Email this article The Effects of Online Learning on Students' Scientific Argumentation Ability on Thermodynamic Topics
Abstract
Abstract:. Scientific argumentation is a cognitive complex that requires scientific reasoning related to theory and evidence of critical thinking related to the argument. The purpose of this study is to analyze the ability of scientific argumentation on the topic of Thermodynamics in online learning. The sample in this study were 100 students of class XII at SMA Negeri 1 Pacitan who had studied Thermodynamics through face-to-face learning and online learning. Data on scientific argumentation skills were obtained through 11 two-tier questions accompanied by student explanations and arguments, reliability coefficient 0.715 with criteria high. The assessment is based on the TAP rubric which consists of 5 aspects including claims, data, warrant, qualifier, and rebuttal. The results of the analysis show that the students' arguments are still low on the aspects of warranting and backing. students provide reasons not accompanied by proof of the concept of thermodynamics, but students only give opinions that they think are correct and based on the knowledge they have experienced and observed.
Abstrak: Argumentasi ilmiah adalah keterampilan kognitif kompleks yang membutuhkan penalaran ilmiah terkait korelasi teori dan bukti serta pemikiran kritis terkait dengan kekuatan argumen. Penelitian ini bertujuan menganalisis kemampuan argumentasi ilmiah pada topik Termodinamika pada pembelajaran daring. Sampel yang digunakan dalam penelitian ini sebanyak 100 siswa kelas XII di SMA Negeri 1 Pacitan yang telah memperoleh materi topik Termodinamika melalui pembelajaran tatap muka dan pembelajaran online. Data keterampilan argumentasi ilmiah diperoleh melalui pemberian 11 soal berupa tes pilihan disertai dengan penjelasan dan argumentasi siswa, dengan reliabilitas 0,715. Penilaian dilakukan berdasarkan rubrik TAP yang terdiri dari 5 aspek yaitu klaim, data, warant, qualifer dan rebuttal. Hasil analisis menunjukkan argumentasi siswa masih rendah pada aspek pemberian warrant dan backing. Pemberian alasan tidak disertai dengan bukti konsep Termodinamika melainkan siswa hanya memberikan pendapat yang menurut mereka benar dan berdasarkan pengetahuan yang mereka telah alami dan amati.Keywords
Full Text:
PDFReferences
Ain, T. N., Wibowo, H. A. C., Rohman, A., & Deta, U. A. (2018). The scientific argumentation profile of physics teacher candidate in Surabaya. Journal of Physics: Conference Series, 997(1), 12025. https://doi.org/10.1088/1742-6596/997/1/012025
Brookes, D. T., & Etkina, E. (2015). The Importance of Language in Students’ Reasoning About Heat in Thermodynamic Processes. International Journal of Science Education, 37(5–6), 759–779. https://doi.org/10.1080/09500693.2015.1025246
Chang, C. L., & Fang, M. (2020). E-Learning and Online Instructions of Higher Education during the 2019 Novel Coronavirus Diseases (COVID-19) Epidemic. Journal of Physics: Conference Series, 1574(1), 12166. https://doi.org/10.1088/1742-6596/1574/1/012166
Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170–191. https://doi.org/10.1080/09500693.2015.1134849
Chin, C., & Osborne, J. (2010). Students’ questions and discursive interaction: Their impact on argumentation during collaborative group discussions in science. Journal of Research in Science Teaching, 47(7), 883–908. https://doi.org/10.1002/tea.20385
Choi, A., & Hand, B. (2020). Students’ Construct and Critique of Claims and Evidence Through Online Asynchronous Discussion Combined with In-Class Discussion. International Journal of Science and Mathematics Education, 18(6), 1023–1040. https://doi.org/10.1007/s10763-019-10005-4
Choi, A., Notebaert, A., Diaz, J., & Hand, B. (2010). Examining arguments generated by year 5, 7, and 10 students in science classrooms. Research in Science Education, 40(2), 149–169. https://doi.org/10.1007/s11165-008-9105-x
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z
Engelbrecht, J., Borba, M. C., Llinares, S., & Kaiser, G. (2020). Will 2020 be remembered as the year in which education was changed? In ZDM - Mathematics Education (Vol. 52, Issue 5, pp. 821–824). Springer. https://doi.org/10.1007/s11858-020-01185-3
Erceg, N., Aviani, I., Mešić, V., Glunčić, M., & Žauhar, G. (2016). Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions. Physical Review Physics Education Research, 12(2), 020139. https://doi.org/10.1103/PhysRevPhysEducRes.12.020139
Erduran, S., Ozdem, Y., & Park, J. Y. (2015). Research trends on argumentation in science education: a journal content analysis from 1998–2014. International Journal of STEM Education, 2(1), 1–12. https://doi.org/10.1186/s40594-015-0020-1
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. https://doi.org/10.1002/sce.20012
Eskin, H., & Ogan-Bekiroglu, F. (2013). Argumentation as a Strategy for Conceptual Learning of Dynamics. Research in Science Education, 43(5), 1939–1956. https://doi.org/10.1007/s11165-012-9339-5
Foroushani, S. (2019). Misconceptions in engineering thermodynamics: A review. International Journal of Mechanical Engineering Education, 47(3), 195–209. https://doi.org/10.1177/0306419018754396
Hakim, A., Sahmadesti, I., & Hadisaputra, S. (2019). Promoting students’ argumentation skill through development science teaching materials based on guided inquiry models. International Conference on Mathematics and Science Education, 1521, 42117. https://doi.org/10.1088/1742-6596/1521/4/042117
Kemendikbud. (2014). Permendikbud 59 Tahun 2014 Tentang Kurikulum SMA/MA.
