Efektivitas Model Pembelajaran ADI dalam Meningkatkan Keterampilan Argumentasi Siswa Berdasarkan Kemampuan Akademik

Adi Nurrahman, Nina Kadaritna, Lisa Tania

Abstract


This research was aimed to describe the effectiveness of ADI learning model to improve argumentation skills based academic ability on additive and addictive. The method used was quasi experiment with Pretest-Posttest Nonequivalent Control Group Design by factorial type 2x2. Samples was selected by purposive sampling. Instruments used were student worksheets based ADI learning model, pretest-posttest. Data analysis used were ancova and t-test. Result of the research showed the average value of n-gain argumentation skills using ADI learning model higher than conventional learning not only high academic but also low academic. The conclution in this research was ADI learning model effective to improve argumentation skills, ADI learning model to improve argumentation skill not influenced by academic ability; and improvement of students argumentation skill high academic ability was not different as significant with students low academic ability. 

Penelitian ini bertujuan untuk mendeskripsikan efektivitas model pembelajaran ADI dalam meningkatkan keterampilan argumentasi siswa pada materi zat aditif dan adiktif berdasarkan kemampuan akademik.  Metode yang digunakan adalah Quasi Eksperiment dengan Pretest-Posttest Nonequivalent Control Group Design serta tipe faktorial 2x2. Sampel ditentukan menggunakan teknik purposive sampling. Instrumen yang digunakan adalah LKPD berbasis model pembelajaran ADI, soal pretes-postes. Analisis data menggunakan uji ankova dan uji-t. Hasil penelitian menunjukkan rata-rata n-gain kemampuan argumentasi siswa model pembelajaran ADI lebih tinggi dari pembelajaran konvensional baik kemampuan akademik tinggi maupun rendah. Penelitian ini menyimpulkan bahwa: model pembelajaran ADI efektif dalam meningkatkan keterampilan argumentasi siswa; model pembelajaran ADI tidak dipengaruhi kemampuan akademik; dan peningkatan keterampilan argumentasi siswa kemampuan akademik tinggi tidak berbeda secara signifikan dengan siswa kemampuan akademik rendah.

 

Kata kunci: kemampuan akademik, keterampilan argumentasi, model pembelajaran ADI

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