Pengaruh pembelajaran POGIL berkonteks socioscientific issues terhadap kualitas keterampilan berargumentasi siswa SMA pada materi ikatan kimia

Anisyah Dasa Astarina; Sri Rahayu; Yahmin Yahmin

doi:10.21831/jipi.v5i1.20890

Pengaruh pembelajaran POGIL berkonteks socioscientific issues terhadap kualitas keterampilan berargumentasi siswa SMA pada materi ikatan kimia

Anisyah Dasa Astarina, Universitas Negeri Malang, Indonesia
Sri Rahayu, Universitas Negeri Malang, Indonesia
Yahmin Yahmin, Universitas Negeri Malang, Indonesia

10.21831/jipi.v5i1.20890

Abstract

Penelitian ini bertujuan untuk menguji pengaruh pembelajaran POGIL berkonteks SSI terhadap kualitas argumentasi siswa kelas X. Rancangan penelitian adalah mixed-methods. Data kuantitatif berupa tingkat kualitas argumentasi siswa yang diperoleh melalui instrumen tes keterampilan berargumentasi. Data kualitatif berupa hasil wawancara siswa tentang sikap siswa terhadap SSI dan argumentasi siswa pada proses pembelajaran. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berargumentasi antara siswa yang dibelajarkan dengan POGIL berkonteks SSI dengan siswa yang dibelajarkan dengan POGIL dan konvensional. Pembelajaran POGIL berkonteks SSI lebih efektif dalam membelajarkan keterampilan berargumentasi siswa dibandingkan dua kelas lainnya berdasarkan nilai rata-rata kualitas argumentasi.

The effect of POGIL with socioscientific issues context for high school argumentation skills quality in chemical bonding

Abstract

The aim of the study was to examine the influence of POGIL with SSI context on the quality of high school students argumentation. The research design was mixed-methods. Quantitative data in the form of level of students’ argumentation quality collected by instrument of argument skills. Qualitative was the students’ transcript of interview about their attitude toward SSI and their argumentation in process of learning.The results showed that there was a difference in the skills of argumentation between the students who taught with the POGIL with SSI context and the students taught by POGIL and conventional instruction. POGILS with SSI context was more effective in teaching students’ argumentation skills compared to the other classes based on the average score of student argumentation.

Keywords

keterampilan berargumentasi; POGIL; isu-isu sosiosaintifik; ikatan kimia; argumentation skills; POGIL; socioscientific issues; chemical bonding

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DOI: https://doi.org/10.21831/jipi.v5i1.20890