Validity and Effectiveness of the Electronic Argument-driven Student Worksheet to Promote Students^ Argumentation Skills in the Concepts of Chemistry Bonding
Muhammad Haris Effendi-Hasibuan, Abu Bakar

Universitas Jambi

Abstract

This article talks about the validity of an argument-driven student worksheet and its effectiveness in promoting high school students^ argumentation skills in the concepts of chemistry bonding. The worksheet was designed to facilitate the students to make claim, find evidence and compose explanation to answer the questions about the concept-to-learn. The worksheet was developed using the ADDIE approach in the early 2020 under a collaborative work with a high school chemistry teacher and her 20 students in Jambi Indonesia. The validity data were collected using a 5-level Likert-scale questionnaire from a chemistry-content expert, a learning-media expert, the teacher and the students. The effectiveness of the worksheet was measured using a pretest and a posttest. The results showed that the chemistry-content of the worksheet was valid (78 out of 80) and the fitness of the worksheet as a meaningful media was also valid (59 out of 60). Moreover, the teacher^s and the students^ responses also showed that the worksheet was valid (46 out of 50 and 4.36 out of 5.00 respectively). It was supported by the Cohen^s Kappa agreement test which showed that the split-halfted students had a fair agreement (0.6) on the worksheet validity. Finally, the results also showed that the worksheet was effective in promoting the students^ ability to make arguments from pretest (mean score = 34.13) to posttest (mean score = 50.80). The data of standardized N-gain ensured the promoted skills of the students for 46.82%. This finding suggested that this kind of argument-driven worksheet is beneficial to help students improve their ability to make argumentation in science subjects.

Keywords: Argument-driven student worksheet, validity, effectiveness, argumentation skills, chemistry

Topic: Chemistry Education