggunakan e-LKPD dengan model ADI memiliki N-gain (g=0,61 kriteria sedang) yang lebih tinggi dibandingkan dengan siswa yang diajarkan dengan model PBL (g=0,17 kriteria rendah). Selanjutnya, efektivitas pembelajaran teknologi ramah lingkungan dengan menggunakan model ADI menunjukkan kategori tinggi (ES=0,84). Hal ini menunjukkan bahwa e-LKPD materi teknologi ramah lingkungan dengan menggunakan model ADI efektif untuk meningkatkan keterampilan argumentasi siswa. Kata kunci: e-LKPD, keterampilan argumentasi, argument-driven inquiry. DOI: http://dx.doi.org/10.23960/jpmipa/v23i2.pp744-753
Background: Argumentation skill is a crucial ability to be possessed by students. Argumentation skills can be trained by applying a scientific approach during learning. The implementation of the scientific approach in schools can vary; it is suspected that one of the causes is the accreditation rating. The study aimed to determine the differences in the argumentation skill of high school students based on their accreditation rating. Methods: The research design used is the Ex-post Facto design. The sample in this study was sampled using the purposive sampling technique. Results: There are differences in students' argumentation abilities between accreditation ratings of A, B, and C. Conclusions: Students' argumentation skill differs between high school students with accreditation ratings of A, B, and C. The difference in students' argumentation skills is caused by differences in the application of the scientific approach applied by teachers in each school.
The development of teacher professionalism must primarily be based on the individual needs of the teacher himself, in addition to the needs of the institution and group of teachers. So far, it has been indicated that teachers, especially at the SMP/MTs level, have problems in developing a scientific approach based learning program, especially in implementing it. The implementation of Science and Technology for Society (IbM) has been held to improve the understanding and skills of junior high school science teachers at South Lampung in developing teaching material based on scientific approach with the Argument-Driven Inquiry learning model. Lecturers as resource persons and education experts in the development of teacher professionalism coordinate the implementation of the program and its implementation. The results of the implementation this IbM indicate an increase in teacher understanding of the design of junior high school science teaching materials based on the scientific approach with the Argument-Driven Inquiry learning model. Teacher skills are improved, especially in compiling a Science Worksheet for Students in a Junior High School based on a scientific approach with argumentation. Therefore, the implementation of IbM carried out effectively and in accordance with the expected results.
Lecturer Assignments in Schools or Penugasan Dosen di Sekolah (PDS) is one of the flagship programs for revitalizing TTIs based on partnerships with schools. The PDS program at FKIP Unila that has been implemented needs to be evaluated for its level of success. The purpose of this evaluation is to describe the level of success in implementing the PDS program at FKIP Unila as a whole in terms of context, input, process, and product. The program evaluation model uses the CIPP model (Context, Input, Process, Product). Data collection techniques were used in the form of observation, distributing questionnaires, and document analysis. Evaluation data were analyzed descriptively and qualitatively with stages, namely data reduction, data presentation, and conclusion. The evaluation results show that the PDS FKIP Unila program was successful in terms of context, input, process, and product. Success in terms of context is demonstrated by the legal basis for program implementation which is clear and has program objectives that are in line with the revitalization of the LPTKs by increasing the professionalism of teachers. Success in terms of input is demonstrated by instructors who are competent in their fields, professional organizing teams, program materials that are by the school curriculum, supporting facilities and infrastructure, and sufficient budget funds. Success in terms of the process includes the implementation of the activity plan according to the specified schedule, the performance of the organizers and instructors being optimal, the participants being able to participate in education and training actively and well, and evaluations are carried out thoroughly both for evaluation of participants, instructors, and organizers. Success in terms of product is obtaining output in the form of best practices in the form of reflective journals, videos, and learning media as well as articles published in international proceedings and reputable international journals. Based on the evaluation results, the implementation of the Unila FKIP PDS program was effective in providing solutions for increasing the professionalism of educators.
