Open AccessPromoting indonesian secondary school students’ argumentation skills in the concept of chemistry reaction-rate: a comparative effect of three cooperative learning strategies
Author(s) -
Muhammad Haris Effendi-Hsb,
Harizon,
Ngatijo Ngatijo,
Fuldiaratman,
Urip Sulistyo
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1317/1/012143
Subject(s) - jigsaw , argumentation theory , indonesian , argument (complex analysis) , mathematics education , quality (philosophy) , psychology , chemistry , pedagogy , computer science , epistemology , philosophy , linguistics , biochemistry
Argumentation skills have been minimally fostered in the worldwide science classrooms that brings students’ low ability to make scientific arguments. This study had compared the effect of the strategies of jigsaw, two-stay-two-stray (TSTS), and discovery-learning (DL) in promoting Indonesian secondary school student’s argumentation skills in the concept of chemistry reaction-rate. Data were collected using open-ended tests and video observations. The results of quantitative analysis show that jigsaw and TSTS were more effective than DL in enabling the students to produce high quality arguments. The results of observation data analysis show that distinctive learning experiences the students had in the form of chance to conduct diverse types of discussion under reasonable time allocation caused the differences of effect between the strategies. This finding suggests that implementing an argument-driven learning strategy that provides students with fruitful opportunities to perform intense debates is highly recommended to promote students’ skills in scientific argumentation.