The Effect of Scientific Reading Based Inquiry Learning with a Socioscientific Issues Approach on The Scientific Argumentation Skills
Erika Tasya Aridavi, Sukarmin, Riezky Maya Probosari

Faculty of Teacher Training and Education, Universitas Sebelas Maret
Jalan Ir. Sutami 36, 57126 Surakarta, Indonesia

Abstract

Scientific argumentation skills are very important for students because they encourage critical thinking, evidence-based reasoning, and decision-making in dealing with complex scientific issues. This study aims to (1) examine the effect of the Scientific Reading-Based Inquiry (SRbI) approach combined with the Socioscientific Issues (SSI) approach on the scientific argumentation skills of eighth-grade students, and (2) assess students^ responses to the implementation of SRbI-SSI learning. This study used a quasi-experimental method with an equivalent control group design and was conducted in grade VIII of a junior high school in Kudus using a cluster random sampling technique. Data were collected through a scientific argumentation skills test in the form of essays and student response questionnaires. Then the data were analyzed using inferential statistics using an independent sample t-test with IBM SPSS version 25. The results of this study are (1) the SRbI-SSI learning model has a statistically significant impact on students^ scientific argumentation skills, as evidenced by the results of the t-test: thitung (5.741) > ttabel (1.997)- and (2) 83% of students responded positively to the implementation of SRbI-SSI learning.

Keywords: Scientific Reading based Inquiry- Socioscientific Issues- Scientific Argumentation Skills

Topic: Sciences Education and STEM Education