THE USE OF DIALOGICAL ARGUMENTATION MODEL TO DEVELOP SCIENTIFIC ARGUMENTATION SKILLS
Daris Hadianto, Vismaia S. Damaianti, Yeti Mulyati, Andoyo Sastromiharjo

Universitas Pendidikan Indonesia

Abstract

Abstract. This research was motivated by the low ability of students^ scientific argumentation in learning physics. This study aims to analyze the effect of the Dialogical Argumentation Learning Model on students^ argumentation skills. The dialogical argumentation learning model has five stages, namely problem identification, group argumentation discussion, class argumentation discussion, class mediation, and knowledge integration. The research method used was a quasi experiment with one group pretest and posttest designs. Participants in this study were students in the early stages of physics education study program. The instruments used include test questions and observation sheets with wave content. The data analysis technique in this research is inferential statistical analysis using the t test. The results of the Sig. (2-tailed) < (0,000 t-table (3,962> 1,673) The results of this study show that the dialogical argument model has a significant effect on students^ scientific argumentation skills. Results The argumentation level has increased in the experimental class reaching level 4, while the dominant control class is level 1 and 2 on the Toulmin Argument^s Pattern and Osborne (TAP) argument scale.

Keywords: Dialogical Argument Model- Scientific Argument- Argument Level

Topic: Physics Education