Open AccessThe impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill
Author(s) -
Jumadi Jumadi,
Riki Perdana,
Riwayani Riwayani,
Dadan Rosana
Publication year - 2021
Publication title -
international journal of evaluation and research in education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.199
H-Index - 6
eISSN - 2620-5440
pISSN - 2252-8822
DOI - 10.11591/ijere.v10i1.20593
Subject(s) - span (engineering) , attention span , psychology , population , demography , engineering , structural engineering , cognition , neuroscience , sociology
Students in Indonesia still have the low level of scientific argumentation skills. This study purposed to examine the impact of Problem-based Learning ( PBL ) with Argument Mapping and Online Laboratory in improving the scientific argumentation skill. It describes the significance of the differences between participants who learn through PBL, PBL with Online Laboratory (PBL-OL) , Problem-based Learning with Argument Mapping and Online Laboratory (PBL-AMOL) model. The population of this study were students from Madrasah Aliyah Negeri (MAN) Yogyakarta, Indonesia with a random sampling technique. This was quasi-experiment with pre and post test designs. In this study, there were 97 students at MAN 1 as respondent . Paired sample t-test, independent sample t-test and ANOVA mixed design was used to analysis data. The PBL-AMOL group has a significant difference based on pre-test and post-test ( sig. 0000). T he PBL-AMOL was most effective to improve the skill with gain score 0.43 (medium) . Learning with the PBL-AMOL model can be an alternative to solve the problems of creative thinking skill.