Argument Driven Inquiry (ADI) in Chemistry Learning: Enhancing Students Argument Skills and Attitudes toward Chemistry
Risa Rahmawati Sunarya(a*), Neng Gustini(b), Cucu Zenab Subarkah(a) and Didah Halimah(a)

(a) Chemistry Education Program, Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung
*Email: risarahmawatis[at]uinsgd.ac.id
(b) Islamic Mangement Education, Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung

Abstract

Argument Driven Inquiry (ADI) model is designed to enhance student engagement in scientific argumentation and investigation design. In this report, ADI instructional model is using in salt hydrolysis topic of chemistry learning. The purpose of this study is to investigate argument skill and attitudes of the students toward chemistry. Data was collected to determine students argument skills and attitude toward chemistry. The attitudes toward chemistry that investigated were honest, responsibility and discipline. Results showed that students have high achievement in argument skill and also in attitudes toward chemistry. Particularly high grade student had a significantly more positive attitude toward chemistry. This shows that the ADI model can improve students argument skill and attitudes toward chemistry.

Keywords: Argument Driven Inquiry model, chemistry learning, argument skill, attitudes toward chemistry

Topic: Chemistry Education