Analysis of Argument-Driven Inquiry Activity in Chemistry Textbooks


Iis Intan Widiyowati(1*), Ainun Rezkiva Arif(2), Sukemi Sukemi(3)

(1) Department of Chemical Education, Universitas Mulawarman, Kampus Gunung Kelua, Samarinda, 75119, East Kalimantan, Indonesia
(2) Department of Chemical Education, Universitas Mulawarman, Kampus Gunung Kelua, Samarinda, 75119, East Kalimantan, Indonesia
(3) Department of Chemical Education, Universitas Mulawarman, Kampus Gunung Kelua, Samarinda, 75119, East Kalimantan, Indonesia
(*) Corresponding Author

Abstract


Argument-Driven Inquiry (ADI) in science learning can improve students' argumentation skills and understanding of concepts. In the textbooks, it is important to have ADI activities inside. This research aims to analyze ADI activities in the high school chemistry textbook Revised Curriculum 2013. This research used nine indicators of ADI activities: questions, evidence, student explanation, scientific theories, argumentation, communication and justification, analysis, connection, investigation report, and reflection. The research method used a descriptive instrument as an analysis sheet prepared based on ADI activities. Data was collected using documentation techniques and data analysis using content analysis of ADI activities. The results showed that the reliability test of the data obtained was 0.94 in the very good category. The ADI activity most found in textbooks is evidence activity, with a percentage of 31.25 Meanwhile, the textbook needs to explain question and answer and reflection activities. The textbook needs to increase ADI activities that support student-centered learning and teaching.


Keywords


argumentation skills; ADI activities; chemistry textbook; understanding of concepts

Full Text:

PDF

References


Admoko, S., Hanifah, N., Suprapto, N., Hariyono, E., & Madlazim, M. (2021). The implementation of argument driven inquiry (ADI) learning model to improve scientific argumentation skills of high school students. Journal of Physics: Conference Series, 1747. https://doi.org/10.1088/1742-6596/1747/1/012046

Aldahmash, A. H., & Omar, S. H. (2021). Analysis of Activities Included in Saudi Arabian Chemistry Textbooks for The Inclusion of Argumentation-Driven Inquiry Skills. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100968

Aliwanto. (2017). Analisis Aktivitas Belajar. Jurnal Konseling GUSJIGANG, 3(1), 64–71. Retrieved from https://jurnal.umk.ac.id/index.php/gusjigang/article/view/1112/1066

Bosch, E., Seifried, E., & Spinath, B. (2021). What Successful Students Do: Evidence-based Learning Activities Matter for Students’ Performance in Higher Education Beyond Prior Knowledge, Motivation, and Prior Achievement. Learning and Individual Differences, 91. https://doi.org/10.1016/j.lindif.2021.102056

Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory and Practice, 15(1), 267–283. https://doi.org/10.12738/estp.2015.1.2324

Fakhriyah, F., Rusilowati, A., Wiyanto, W., & Susilaningsih, E. (2021). Argument driven inquiry learning model: A systematic review. International Journal of Research in Education and Science, 767–784. https://doi.org/10.46328/ijres.2001

Farida, I., & Gusniarti, W. F. (2014). Profil keterampilan argumentasi siswa pada konsep koloid yang dikembangkan melalui pembelajaran inkuiri argumentatif. Edusains, 6(1), 32–40. https://doi.org/10.15408/es.v6i1.1098

Ginanjar, W. S., Utari, S., & Muslim. (2015). Penerapan model argument-driven inquiry dalam pembelajaran IPA untuk meningkatkan kemampuan argumentasi ilmiah siswa SMP. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 20(1), 32–37. Retrieved from https://ejournal.upi.edu/index.php/jpmipa/article/view/36195

Grooms, J., Enderle, P. J., Hutner, T., Murphy, A., & Sampson, V. (2016). Argument-driven inquiry in physical science: Lab investigations for grades 6-8 (Vol. 4). Arlington: NSTA Press.

Gumilar, S., & Ismail, A. (2021). The representation of laboratory activities in Indonesian physics textbooks: a content analysis. Research in Science and Technological Education, 1–21. https://doi.org/10.1080/02635143.2021.1928045

Kulatunga, U., Moog, R. S., & Lewis, J. E. (2013). Argumentation and participation patterns in general chemistry peer-led sessions. Journal of Research in Science Teaching, 50(10), 1207–1231. https://doi.org/10.1002/tea.21107

Kusumawardhana, A. S., & Dintarini, M. (2021). Analisis interpretasi matematis dalam mini riset mahasiswa melalui pembelajaran berbasis riset. JINoP (Jurnal Inovasi Pembelajaran), 7(1), 102–114. https://doi.org/10.22219/jinop.v7i1.10416

