Open AccessThe Claims Statements from Viral Videos for Instrument Development to Assess Argumentation Thinking Skills
Author(s) -
' Suyono,
Harun Nasrudin,
Bertha Yonata,
Wahyu Budi Sabtiawan
Publication year - 2021
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 - 10.1088/1742-6596/1899/1/012174
Subject(s) - argumentation theory , argumentative , rubric , argument (complex analysis) , fallacy , statement (logic) , test (biology) , identification (biology) , computer science , psychology , critical thinking , perspective (graphical) , mathematics education , epistemology , artificial intelligence , medicine , paleontology , philosophy , botany , biology
The final goal of the research that is being carried out by researchers is to produce empirical data in the form of a profile of the argumentation ability of chemistry education study program students in assessing the phenomena of daily life that are exposed to viral on social networks/media. To achieve that goal, it requires the identification stage and the formulation of a claim statement that is written in the video. Thus, the goal to be achieved at this stage is to obtain a list of claim statements that will be used as a stem in the preparation of questions to assess the ability of the argument or counterargument of the test objectives. The method used is content analysis. There were 11 claim statements have been successfully formulated and the uses in the preparation of argumentation questions. The formulated claim statements are grouped into two statuses, namely true claim statements and false claims statements from a scientific perspective. The two groups of claim statements can then be taken into consideration by researchers for two designations. The first designation is to determine the types of questions to be developed, namely questions of argumentation and/or questions of counter argumentation. The second designation is the preparation of a rubric in scoring students’ argumentative abilities.