Development of Argumentative Learning Model Procedures Inquiry Blended Learning on Acid-Base Materials

Feronica Purba, Harizon Harizon, Muhammad Haris Effendi

Abstract


Argumentation skills play a major role in developing critical thinking skills and understanding problems and ideas. Argumentation ability is one of the most complex thinking skills in the learning process. The purpose of this study was to determine the procedure for developing an argumentative inquiry blended learning model on acid-base material. The research method used the "Research and Development" (R & D) method. The research procedure for developing a procedural learning model uses the type of procedure type F2-O2-S4-A3. The Argumentative Learning Model Procedure produced in this study is a combination of the Inquiry Argumentative Learning Model and the blended learning model using one type of research procedure for the development of Lee J.L and Jang with Type F2-O2-S4-A3. The conclusion of the study is that this development design model went through several stages, namely the stage of determining data sources, collecting data, analyzing data, generating ideas, describing models, urgency of procedures, concept validation, providing recommendations for testing procedures, practical validation, describing model II.

Full Text:

PDF

References


Ade. (2016). Peningkatan Kemampuan Argumentasi Melalui Penerapan Model Problem Based Learning pada Siswa Kelas XI MIA SMA Batik 2 Surakarta. Jurnal Pendidikan Kimia. 3 (2): 2457-2673.

Agustianingsih, A. (2019). Pengembangan Prosedur Model Pembelajaran Argumentasi Berbasis Flipped Classrooom Terintegrasi Toulmin Argumentation Pattern (Tap) Pada Materi Stoikiometri Kelas X Mipa Sman 4 Kota Jambi. Jurnal Pengembangan Prosedur Model Pembelajaran Argumentasi Berbasis Flipped Classrooom Terintegrasi Toulmin Argumentation Pattern (Tap) Pada Materi Stoikiometri Kelas X Mipa Sman 4 Kota Jambi.

Andriani, R. (2018). Perbandingan Kemampuan Argumentasi Siswa Pada Materi Larutan Elektrolit Dan Non-Elektrolit Dengan Model Pembelajaran Kooperatif Tipe Tsts Dan Tps Sman 5 Kota Jambi. Pendidikan Kimia.

Dawson, V., & Katherine, C. (2017). Using Climate Change Scenarios To Improve Grade 10 Students’ Argumentation Skills. The University Of Western Australia, Australia: 21-25.

Devi, N. D. C., Susanti, E., & Indriyanti, N. Y. (2018). Analisis Kemampuan Argumentasi Siswa Sma Pada Materi Larutan Penyangga. Jurnal Kimia Dan Pendidikan Kimia, 3(3), 152–159.

Diwu, C. (2010). Effects Of A Dialogical Argumentation Instructional Model On Grade 10 Learners’ Conception Of Fermentation (Phd Thesis). University Of The Western Cape.

Dwiyogo, W. D. (2018). Pembelajaran Berbasis Blended Learning. Depok: Rajagrafindo Persada.

Ginanjar. (2015). Argumentation Driven Inquiry. Jurnal Mipa, 20 (1): 32-37.

Hadiwidodo, S., Tukiran, T., & Taufikurahmah, T. (2017). Pengembangan Perangkat Pembelajaran Kimia Model Argument Driven Inquiry Untuk Meningkatkan Keterampilan Argumentasi Dan Hasil Belajar Siswa. Jpps (Jurnal Penelitian Pendidikan Sains), 7(1), 1416–1421.

Hasibuan, M. H. E., & Mukminin, A. (2019). The Inquiry-Based Teaching Instruction (Ibti) In Indonesian Secondary Education: What Makes Science Teachers Successful Enact The Curriculum? Journal Of Turkish Science Education, 16(1), 18–33.

Hasibuan, M. H. E., Ngatijo, & Urip. (2019). Portraying Supports, Situational Beliefs And Chemistry Teachers’ Adoptions. Journal Of Turkish Science Education. 16 (4): 538-553.

Khoirul, A. (2015). Pembelajaran Berbasis Inkuiri Metode Dan Aplikasi. Jakarta: Kencana.

Lee, J., & Jang, S. (2014). A Methodological Framework For Instructional Design Model Development: Critical Dimensions And Synthesized Procedures. Educational Technology Research And Development, 62(6), 743–765. Springer.

Mcneill, K. L., & Krajcik, J. S. (2011). Supporting Grade 5-8 Students In Constructing Explanations In Science: The Claim, Evidence, And Reasoning Framework For Talk And Writing. Pearson. Eric.

Pratiwi, A., Sahputra, R., & Hadi, L. (2017). Pengaruh Model Flipped Classroom Terhadap Self-Confidence Dan Hasil Belajar Siswa Sman 8 Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 6(11).

Primasari. (2011). Model-Model Dalam Pembelajaran. Bandung: Alfabeta.

Ramadani, Y. (2019). Pengembangan Prosedur Model Inkuiri-Flipped Classroom Untuk Meningkatkan Kemampuan Berargumentasi Kimia. Jurnal Pengembangan Prosedur Model Inkuiri-Flipped Classroom Untuk Meningkatkan Kemampuan Berargumentasi Kimia.

Robertshaw, B., & Campbell, T. (2013). Constructing Arguments: Investigating Pre-Service Science Teachers’ Argumentation Skills In A Socio-Scientific Context. Science Education International, 24(2), 195–211. Eric.

Rusdi, M. (2018). Penelitian Desain Dan Pengembangan Kependidikan. Depok: Pt. Rajagrafindo Persada.

Sanjaya. (2009). . Metode-Metode Pembelajaran. Jakarta: Gramedia.

Sihkabuden. (2011). Model Pembelajaran Blended Learning. Bumi Aksara.

Siswanto, S., Kaniawati, I., & Suhandi, A. (2014). Penerapan Model Pembelajaran Pembangkit Argumen Menggunakan Metode Saintifik Untuk Meningkatkan Kemampuan Kognitif Dan Keterampilan Berargumentasi Siswa. Indonesian Journal Of Physics Education, 10(2), 104–116. State University Of Semarang.

Taufik. (2013). Metode Ceramah Dalam Proses Pembelajaran. Jurnal Pendidikan. 2 (4): 35-41.

Wahdan, W. Z., Sulistina, O., & Sukarianingsih, D. (2017). Analisis Kemampuan Berargumentasi Ilmiah Materi Ikatan Kimia Peserta Didik Sma, Man, Dan Perguruan Tinggi Tingkat I. J-Pek (Jurnal Pembelajaran Kimia), 2(2), 30–40.


Refbacks

  • There are currently no refbacks.