Kusumawati, I., Marwoto, P., Rusilowati, A., Sumarni, W., & Mursidi, A. (2022, August). Dampak Model Pembelajaran STEAM-2C Terintegrasi PjBL dalam Pembelajaran IPA. In Proceeding Seminar Nasional IPA (pp. 181-192). Retrieved from https://proceeding.unnes.ac.id/index.php/snipa/article/view/1352

Lestari, D. A. (2015). Pendekatan saintifik dalam pembelajaran tematik Untuk meningkatkan keterampilan bertanya siswa. Jurnal Widyagogik: Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(1), 66–79. Retrieved from https://journal.trunojoyo.ac.id/widyagogik/article/view/1683

Maisuhetni. (2022). Meningkatkan kemampuan penalaran mahasiswa PAI dengan model pembelajaran argument driven inquiry (ADI). Edu Global: Jurnal Pendidikan Islam, 3(1), 20–31. https://doi.org/10.56874/eduglobal.v3i1.754

Marinda, S. M., Hayati, N., & Kurnia, R. (2023). Proposing a Model of Impression Learning Program to Foster Elementary Students’ Mathematics Skills in an Islamic Context. KEDJATI Journal of Islamic Civilization, 1(1), 1-19. Retrieved from https://kedjati.com/index.php/kedjati/article/view/4

Muslich, M. (2016). Text Book Writing: Dasar-Dasar Pemahaman, Penulisan, dan Pemakaian Buku Teks. Yogyakarta: PT. Ar-Ruzz Media.

Nuraini, N., Karyanto, P., & Sudarisman, S. (2014). Pengembangan modul berbasis POE (Predict, Observe, and Explain) disertai roundhouse diagram untuk memberdayakan keterampilan proses sains dan kemampuan menjelaskan siswa kelas X SMA Negeri 5 Surakarta. Biodedukasi, 7(1), 37–43. Retrieved from https://jurnal.fkip.uns.ac.id/index.php/biologi/article/view/5580/0

Nurfazri, M. (2022). Teaching critical thinking to foster EFL students' ability to distinguish from factual and fake news: Process and result (Doctoral dissertation, UIN Sunan Gunung Djati Bandung). Retrieved from https://etheses.uinsgd.ac.id/62309/

Penney, K., Norris, S. P., Phillips, L. M., & Clark, G. (2003). The anatomy of junior high school science textbooks: An analysis of textual characteristics and a comparison to media reports of science. Canadian Journal of Science, Mathematics and Technology Education, 3(4), 415–436. https://doi.org/10.1080/14926150309556580

Putri, M. A., & Komariah, E. (2018). A content analysis of activities in english textbook “When English Rings A Bell.” Research in English and Education (READ), 3(2), 147–153. Retrieved from https://jim.usk.ac.id/READ/article/view/9250

Sampson, V., & Gleim, L. (2009). Argument-driven inquiry to promote the understanding of important concepts and practices in biology. The American Biology Teacher, 71(8), 465–472. https://doi.org/10.2307/20565359

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

Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. https://doi.org/10.1002/sce.10130

Siregar, N., & Pakpahan, R. A. (2020). Kemampuan Argumentasi Ipa Siswa Melalui Pembelajaran Argumentasi Driven Inquiry (Adi). LENSA (Lentera Sains): Jurnal Pendidikan IPA, 10(2), 94–103. https://doi.org/10.24929/lensa.v10i2.113

Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(7), 1–22. https://doi.org/10.1186/s41029-019-0035-x

Sothayapetch, P. (2013). A comparative study of science education at the primary school level in Finland and Thailand (Academic dissertation, University of Helsinki). Retrieved from https://helda.helsinki.fi/server/api/core/bitstreams/8e37242e-ce25-4012-9d8d-402b9447bf92/content

Suningsih, A., & Istiani, A. (2021). Analisis Kemampuan Representasi Matematis Siswa. Mosharafa: Jurnal Pendidikan Matematika, 10(2), 225–234. Retrieved from http://download.garuda.kemdikbud.go.id/article.php?article=2230445&val=21041&title=Analisis%20Kemampuan%20Representasi%20Matematis%20Siswa

Walker, J. P., Sampson, V., Southerland, S., & Enderle, P. J. (2016). Using laboratory to engage all students in science praktices. Chemistry Education Research and Practice, 17(4), 1–39. https://doi.org/10.1039/c6rp00093b




DOI: https://doi.org/10.15575/jtk.v8i2.21243

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ainun Rezkiva Arif, Iis Intan Widiyowati, Sukemi Sukemi

Journal  Tadris Kimiya Is Indexed By : 

Lisensi Creative Commons

Pendidikan Kimia: Jurnal Tadris Kimiya  dilisensikan dengan Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0 . Hak cipta dilindungi undang-undang . p-ISSN: 2527-6816 | e-ISSN: 2527-9637