Lee, H. S., Liu, O. L., Pallant, A., Roohr, K. C., Pryputniewicz, S., & Buck, Z. E. (2014). Assessment of uncertainty-infused scientific argumentation. Journal of Research in Science Teaching, 51(5), 581–605. https://doi.org/10.1002/tea.21147
Leinonen, R., Asikainen, M. A., & Hirvonen, P. E. (2015). Grasping the second law of thermodynamics at university: The consistency of macroscopic and microscopic explanations. Physical Review Special Topics - Physics Education Research, 11(2). https://doi.org/10.1103/PhysRevSTPER.11.020122
Madden, S. P., Jones, L. L., & Rahm, J. (2011). The role of multiple representations in the understanding of ideal gas problems. Chemistry Education Research and Practice, 12(3), 283–293. https://doi.org/10.1039/C1RP90035H
Mao, L., Liu, O. L., Roohr, K., Belur, V., Mulholland, M., Lee, H. S., & Pallant, A. (2018). Validation of Automated Scoring for a Formative Assessment that Employs Scientific Argumentation. Educational Assessment, 23(2), 121–138. https://doi.org/10.1080/10627197.2018.1427570
National Research Council. (2011). Framework for K-12 Science Education : Practices, Crosscutting Concepts, and Core Ideas A Framework for K-12 Science Education : Practices, Crosscutting Concepts, and Core Ideas. In National Academies Press.
Oktavianti, E., Handayanto, S. K., Wartono, & Saniso, E. (2018). Students’ scientific explanation in blended physics learning with E-scaffolding. Jurnal Pendidikan IPA Indonesia, 7(2), 181–186. https://doi.org/10.15294/jpii.v7i2.14232
Phua, M. P. E., & Tan, A.-L. (2018). Promoting productive argumentation through students’ questions. Asia-Pacific Science Education, 4(1), 4. https://doi.org/10.1186/s41029-018-0020-9
Rahman, A., Diantoro, M., & Yuliati, L. (2018). Kemampuan Argumentasi Ilmiah Siswa pada Hukum Newton di Sekolah Menengah Atas. 903–911.
Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views and practice. Journal of Research in Science Teaching, 49(9), 1122–1148. https://doi.org/10.1002/tea.21037
Sampson, V., Enderle, P. J., & Walker, J. P. (2012). The development and validation of the assessment of scientific argumentation in the classroom (ASAC) observation protocol: A tool for evaluating how students participate in scientific argumentation. In Perspectives on Scientific Argumentation: Theory, Practice and Research (Vol. 9789400724, pp. 235–264). Springer Netherlands. https://doi.org/10.1007/978-94-007-2470-9_12
Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education, 95(2), 217–257. https://doi.org/10.1002/sce.20421
Sari, L. A. S., Diantoro, M., & Agustina Suwastika Sari Pendidikan Fisika, L. (2019). Pola Perubahan Kemampuan Argumentasi Ilmiah melalui Model Pembelajaran Kontekstual Multirepresentasi. In Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Vol. 4, Issue 9). http://journal.um.ac.id/index.php/jptpp/
Schröder-Turk, G. E., & Kane, D. M. (2020). How will COVID-19 change how we teach physics, post pandemic? In Physical and Engineering Sciences in Medicine (Vol. 43, Issue 3, pp. 731–733). Springer. https://doi.org/10.1007/s13246-020-00896-x
Smith, T. I., Christensen, W. M., Mountcastle, D. B., & Thompson, J. R. (2015). Identifying student difficulties with entropy, heat engines, and the Carnot cycle. Physical Review Special Topics - Physics Education Research, 11(2), 020116. https://doi.org/10.1103/PhysRevSTPER.11.020116
Wang, J., & Buck, G. A. (2016). Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation. Journal of Science Teacher Education, 27(5), 577–604. https://doi.org/10.1007/s10972-016-9476-1
Wardani, A., Yuliati, L., Taufiq, A., & Artikel Abstrak, I. (2018). Kualitas Argumentasi Ilmiah Siswa pada Materi Hukum Newton. In Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Vol. 3, Issue 10). https://doi.org/10.17977/JPTPP.V3I10.11734
Wattanakasiwich, P., Taleab, P., Sharma, M. D., & Johnston, I. D. (2013). Development and Implementation of a Conceptual Survey in Thermodynamics. In International Journal of Innovation in Science and Mathematics Education (Vol. 21, Issue 1).
DOI: http://dx.doi.org/10.17977/jps.v9i1.15083
Jurnal Pendidikan Sains Journal of Science Education Graduate School of Universitas Negeri Malang, Indonesia
|
